Literaturnachweis - Detailanzeige
Autor/inn/en | Ham, Andres; Vazquez, Emmanuel; Yanez-Pagans, Monica |
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Institution | World Bank |
Titel | The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala. Policy Research Working Paper 10308 |
Quelle | (2023), (45 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Foreign Countries; COVID-19; Pandemics; Dropouts; Student Promotion; Student Mobility; Dropout Rate; Public Schools; Private Schools; Age Differences; School Closing; Student Characteristics; Preschool Education; Elementary Secondary Education; Guatemala Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Support of studies; Studienförderung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Public school; Öffentliche Schule; Private school; Privatschule; Age; Difference; Age difference; Altersunterschied; School closings; Schule; Schließung; Schließung (von Schulen); Pre-school education; Vorschulerziehung |
Abstract | This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a "stoplight" system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences. [This paper is a product of the Education Global Practice.] (As Provided). |
Anmerkungen | World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |