School closures impact children's attainment adversely, but understanding the effects of closures on children's attainment in lower-income countries is still limited. Addressing this deficit, this study examines how past school closures have impacted children's educational attainment in Ethiopia. The study uses individual student-level data from the Young Lives School Survey and standardised test scores in mathematics and language recorded at the start and end of the school year to model children's attainment. Multiple regression with propensity score matching is used to analyse how attainment over the school year is impacted by school closures for a matched sub-sample of 4842 students. The effectiveness of additional classes to make up for lost learning is also evaluated. Past school closures have had a detrimental effect on attainment in mathematics, but not literacy. Extra classes, specifically those that families do not pay for, have helped children in the past to recuperate lost learning and could serve this function post-Covid-19. Inequalities in learning outcomes, measured by Gini coefficients in educational attainment, are widened by school closures. Applying these results to the extensive school closures under Covid-19 furthers our understanding of the likely effects on academic attainment and can inform policy to mitigate the impact.

中文翻译：

---

埃塞俄比亚的学校停课和教育成就：额外的课程可以帮助孩子们赶上吗？

学校停课对儿童的学业有不利影响，但对低收入国家停课对儿童学业的影响的了解仍然有限。针对这一不足，本研究调查了过去学校停课如何影响埃塞俄比亚儿童的受教育程度。该研究使用来自 Young Lives 学校调查的个人学生水平数据以及在学年开始和结束时记录的数学和语言标准化考试成绩来模拟儿童的成绩。具有倾向得分匹配的多元回归用于分析学校停课对 4842 名学生的匹配子样本如何影响学年的学业成绩。还评估了补充课程以弥补失去的学习的有效性。过去的学校停课对数学成绩产生了不利影响，但对读写能力没有影响。额外的课程，特别是那些家庭不支付的课程，过去曾帮助孩子们恢复失去的学习，并且可以在 Covid-19 之后发挥这一作用。以教育程度的基尼系数衡量的学习成果不平等因学校停课而扩大。将这些结果应用于 Covid-19 下的广泛学校停课，可以进一步了解对学业成绩可能产生的影响，并可以为减轻影响的政策提供信息。由教育程度的基尼系数衡量，因学校停课而扩大。将这些结果应用于 Covid-19 下的广泛学校停课，可以进一步了解对学业成绩可能产生的影响，并可以为减轻影响的政策提供信息。由教育程度的基尼系数衡量，因学校停课而扩大。将这些结果应用于 Covid-19 下的广泛学校停课，可以进一步了解对学业成绩可能产生的影响，并可以为减轻影响的政策提供信息。