The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision leading to fears of learning losses and of an increase in educational inequality. This paper evaluates the effects of school closures based on standardised tests in the last year of primary school in Flemish schools in Belgium. The data covers a large sample of Flemish schools over a period of six years from 2015 to 2020. We find that students of the 2020 cohort experienced significant learning losses in all tested subjects, with a decrease in school averages of mathematics scores of 0.19 standard deviations and Dutch scores of 0.29 standard deviations as compared to the previous cohort. This finding holds when accounting for school characteristics, standardised tests in grade 4, and school fixed effects. Moreover, we observe that inequality within schools rises by 17% for math and 20% for Dutch. Inequality between schools rises by 7% for math and 18% for Dutch. The learning losses are correlated with observed school characteristics as schools with a more disadvantaged student population experience larger learning losses.

Based on two randomised controlled trials with a total of 2,779 students from grade 8 and 9 in Flanders, we provide causal evidence on the effects of parental involvement on students' learning in a financial education course. Using an experimental design with three treatment groups, the impact of parental involvement in homework is distinguished from the standalone impact of the classroom intervention and homework itself. Intention-to-treat analysis reveals that the intervention effectively improves students' knowledge and behaviour. The classroom intervention used in conjugation with a homework assignment that the students complete with the help of their parents increases financial literacy scores by 0.37 standard deviations. On average, the added value of involving parents in homework is not significant, but involving parents has significant positive effects on behaviour for disadvantaged students. As a potential underlying mechanism it is observed that the parental involvement intervention significantly increases family communication between students and parents about the course topics.

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