Madhavi VenkatesanImesh Nuwan BandaraDzintra IliškoMeltem İnce-YenilmezIliško, DzintraYenilmez, Meltem InceBandara, Imesh NuwanVenkatesan, Madhavi2025-10-06202126922924, 269229322692-29242692-293210.1089/scc.2021.00262-s2.0-85108790188https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108790188&doi=10.1089%2Fscc.2021.0026&partnerID=40&md5=54601fc50789944e7c2eff815d04eacehttps://gcris.yasar.edu.tr/handle/123456789/8963https://doi.org/10.1089/scc.2021.0026COVID-19 resulted in school closures on a global scale. However the most significant closures appear to be in North America. Educational disruption is anticipated to impact educational attainment in terms of drop-out rates but more significantly with respect to exacerbating pre-pandemic educational inequity and corresponding poverty. This discussion evaluates the impact of COVID-19 on the United States through a case-study review of Sri Lanka Turkey and Latvia. The case studies highlight that poor and marginalized populations irrespective of geography are vulnerable to economic shocks. Further COVID-19 has prompted greater transparency of the inequities faced by marginalized groups and by doing so increased the visibility of the need for intervention. Through an evaluation of literacy the discussion addresses the impact of normalized US racism on educational equity and economic growth and highlights how a legacy of race-based policies may impact the resiliency of the United States specific to the present pandemic. © 2021 Elsevier B.V. All rights reserved.Englishinfo:eu-repo/semantics/closedAccessCovid-19, Educational Equity, Literacy, Remote Learning, Covid-19, Economic Growth, Educational Attainment, Equity, Racism, Vulnerability, Latvia, North America, Sri Lanka, Turkey, United States, Meleagris GallopavoCOVID-19, economic growth, educational attainment, equity, racism, vulnerability, Latvia, North America, Sri Lanka, Turkey, United States, Meleagris gallopavoLiteracyCOVID-19Remote LearningEducational EquityArticle