In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 h by about half, the reduction was significantly larger for low-achievers (4.1 h) than for high-achievers (3.7 h). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students.

Grewenig, Elisabeth, Philipp Lergetporer, Katharina Werner, Ludger Woessmann und Larissa Zierow (2021), COVID-19 and educational inequality: How school closures affect low- and high-achieving students, European Economic Review 140.

Autoren

Grewenig, Elisabeth
Lergetporer, Philipp
Werner, Katharina
Woessmann, Ludger
Zierow, Larissa

Schlagworte

Educational inequality COVID-19 Low-achieving students Home schooling Distance teaching