School Closures and Effective In-Person Learning during COVID-19: When, Where and for Whom

Kurmann, André

doi:10.2139/ssrn.3963981

Cited by 6 publications

(4 citation statements)

References 12 publications

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“…In the US, school visits dropped by -51% for elementary schools, and -64.4% for secondary schools. Among secondary schools, middle schools are closed for a shorter period than high schools, but the difference between both is rather small (see Kurmann and Lalé, 2021). Thus, in the US the length of school closures is monotonically increasing in the age of the affected children, see Table 2.…”

Section: Heterogeneity By Grade Levelmentioning

confidence: 99%

“…In the US, schools in richer areas were closed for a substantially longer period than schools in poorer areas. Kurmann and Lalé (2021) show that this can be attributed to a lower Republican voter share and stronger teacher unions. In Germany, the regional variation in school closures is in general much smaller than in the US, and no such clear pattern emerges.…”

Section: Introductionmentioning

confidence: 95%

“…Here, in parallel to the German data, I report results relating exclusively to the percent drop in schooling time constructed from Safegraph data. See alsoKurmann and Lalé (2021) for further information on effective in-person learning time in the US.…”

mentioning

confidence: 99%

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COVID-Induced School Closures in the US and Germany: Long-Term Distributional Effects

Fuchs‐Schündeln

2022

SSRN Journal

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Section: Heterogeneity By Grade Levelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

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COVID-Induced School Closures in the US and Germany: Long-Term Distributional Effects

Fuchs‐Schündeln

2022

SSRN Journal

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“…The weekly dummies capture the average weekly employment recovery gap controlling for a set of observables, X c,t , and one-year lagged employment gaps. The observables include (1) the number of Covid-19 deaths in a county as a measure of community health risk; (2) the percentage change in visits in schools by week and county relative to January 2020 as a measure of disruptions in schooling (Kurmann and Lalé, 2023); (3) the difference in the number of weekly customers between the low-and high-wage businesses in cell c (relative to the base period of January-February 2020); and (4) the difference in price range between low-and high-wage businesses as measured in Yelp. Finally, we include the one-year lagged employment gap, to control for potential seasonal factors.…”

Section: Event Study Analysismentioning

confidence: 99%

Disincentive Effects of Unemployment Insurance Benefits

Hornstein,

Karabarbounis,

Kurmann

et al. 2023

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Unemployment insurance (UI) acts both as a disincentive for labor supply and as a demand stimulus which may explain why empirical studies often find limited effects of UI on employment. This paper provides independent estimates of the disincentive effects arising from the largest expansion of UI in U.S. history, the pandemic unemployment benefits. Using high-frequency data on small restaurants and retailers from Homebase, we control for local demand effects by comparing neighboring businesses that largely share the positive impact of UI stimulus. We find that employment in low-wage businesses recovered more slowly than employment in high-wage businesses in labor markets with larger differences in the relative generosity of pandemic UI benefits. According to a labor search model that replicates the estimated employment differences between low-and high-wage businesses, the disincentive effects from the pandemic UI programs held back the aggregate employment recovery by 4.7 percentage points between April and December 2020.

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The Fiscal and Welfare Effects of Policy Responses to the Covid-19 School Closures

et al. 2023

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Based on data on school visits from Safegraph and on school closures from Burbio, we document that during the Covid-19 crisis secondary schools were closed for in-person learning for longer periods than elementary schools, private schools experienced shorter closures than public schools, and schools in poorer US counties experienced shorter school closures. To quantify the long-run consequences of these school closures, we extend the structural life cycle model of private and public schooling investments by Fuchs-Schündeln et al. (Econ J 132:1647–1683, 2022) to include private school choice and feed into the model the school closure measures from our empirical analysis. Future earnings and welfare losses are largest for children that started public secondary schools at the onset of the Covid-19 crisis. Comparing children from the top to children from the bottom quartile of the income distribution, welfare losses are 0.5 percentage points larger for the poorer children if school closures were unrelated to income. Accounting for the longer school closures in richer counties reduces this gap by about 1/4. A policy intervention that extends schools by 6 weeks generates significant welfare gains for children and raises future tax revenues sufficient to pay for the cost of this schooling expansion.

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School Closures and Effective In-Person Learning during COVID-19: When, Where and for Whom

Cited by 6 publications

References 12 publications

COVID-Induced School Closures in the US and Germany: Long-Term Distributional Effects

COVID-Induced School Closures in the US and Germany: Long-Term Distributional Effects

Disincentive Effects of Unemployment Insurance Benefits

The Fiscal and Welfare Effects of Policy Responses to the Covid-19 School Closures

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