ABSTRACT

School closings have been a key policy measure worldwide for reducing the spread of corona-virus disease (COVID-19). In Germany, federal states closed schools in mid-March and started to reopen them in late April. This policy potentially increased parental obligations for supervision and support during homeschooling and, thus, might reinforce social inequality in educational opportunities. Therefore, this research note investigates social inequality in students’ homeschooling efforts. Moreover, it asks whether social disparities in home learning environments, social support, teacher support, and cost–benefit-related considerations account for the social differences in homeschooling efforts during the school closing period in Germany. To that end, we use data from an ongoing research project on high school students in their final years that were collected during the school closing period. Our results show pronounced differences in home schooling efforts by social background. Thus far, the mechanisms under study can explain only a moderate part of the social origin effect. In summary, the results show that school closings have the potential to exacerbate social inequality in educational opportunities. Therefore, future research should scrutinise the extent to which school closings reinforce inequality in educational opportunities.

抽象的

放学已经成为全世界减少冠状病毒疾病（COVID-19）传播的一项重要政策措施。在德国，联邦州于3月中旬关闭了学校，并于4月下旬开始重新开放。这项政策可能会增加父母在家上学期间进行监督和支持的义务，因此可能加剧教育机会中的社会不平等。因此，本研究报告调查了学生在家上学努力中的社会不平等。此外，它询问德国在学校关闭期间，家庭学习环境中的社会差异，社会支持，教师支持以及与成本效益相关的考虑是否解释了家庭学习努力中的社会差异。为此，我们使用的是来自正​​在进行的研究项目的数据，这些数据是针对高中生在他们结业期间收集的最后几年的数据。我们的结果显示，由于社会背景，家庭教育工作存在明显差异。到目前为止，正在研究的机制只能解释社会起源效应的中度部分。总而言之，结果表明，停课可能加剧教育机会中的社会不平等。因此，未来的研究应仔细研究停课加剧教育机会不平等的程度。结果表明，停课有可能加剧教育机会中的社会不平等。因此，未来的研究应仔细研究停课加剧教育机会不平等的程度。结果表明，停课有可能加剧教育机会中的社会不平等。因此，未来的研究应仔细研究停课加剧教育机会不平等的程度。