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alphabetic order)  \nJon Duan, Lindsay Forestell, Sridevi Ganti, Nicole Gardner, Matthew Hall, Roger Hazleden, Karla Helgason, Jeremy Higgs, Karlic Ho, David Hosick, Pat McCrea, Bonnie Robert, Brett Wilmer.  \nACKNOWLEDGEMENTS  \nThis paper was drafted by BC Public Service employees who work and live on the traditional territories of the lək􀹂 ʷəŋən-speaking people – the Xwsepsum (Esquimalt) and Songhees Nations-and the W̱SÁNEĆ(SENĆOŦEN-speaking) people. We gratefully acknowledge and respect their ongoing stewardship of the land and efforts towards building a better future for our children.  \nThe Education Analytics Office (EAO) at the BC Ministry of Education, First Nations Education Steering Committee (FNESC), Métis Nation British Columbia (MNBC), BC School Superintendents Association (BCSSA), BC School Trustees Association (BCSTA), BC Principals’ and Vice-Principals’ Association (BCPVPA), BC Teachers’ Federation (BCTF), and BC Confederation of Parent Advisory Councils (BCCPAC) .  \nSpecial acknowledgement to Ruth Atherley and Paul Holman of AHA Creative Strategies Inc. for their assistance with the editing and proofreading.  \nSUGGESTED CITATION  \nCOVID-19 Student Impacts: February 2021. BC Ministry of Education. August 2021. Retrieved from: [https://studentsuccess.gov.bc.ca/reporting](https://studentsuccess.gov.bc.ca/reporting).  \nExecutive Summary  \nThe COVID-19 Context in Education  \nThe impact of the COVID-19 pandemic on students’ learning and overall growth and development continues to unfold as BC and the world move into new phases of managing the virus and its variants. While it is still too early to draw definitive conclusions regarding if and how students have been and continue to be affected by the necessary and often urgent shifts and adaptations in the delivery of education during the COVID-19 pandemic, there are emerging indicators of potential priorities that will allow for measurement and the development of effective ways to address the identified impacts to student learning.  \nIn understanding how education was addressed across Canada and around the world, there are strong signals that British Columbia’s unique approach to the delivery of K-12 education during the pandemic could yield distinct results and outcomes. Specifically, BC students have experienced greater stability in their education than some other jurisdictions where there has been less opportunity for face-to-face learning. The Ministry of Education (the Ministry) anticipates that the approach taken by British Columbia will serve to mitigate potential negative impacts to students’ learning and well-being.  \nWhen defining the scope of impacts to students due to the pandemic, we take the holistic view embodied in the Educated Citizen. This includes the perspective that not all impacts will be negative.  \nOur Goal  \nThis report is Phase 2 of a multi-phase analysis on the effects of COVID-19, referred to as the Impact on Learning Research Programme. In this document, our goal is to better understand the medium-term impact from mid-March 2020 through June 2020 and the beginning of the 2020/21 school year (September 2020 through the beginning of February 2021) .  \nThe Phase 1 report documented the early and immediate impacts of the suspension of in-class instruction from mid-March 2020 through the end of May 2020, and the partial and voluntary resumption of in-class instruction in June 2020. The Phase 1 report was not released publicly.  \nA Phase 3 paper, planned for summer 2021, will address further evidence of potential impacts to students from the 2020/21 school year. Additional reporting is planned for the foreseeable future.  \nKey Research Questions  \n• Is there evidence of medium-term impacts to students from the spring of 2020?  \n• What changes were there to the delivery of education in the 2020/21 school year?  \nMethodology and Sources  \nAs noted earlier in th","cbCainKmdX1C8mv9","https://ap.wps.com/l/cbCainKmdX1C8mv9","pdf",3515986,69,"English","# Executive Summary\n## The COVID-19 Context in Education\n## Our Goal\n## Key Research Questions\n## Methodology and Sources\n### Intellectual Development\n### Human and Social Development\n### Career Development\n## The Delivery of Education in the 2020/21 School Year","[{\"question\":\"What time period does this Phase 2 report cover?\",\"answer\":\"It analyzes medium-term impacts from mid-March 2020 through June 2020, and the beginning of the 2020/21 school year, spanning September 2020 through early February 2021.\"},{\"question\":\"What overall framework is used to define student impacts?\",\"answer\":\"The report applies a holistic view based on the Educated Citizen pillars: intellectual development, human and social development, and career development.\"},{\"question\":\"Which sources are used to assess intellectual development?\",\"answer\":\"Intellectual impacts are assessed through analysis of provincial assessments, including June 2020 graduation assessments and grade-to-grade transitions.\"}]","COVID-19 Student Impacts - February 2021 | PDF",1792044228,174]