Abstract Background: In response to the COVID-19 pandemic, schools experienced repeated closures from spring 2020 onwards. Subsequent analysis of educational monitoring data has revealed significant learning losses for students. For example, the IQB Trends in Student Achievement Study 2021 (IQB-Bildungstrend 2021) found unfavorable developments for 4th-graders at the end of the primary school, both in terms of the mean proficiency levels achieved and the proportion of students who failed to meet the minimum standards. However, there is a lack of empirical studies that address aspects related to distance learning in conjunction with situational variables, offering a comprehensive investigation into the comparative importance of a wide range of variables in characterizing low-achieving students during the pandemic. Methods: We applied educational data mining techniques to characterize low achievers using data from the IQB Trends in Student Achievement Study 2021 with nᵣ = 24, 500 cases in reading and nₘ = 24, 511 in math, utilizing 103 predictor variables. Two separate models were developed using Prediction Rule Ensembles, an innovative machine learning method combining rules from a random-forest-like approach with linear predictors in a lasso-regularized regression. Results: " (Class-level) HISEI and cultural capital held high influences, whereas the highest EGP class was lessimportant. " in the abstract to "Socio-economic and cultural background held high influences. " since the editor noted "One small thing does stillneed to be fixed: please refrain from solely using abbreviations in the abstract (namely: EGP, HISEI). Further, EGP was actually nowhereintroduced, and the explicit form (given in the Abbreviations list) may not be sufficient for many readers to understand what this is. Hence, please add a brief explanation. Conclusion: While the main predictor variables include well-established risk factors, there are associations regarding aspects of distance learning, often in interaction with these established factors. Further research is necessary to confirm these findings in a causal manner; nevertheless, they establish a foundation upon which future investigations can explore the potential contributions of these variables in the characterization of low-achieving students.
Schumann et al. (Tue,) studied this question.