Pandemic Schooling Mode and Student Test Scores. Evidence from US States.

Autor/inn/en	Halloran, Clare; Jack, Rebecca; Okun, James C.; Oster, Emily
Institution	National Bureau of Economic Research
Titel	Pandemic Schooling Mode and Student Test Scores. Evidence from US States.
Quelle	Cambridge, Mass.: National Bureau of Economic Research (2021), 29 S. PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	NBER working paper series. w29497
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
DOI	10.3386/w29497
Schlagwörter	Bildungsniveau; Lernpsychologie; Schüler; Lernen; Lernprozess; Lernmethode; Infektionsschutz; Arbeitspapier; Student; USA
Abstract	We estimate the impact of district-level schooling mode (in-person versus hybrid or distance learning) on test scores. We combine Spring 2021 state standardized test score data with comprehensive data on schooling in the 2020-21 school year across 12 states. We find that pass rates declined compared to prior years and that these declines were larger in districts with less in-person instruction. Passing rates in math declined by 14.2 percentage points on average; we estimate this decline was 10.1 percentage points smaller for districts fully in-person. Changes in English language arts scores were smaller, but were significantly larger in districts with larger populations of students who are Black, Hispanic or eligible for free and reduced price lunch.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2022/2