School’s Out: Experimental Evidence on Limiting Learning Loss Using 'Low-Tech' in a Pandemic

Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi

doi:10.2139/ssrn.3735967

Cited by 20 publications

(21 citation statements)

References 39 publications

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“…Where this is not possible, individualized online tutoring should be provided. For example, studies conducted during the lockdown in Botswana and Italy have shown that individual online tutoring directly targeting either parents or students in middle school has a positive impact on the achievement of students, particularly for working-class students 122,123 .…”

Section: Practical Recommendationsmentioning

confidence: 99%

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

et al. 2021

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The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.

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Section: Practical Recommendationsmentioning

confidence: 99%

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

et al. 2021

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“…To the best of our knowledge, very few policy experiments have attempted to use remote tools to improve learning outcomes during the pandemic. Angrist et al (2020) evaluate two low-tech interventions in Botswana that use SMS text messages and direct phone calls to support parents in the education of their children. The combined intervention resulted in a 0.12 SD improvement in student outcomes and led parents to update their beliefs about their children's learning level.…”

Section: Introductionmentioning

confidence: 99%

Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic

Carlana¹,

Ferrara

2021

SSRN Journal

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Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.

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“…While performance among children with a higher socioeconomic position continues to improve at times when school is not in session (such as summer vacations), no such improvement is found among children with a lower socioeconomic status (Di Pietro et al, 2020;Haeck & Lefebvre, 2020). To compensate for lost learning in the absence of school, high-income families have access to alternate forms of instruction-books, computers, the Internet, radio, television, and smartphones-that many low-income families do not (Angrist et al, 2020a;Bacher-Hicks et al, 2021).…”

Section: Opportunities To Reach Educationmentioning

confidence: 99%

Analysis of Learning Losses of Students During the COVID-19 Pandemic

et al. 2022

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The COVID-19 outbreak has wreaked havoc on educational systems on a scale never seen before in history. The closure of schools and other institutions of learning has impacted 94% of the world's student population. Even school closures, such as those that occur during the summer, have a significant effect on children's academic ability. The word "learning loss" refers to any loss of information and abilities, whether specific or generic. By Fall 2020, extended absences from school will have a detrimental effect on student achievement. Learning loss is commonly addressed when schools close for extended periods of time during the summer, natural catastrophes, or epidemics. Even brief school closures might result in significant loss of learning. Due to the global nature of the COVID-19 epidemic, special attention was devoted to learning losses.During the pandemic, learning loss occurs as a result of kids studying at home due to school closures. School closures do not have to result in an equal loss of learning for all students. The variables that contribute to learning loss include "change in teaching methods", "opportunities to reach education", "less time for learning", and "emotional factors". Reduced instructional time-provided by teachers in accordance with the national curriculum-is likely to result in loss of learning. Due to the disparate scales used in the studies, it is hard to compare the magnitudes of learning losses. However, based on the data from the studies, it is reasonable to assume that these nations are investigating learning losses and that they exist. As a result, there is convincing evidence that students lose more information during lockdown than they do over the course of a normal school year. The elements causing learning losses differ according to context. With the reopening of schools, it is important to establish the actual magnitude of learning losses and to implement remedial measures in order to avoid the emergence of medium-and long-term educational difficulties.

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School’s Out: Experimental Evidence on Limiting Learning Loss Using 'Low-Tech' in a Pandemic

Cited by 20 publications

References 39 publications

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap

Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic

Analysis of Learning Losses of Students During the COVID-19 Pandemic

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