The Legacy of COVID-19 in Education. EdWorkingPaper No. 21-478

Autor/inn/en	Werner, Katharina; Woessmann, Ludger
Institution	Annenberg Institute for School Reform at Brown University
Titel	The Legacy of COVID-19 in Education. EdWorkingPaper No. 21-478
Quelle	(2021), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; School Closing; Foreign Countries; Child Development; Cognitive Development; Social Development; Emotional Development; Time Factors (Learning); Study Habits; Low Achievement; Online Courses; Educational Practices; Disadvantaged Youth; At Risk Students; Equal Education; Skill Development; Parent Role; Child Behavior; Activities; Academic Achievement; Achievement Gains; Parenting Styles; Socioeconomic Status; Elementary Secondary Education; Instructional Effectiveness; Technological Literacy; Self Management; Germany; United Kingdom; United States + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Kindesentwicklung; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Study behavior; Study behaviour; Studienverhalten; Unterdurchschnittliche Leistung; Online course; Online-Kurs; Bildungspraxis; Benachteiligter Jugendlicher; Kompetenzentwicklung; Qualifikationsentwicklung; Parental role; Elternrolle; Schulleistung; Achievement gain; Leistungssteigerung; Socio-economic status; Sozioökonomischer Status; Unterrichtserfolg; Technisches Wissen; Selbstmanagement; Deutschland; Großbritannien; USA
Abstract	If school closures and social-distancing experiences during the COVID-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students' cognitive and socio-emotional development. The German panel evidence shows that children's learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality. [This paper was prepared for the XXIII European Conference of the Fondazione Rodolfo Debenedetti on "Long-term socio-economic consequences of the COVID-19 pandemic."] (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01