The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala. Policy Research Working Paper 10308

Autor/inn/en	Ham, Andres; Vazquez, Emmanuel; Yanez-Pagans, Monica
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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