Educational Data Analysis

I keep seeing posts like this one circulating in teacher training programmes and from professional communities on social media. Despite being widely debunked, the idea that students learn best when instruction matches a preferred “style” (visual, auditory, kinaesthetic, etc.) still finds its way into classrooms. This is not just outdated, it’s harmful. It encourages teachers to pigeonhole students, distracts from proven strategies that actually work, and wastes valuable time on ineffective methods. Clearly researched and peer reviewed evidence shows that matching teaching to “learning styles” does not improve outcomes: Pashler et al. (2008) – No credible evidence supports learning styles improving achievement. Coffield et al. (2004) – Found over 70 models of learning styles, most lacking validity or reliability. Brown, Roediger & McDaniel (2014) – Emphasise strategies like retrieval practice and spaced repetition. Hattie (2012) – Focus on visible learning and teacher clarity, not style-matching. Howard-Jones (2014) – Labels like these promote “neuromyths” with no scientific backing. Great Teaching Toolkit (2020) – Prioritise high-impact instruction over learning style theory. We owe it to our students, and to the profession, to move on from feel-good myths and focus on what works. We should base our practice on research, not repetition of outdated myths.

📢 Finally out in Economic Policy 🚨   “The Legacy of Covid-19 in Education” w/ Katharina Werner   Longitudinal evidence from 2 German school lockdowns on how the pandemic affected education & skill development of school children   Free link 👉 https://lnkd.in/dzAr6m57 Permanent link 👉 https://lnkd.in/dUGQVxhx Ungated version 👉 https://lnkd.in/dZiTxemC Will the pandemic leave a lasting legacy in human capital?   Our survey of >2,000 parents during 2nd German school lockdown provides 1⃣ new measures of socio-emotional development 2⃣ panel evidence on how students’ time use & educational inputs adapted over time Students’ learning time was cut in half during 1st closures (from 7.5 to 3.7 hours per day) Only modest rebound (to 4.6h) one year later Particularly substituted by gaming & online activities Parents see effectiveness of an hour of learning at home lower than in school Only 7% of schools provided daily online instruction during 1st closures 25% one year later Value-added model: Introducing daily online instruction strongly related to increased student learning time (by 1.1h per day) No relation of learning time w/ other school activities Parental assessments of children’s socio-emotional development are mixed Increasing share (from 36% to 48%) saw school closures as great psychological burden for their children 55% think that school closures harmed social skills But most parents do not report changes in most dimensions of their children’s socio-emotional wellbeing (SDQ) compared to pre-pandemic times Reduction in bullying as strong positive aspect Deterioration in ability to concentrate 59% of parents think their child learned much less during school closures Some positive effects on students’ digital skills & self-regulated learning Unless remedied, skill losses may leave substantial lasting legacy in reduced economic outcomes: ⬇️skill development ⬇️lifetime income ⬇️economic growth ⬆️inequality

Last time I wrote about results, it was to celebrate the progress of NYC Reads. This time, NAEP results are sounding the alarm: national trends show concerning declines. But as Dan Heath reminds us, there’s power in looking for the bright spots. And a few districts are bucking the trend, showing what’s possible. The big question: What are they doing differently, and how can we replicate those lessons across the country? Because if some students are succeeding, all students can. What This Administration of NAEP Revealed: 1️⃣Across the board, scores were record lows. 2️⃣Few seniors displayed strong skills. Only 22% of seniors scored Proficient in math and 35% in reading; 45% were Below Basic in math and 32% Below Basic in reading. 3️⃣No post-pandemic recovery. Five years after the pandemic, this lack of recovery is a sobering reality check. Potential Drivers of the Outcomes: 1️⃣ Chronic absenteeism is eroding learning. In 2024, nearly one in three 12th graders reported missing three or more days of school in the prior month, up from one in four in 2019. Younger grades show similar trends, meaning millions of students are losing out on learning time. 2️⃣ Recovery has been fragmented and short-lived. Academic outcomes were slipping before COVID, and the pandemic accelerated the decline. Yet recovery efforts have been piecemeal, short-term, underfunded, and uncoordinated. 3️⃣Too few students receive consistent, high-quality instruction. Even when students are in school, many are not exposed to grade-level work or effective teaching. 4️⃣Accountability has weakened just as urgency is needed. Since ESSA, momentum for clear, data-driven accountability has stalled. Bright Spots: 1️⃣ Richmond, VA: Richmond Public Schools has seen notable recovery in reading. In the 2023–24 school year, 50% of RPS students were proficient in reading, up from about 47% two years prior. Reading proficiency for economically disadvantaged students jumped from the mid-30s (percent proficient) in 2021–22 to the mid-40s by 2023–24 – roughly a 10 percentage point gain over two years. 2️⃣Mississippi: Sustained gains in reading and math over the past decade. 2024 results showed Mississippi achieving its highest-ever NAEP proficiency rates, improving across all four main NAEP tests (4th & 8th grade reading and math). 3️⃣Louisiana: Major improvement in 4th-grade reading (above pre-pandemic level). Louisiana was the only state in 2024 to statistically surpass its 2019 fourth-grade reading score. 4️⃣Tennessee: Tennessee’s 2024 NAEP results showed gains in 4th and 8th grade, in both ELA and math, propelling the state’s national rankings upward by 10 or more spots in each category. What’s Working? 1️⃣ Guarantee coherent, evidence-based instruction 2️⃣ Invest in targeted, high-dosage interventions 3️⃣ Build systemwide coherence 4️⃣ Double down on accountability and leadership 5️⃣ Engage families and communities

ASER 2024: Learning Recovery and the NIPUN Bharat Impact The recently released ASER 2024 report presents promising trends in foundational learning levels across India, showcasing significant progress in the aftermath of pandemic-induced disruptions. Not only have learning levels fully recovered, but in some cases, they have also surpassed pre-pandemic benchmarks—particularly in the primary grades. Reading Proficiency: The proportion of Std III children reading at Std II level had fallen sharply from 27.3% in 2018 to 20.5% in 2022. However, by 2024, it has rebounded to 27.1%, nearing the highest levels recorded. Similarly, for Std V, reading fluency improved from 42.8% in 2022 to 48.8% in 2024, almost reaching the 2018 peak of 50.5%. Arithmetic Skills: The share of Std III children able to perform basic subtraction rose from 28.2% in 2018 to an impressive 33.7% in 2024, marking the highest level in the last decade. Early Childhood Education: The proportion of 3-year-olds enrolled in early education programs climbed to 80%, reflecting an increasing emphasis on pre-school exposure in rural India. The driving force behind these improvements is the National Education Policy (NEP) 2020, which has introduced a nationwide focus on Foundational Literacy and Numeracy (FLN). (i) According to the ASER survey, 83% of schools reported receiving government directives to implement FLN activities, 78% confirmed FLN teacher training, and 75% had access to teaching-learning materials. (ii) The policy has catalyzed a systematic, national push to improve foundational outcomes, offering long-term hope for addressing India's learning crisis. The report highlights substantial variations across states. While some states have fully recovered or exceeded previous levels, low-performing states like Uttar Pradesh, Bihar, Madhya Pradesh, and Tamil Nadu have shown remarkable improvements, setting a strong example of targeted interventions driving results. You can access the full report here: https://lnkd.in/dRquH_5T #ASER2024 #EducationRecovery #FLN #NEP2020 #FoundationalLearning #IndiaEducation #EarlyChildhoodEducation #ReadingSkills #ArithmeticSkills #PolicyImpact #LearningOutcomes #EducationReform #RuralEducation #IndianEducationSystem #PandemicRecovery #StateWiseProgress #TransformingEducation

Over the past few days, I’ve been reviewing the newly released HEC Computer Science Curriculum (2025). (Cover image: Higher Education Commission of Pakistan — Curriculum of BS Computer Science 2025) I sensed a quiet courage- the courage to let go of rigid course templates and to trust universities with creative ownership. For example, the curriculum states “[internship/field experience] is a mandatory degree award requirement of three (03) credit hours for BS in Computer Science. Internship of six (06) to eight (08) weeks must be graded by a faculty member in collaboration with the supervisor in the field.” The inclusion of mandatory internships, industry-recognized certifications, and core courses in AI, Cloud Computing and Information Security signals that we are bridging the gap between policy and practice. That said, the real work begins now. How will universities ensure all students gain quality internships, how will faculty adapt to new labs or cloud-platform teaching, and how will smaller institutions manage the resources required? At my department, we’re preparing for the Spring/Fall 2026 launch of the new scheme, with possible tracks in Artificial Intelligence, Data Science, Software Engineering, and Cloud/Network Infrastructure. I’d love to hear from fellow educators and industry colleagues: What do you see as the top challenge or opportunity in adopting this curriculum?   #HigherEducation #HEC #ComputingCurriculum #AIinEducation #SkillDevelopment

Industry standards are shifting, and campuses must shift faster... There was a time when digital skills meant teaching coding, frameworks, and full-stack application development, and students were considered job-ready. That standard has changed. AI is now the baseline. Across industries, organizations are no longer separating roles into AI jobs and non-AI jobs. The new benchmark is simple: ✅Software teams build AI-enhanced products ✅Core engineering domains automate using AI & intelligent systems Analysts deliver insights through AI-powered engines ✅Businesses optimize operations using AI-driven decision frameworks ✅Recruiters expect graduates to understand AI behavior, deployment feasibility, and automation-driven execution ✅AI is becoming a fundamental layer of professional fluency — in every stream, every role, every industry segment. The roadmap colleges must redefine now.. Institutions updating curriculum with AI for all students are already moving toward: ✅AI-assisted development practices instead of traditional development alone ✅Intelligent automation beings part of problem-solving, design, analysis, and innovation ✅Student projects evolving from functional prototypes to intelligent systems ✅Placement strategies focusing on AI-enabled talent readiness The question leadership must ask today is not “Should we teach AI?” It is: “How deeply and how early can we integrate AI in every department?” Because tomorrow’s placements will be decided on AI literacy, just like yesterday’s placements were decided on coding literacy. What we have done at AlgoTutor At AlgoTutor, we have upgraded our campus programs to align with this shift. ✅AI is now included in the curriculum roadmap for all student programs we run on campus, regardless of branch or discipline. ✅Our training model ensures students practice: ✔️ AI-enabled project building ✔️ Prompt engineering and model behavior understanding ✔️ AI-assisted coding, debugging, and optimization workflows ✔️ Introduction to AI-agent based automation and industry use cases ✔️ Applying AI practically in their core academic domain For College Management / Academic Boards / Placement Leadership If your institution is planning to upgrade academic roadmap by: ✅Making AI part of the curriculum for all departments ✅Introducing Generative AI, LLMs, or AI-automation workshops ✅Training students for AI-assisted engineering and intelligent product roles ✅Aligning placement outcomes with new industry-ready standards We would be glad to collaborate, assist and support the transition. If you represent a college and are interested in introducing AI into the curriculum roadmap or hosting an industry-aligned AI workshop from our team, let’s connect. #HigherEducation #AICurriculumForAll #CurriculumUpgrade #FutureReadyCampus #PlacementRoadmap #IndustryShift #AlgoTutor #GenerativeAI #AcademicRoadmapEvolution

The COVID-19 pandemic disrupted education globally, with school closures affecting over one billion children. These closures, intended to curb virus spread, led to significant learning losses, particularly in mathematics and science. Using data from TIMSS 2023, which evaluates fourth and eighth-grade achievements across 71 education systems, this study examines how the length of school closures impacted learning outcomes. By applying mixed-effect models to estimate deviations from pre-pandemic trends, while adjusting for demographic factors, the study reveals a global average decline of 0.11 standard deviations in student achievement. Longer closures were associated with more severe losses. Notably, students from disadvantaged groups—low performers, girls, and linguistic minorities—faced even greater setbacks, with effect sizes reaching up to 0.22 SD. These findings underscore the lasting impact of school closures and the urgent need for targeted recovery strategies and international collaboration to ensure equitable education in the post-pandemic era. https://lnkd.in/eS9ypCTu

Breakdown of the curriculum to be aligned. Steps: ✅ 1. Identify Standards and Learning Outcomes Review national, state, or international curriculum standards. Define clear and measurable learning objectives or outcomes for each grade and subject. Ensure outcomes are developmentally appropriate and aligned vertically (across grade levels) and horizontally (across subjects at the same grade). ✅ 2. Map the Existing Curriculum Conduct a curriculum audit or gap analysis. Map current instructional content, resources, and teaching strategies to the learning outcomes. Identify redundancies, gaps, and misalignments. ✅ 3. Align Instructional Strategies Select teaching methods that best support the achievement of the identified outcomes. Ensure instructional materials (books, digital resources, etc.) support the objectives. Incorporate differentiation and inclusive practices to meet diverse learner needs. ✅ 4. Align Assessments Design or review assessments (formative and summative) to ensure they: Accurately measure the intended learning outcomes. Are aligned in terms of content, skills, and cognitive demand. Use backward design to plan assessments before lessons. ✅ 5. Professional Collaboration Conduct alignment workshops or Professional Learning Communities (PLCs). Collaborate across departments and grade levels to ensure vertical and horizontal alignment. Encourage feedback and reflection from teachers on curriculum implementation. ✅ 6. Pilot and Monitor Implementation Implement aligned units and gather evidence of student learning. Collect data on instructional practices and student performance. Use classroom observations, lesson plans, and assessment results to monitor alignment in action. ✅ 7. Revise and Improve Continuously Regularly review curriculum maps and student performance data. Adjust instruction, resources, or assessments based on feedback and outcomes. Foster a culture of continuous improvement and data-informed decision-making. ✅ 8. Communicate with Stakeholders Keep leadership, teachers, students, and parents informed. Provide training and support for teachers to implement the aligned curriculum effectively. Align school policies and professional development with curriculum goals. Tools Often Used: Curriculum mapping software (e.g., Atlas, Eduplanet21) Rubrics and performance descriptors Learning management systems (LMS)

🔍 Critical Analysis: Learning Styles vs. Learning Strategies 📚 🎯 The paper "Learning Styles, Preferences, or Strategies?" by John Hattie and Dr Tim O'Leary from the University of Melbourne critically examines the persistent belief in learning styles despite overwhelming evidence against the matching hypothesis—the idea that aligning teaching to students' preferred styles improves learning. Instead, the authors argue for a shift toward adaptive learning strategies, which are more effective and evidence-based. Key Insights & Takeaways: 💡 Learning Styles vs. Learning Strategies - Learning styles refer to fixed preferences (e.g., visual, auditory, kinesthetic), but research debunks their effectiveness. ❌ - Learning strategies, on the other hand, are adaptive techniques that enhance learning outcomes based on task complexity and goals. ✅ 📊 The Myth of Matching Learning Styles - Meta-analysis of 17 studies reveals that matching teaching methods to learning styles has a negligible effect size (d=0.04). 📉 - Correlational studies report modest relationships (r=0.24) but fail to establish causation or validate the matching hypothesis. 🛠️ Learning Strategies Matter - Instead of tailoring instruction to supposed styles, educators should teach students adaptable learning strategies. 🔄 - Strategies like self-regulation, critical thinking, and problem-solving demonstrate measurable positive impact on learning. 🚀 🏫 Implications for Vocational Education and Training (VET) - VET must prioritize skill-based learning over catering to presumed learning styles. 🎓 - Teaching students how to apply strategies in real-world scenarios enhances long-term retention and workforce readiness. 🔧 - Instruction should focus on task complexity, error management, and strategic learning approaches for practical skill mastery. 🏗️ Call to Action for Educators & Institutions: ✅ Shift focus from learning styles to strategies that have proven impact. ✅ Encourage cognitive flexibility to help students tackle diverse challenges. ✅ Invest in evidence-based teaching practices to improve education quality in VET and beyond. 🔗 We need to move beyond myths and embrace research-backed learning strategies for better educational outcomes! 💬 #VocationalTraining #EducationResearch #LearningStrategies #SkillDevelopment #EvidenceBasedTeaching Nuno Crato Ludmila Nunes Teresa e Alexandre Soares dos Santos - Iniciativa Educação Mantas Sekmokas EfVET European Association of Institutes for Vocational Training (EVBB) European Vocational Training Association - EVTA EURASHE eucen UNESCO-UNEVOC OECD Education and Skills Cedefop European Training Foundation WorldSkills International VETNET-Europe

Education without Formal Schooling through Tablets and Tutors: Evidence from Out-of-School Children in Bangladesh during the COVID-19 Pandemic This paper examines the impact of EdTech in Bangladesh, where tablets with educational software and private tutoring were provided to out-of-school students through a randomized control trial. Positive effects on both math and Bangla language scores, with math scores increasing by approximately 0.25 standard deviations and Bangla scores by about 0.17 standard deviations. Girls benefited more from the program compared to boys, and rural out-of-school children experienced greater improvements than their urban counterparts. The program had minimal effect on noncognitive traits such as competence and self-esteem. These findings have broader implications for implementing education programs for out-of-school children, especially during crises like pandemics. Key Findings: 1. The intervention positively impacted math (0.25 standard deviation) and Bangla language (0.17 SD) scores of out-of-school children. 2. Girls benefited more from the program than boys. 3. Rural out-of-school children experienced greater improvements compared to urban counterparts. 4. Minimal impact was observed on noncognitive traits. 5. The findings underscore the importance of targeted interventions for out-of-school children and distance education during crises. Policy Recommendations: 1. Utilization of Technology:   - Emphasize the use of tablets with educational software to deliver quality education to out-of-school children, particularly in underserved areas.   - Ensure the availability of offline educational content to overcome internet connectivity challenges. 2. Personalized Tutoring:   - Implement personalized tutoring programs alongside technology-based interventions to enhance learning outcomes.   - Provide regular support and guidance to students through private tutors to address individual learning needs. 3. Addressing Gender Disparities:   - Develop gender-sensitive educational interventions to empower girls and address disparities in learning outcomes. 4. Tailoring Programs to Rural Contexts:   - Design educational programs considering the unique challenges faced by rural out-of-school children, including access to resources and infrastructure.   - Tailor interventions to address the specific needs of rural communities and ensure equitable access to education. 5. Holistic Approach to Education:   - Integrate activities that enhance self-esteem, resilience, and other noncognitive traits into educational programs. 7. Policy Implementation:   - Engage policymakers and stakeholders in designing and implementing effective education policies targeted at out-of-school children. https://lnkd.in/eu7caRiq