Pandemic Schooling Mode and Student Test Scores: Evidence from US School Districts-Reference-Cited by-同舟云学术

Pandemic Schooling Mode and Student Test Scores: Evidence from US School Districts

Published:2023-06-01 Issue:2 Volume:5 Page:173-190
ISSN:2640-205X
Container-title:American Economic Review: Insights
language:en
Short-container-title:American Economic Review: Insights

Author:

Jack Rebecca¹,Halloran Clare²,Okun James³,Oster Emily⁴

Affiliation:

1. Department of Economics, University of Nebraska–Lincoln (email: )

2. Population Studies and Training Center, Brown University (email: )

3. Department of Economics, MIT (email: )

4. Department of Economics, Brown University and NBER (email: )

Abstract

We estimate the impact of district-level schooling mode (in-person versus hybrid or virtual learning) in the 2020–2021 school year on students’ pass rates on standardized tests in grades 3–8 across 11 states. Pass rates declined from 2019 to 2021: an average of 12.8 percentage points in math and 6.8 in English language arts (ELA). Focusing on within-state, within–commuting zone variation in schooling mode, we estimate that districts with full in-person learning had significantly smaller declines (13.4 pp in math, 8.3 in ELA). The value to in-person learning was larger for districts with larger populations of Black students. (JEL H75, I12, I18, I21, I28, J15)

Publisher

American Economic Association

Subject

Management, Monitoring, Policy and Law,Geography, Planning and Development

Link

https://pubs.aeaweb.org/doi/pdf/10.1257/aeri.20210748

Reference71 articles.

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