COVID and the Economic Importance of In-Person K-12 Schooling.

Autor/inn/en	Green, David A.; Karimirad, Ali; Simard-Duplain, Gaëlle; Siu, Henry E.
Institution	National Bureau of Economic Research
Titel	COVID and the Economic Importance of In-Person K-12 Schooling. Gefälligkeitsübersetzung: COVID und die wirtschaftliche Bedeutung des Präsenzunterrichts an den K-12-Schulen.
Quelle	Cambridge, Mass. (2020), 19 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	NBER working paper. 28200
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Familie; Mutter; Vater; Beruf; Familie; Gesamtschule; Kanada; Mutter; Bildungssystem; Vater; Wertschöpfung; Bildungssystem; Auswirkung; Telearbeit; Bruttoinlandsprodukt; Pandemie; Allgemein bildendes Schulwesen; Gesamtschule; Pandemie; Bruttoinlandsprodukt; Einkommenseffekt; Volkswirtschaftliche Kosten; Wertschöpfung; Beruf; Telearbeit; Auswirkung; Kanada
Abstract	"The extent to which K-12 schools should remain open is at the forefront of discussions on long-term pandemic management. In this context, there has been little mention of the immediate importance of K-12 schooling for the rest of the economy. Eliminating in-person schooling reduces the amount of labour time parents of school-aged children have available to work, and therefore reduces income to those workers and the economy as a whole. We discuss two measures of economic importance, and how they can be modified to better reflect the vital role played by K-12 education. The first is its size, as captured by the fraction of GDP that is produced by that sector. The second is its centrality, reflecting how essential a sector is to the network of economic activity. Using data from Canada's Census of Population and Symmetric Input-Output Tables, we show how accounting for this role dramatically increases the importance of K-12 schooling." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2021/2