The Impact of Virtual Instruction on the Transition to College. Evidence from COVID-19.

Autor/inn/en	Pope, Nolan G.; Yaow, Yu Hung
Institution	National Bureau of Economic Research
Titel	The Impact of Virtual Instruction on the Transition to College. Evidence from COVID-19.
Quelle	Cambridge, Mass: National Bureau of Economic Research (2026) PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	NBER working paper series. w34999
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monografie; Graue Literatur
DOI	10.3386/w34999
Schlagwörter	Bildungschance; Weiterführende Schule; Schüler; Coronavirus; Epidemie; Studienfinanzierung; Hochschulzulassung; Fernunterricht; E-Learning; Arbeitspapier; USA
Abstract	During the COVID-19 pandemic, virtual instruction reduced in-person support that may have helped high school students transition to college. Using national school-level data on FAFSA submissions, ACT participation, and first-year college enrollment, we estimate a difference-in-differences model that exploits cross-school variation in virtual instruction during the 2020/2021 school year. A fully virtual school year reduced FAFSA submissions by 4.2 percentage points, ACT participation by 4.8 percentage points, and first-year college enrollment by 2.5 percentage points. FAFSA submissions partially rebounded after reopening, but ACT participation and college enrollment did not. Effects were substantially larger in disadvantaged schools.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2026/3