当前位置: X-MOL 学术Proc. Natl. Acad. Sci. U.S.A. › 论文详情
Learning loss due to school closures during the COVID-19 pandemic
Proceedings of the National Academy of Sciences of the United States of America ( IF 9.412 ) Pub Date : 2021-04-27 , DOI: 10.1073/pnas.2022376118
Per Engzell, Arun Frey, Mark D. Verhagen

Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world’s highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.



中文翻译:

在COVID-19大流行期间因学校停课而导致学习损失

在COVID-19大流行期间,学校中止了面对面的教学,这引起了对学生学习后果的担忧。迄今为止,用于研究该问题的数据是有限的。在这里,我们评价使用了由荷兰异常丰富的数据上小学性能学校关闭的影响(ñ≈350,000)。我们利用国家考试在锁定前后进行的事实,将这段时间与前三年的同期进行比较。荷兰仅经历了相对较短的锁定(8周),并具有公平的学校资助系统和世界上最高的宽带接入率。尽管如此,我们的结果仍显示出约3个百分点的学习损失或0.08标准偏差。效果相当于一个学年的五分之一,也就是学校停课的同一时期。受教育程度较低的家庭中学生的损失最多增加60%,这证实了对大流行对儿童和家庭造成伤害的不平衡的担忧。调查机制,我们发现大多数影响反映了所学知识的累积影响,而不是测试当天的暂时影响。在平衡估计的治疗倾向,使用最大熵权重或比较同一所学校和家庭中的学生的固定效果指标时,结果仍然很可靠。研究结果表明,学生在家学习时几乎没有进展,甚至没有进步,并表明在基础设施薄弱或学校停课时间较长的国家,损失甚至更大。

更新日期:2021-04-08
全部期刊列表>>
2021中国学者有奖调研
JACS
材料科学跨学科高质量前沿研究
中国作者高影响力研究精选
虚拟特刊
屿渡论文,编辑服务
何川
清华大学
郭维
上海中医药大学
华东师范大学
北京大学许言
楚甲祥
西湖石航
上海交大
北理工
隐藏1h前已浏览文章
课题组网站
新版X-MOL期刊搜索和高级搜索功能介绍
ACS材料视界
南开大学
张韶光
华辉
天合科研
x-mol收录
试剂库存
down
wechat
bug