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Covid-19 shocks to education supply: how 200,000 U.S. households dealt with the sudden shift to distance learning
Review of Economics of the Household ( IF 2.943 ) Pub Date : 2021-01-18 , DOI: 10.1007/s11150-020-09540-9
Cynthia Bansak 1 , Martha Starr 2
Affiliation  

Among the extraordinary shocks to household life caused by the Covid-19 pandemic was the sudden shift to distance learning in K-12 schools. Gone were Monday through Friday routines of school day, extracurricular activities, and evening homework; schools scrambled to launch alternative delivery systems, expecting parents to step in and spend significant amounts of time helping children continue to learn. This study examines the sudden shift to distance learning using data from U.S. Census Bureau’s Household Pulse Survey. Conducted weekly from April through July 2020, the survey tracked COVID-related shocks to employment, health, food and housing security, and education in the U.S. population. We use Pulse data on 200,000 households with K-12 children to examine how school systems shifted, how parents stepped up and spent time helping children learn, how parental time inputs varied with parent education, and how education changes intersected with other pandemic shocks, including job loss and food insecurity. We find that parents and children spent significantly more time in learning activities when their schools provided diversified educational inputs, especially live contact time with teachers; live contact hours also facilitated children learning on their own. Given the type of alternative schooling, less educated parents spent no less time helping children than better educated parents, although they faced significantly more problems with computer and internet access. Thus, parents generally tried to help children continue learning in the pandemic, albeit with potentially wide variation in the resources they could supply to mitigate the drop in learning.



中文翻译:

Covid-19 对教育供应的冲击:200,000 户美国家庭如何应对突然转向远程学习

Covid-19 大流行对家庭生活造成的巨大冲击之一是 K-12 学校突然转向远程学习。周一到周五的上课、课外活动和晚上的家庭作业已经一去不复返了;学校争先恐后地推出替代交付系统,期望父母介入并花费大量时间帮助孩子继续学习。这项研究使用美国人口普查局家庭脉搏调查的数据来检验向远程学习的突然转变。该调查于 2020 年 4 月至 2020 年 7 月每周进行一次,追踪了与 COVID 相关的美国人口对就业、健康、食品和住房安全以及教育的冲击。我们使用关于 200,000 个有 K-12 孩子的家庭的 Pulse 数据来检查学校系统如何转变,父母如何加强并花时间帮助孩子学习,父母时间投入如何随父母教育而变化,以及教育变化如何与其他流行病冲击相交叉,包括失业和粮食不安全。我们发现,当学校提供多样化的教育投入,尤其是与老师的现场接触时间时,家长和孩子在学习活动上花费的时间明显增多;实时接触时间也有利于儿童自主学习。考虑到替代教育的类型,受教育程度较低的父母帮助孩子的时间并不少于受教育程度较高的父母,尽管他们在计算机和互联网访问方面面临的问题要多得多。因此,父母通常会试图帮助孩子在大流行中继续学习,尽管他们可以提供的资源可能存在很大差异,以减轻学习下降的影响。

更新日期:2021-01-18
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