Affiliation:
1. University of Massachusetts, Amherst
Abstract
Abstract
This paper proposes a framework for analyzing the short and long-run effects of temporary educational disruptions on children’s learning progression. The framework explicitly models continuous parental investments, filling a gap in the literature on explicit models of learning progression and acquisition. The model also considers economic resources as part of the resources employed by parents to mitigate the effects of a temporary shock in instruction, expanding previous work by Neidhöffer, Lustig, and Tommasi (2021). With this model, I estimate the potential effects of the instructional disruption caused by the COVID-19 pandemic in Mexico. The estimates suggest that the potential persistent loss in learning with respect to the counterfactual represents 47% of the learning acquired during a usual school year.
Publisher
Research Square Platform LLC
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