Affiliation:
1. University of Munich ifo Institute, University of Munich and CESifo, Germany; ifo Institute, , Germany, Hoover Institution, Stanford University, USA and CESifo, IZA and CAGE, UK
Abstract
Abstract
If school closures and social-distancing experiences during the Covid-19 pandemic impeded children’s skill development, they may leave a lasting legacy in human capital. Our parental survey during the second German school lockdown provides new measures of socio-emotional development and panel evidence on how students’ time use and educational inputs adapted over time. Children’s learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly 1 year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. Parental assessments of children’s socio-emotional development are mixed. Discussing our findings in light of the emerging literature on substantial achievement losses, we conclude that unless remediated, the school closures will persistently increase inequality and reduce skill development, lifetime income and economic growth.
Publisher
Oxford University Press (OUP)
Subject
Management, Monitoring, Policy and Law,Economics and Econometrics
Cited by
13 articles.
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