òòò½Íø Review: Insights
ISSN 2640-205X (Print) | ISSN 2640-2068 (Online)
The Educational Consequences of Remote and Hybrid Instruction during the Pandemic
òòò½Íø Review: Insights
(pp. 377–92)
Abstract
Using testing data from over two million students in nearly 10,000 schools in 49 states (plus the District of Columbia), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of the widening gaps. Math gaps did not widen in areas that remained in person (although reading gaps did). We estimate that high-poverty districts that went remote in 2020–2021 will need to spend nearly all of their federal aid on helping students recover from pandemic-related academic achievement losses.Citation
Goldhaber, Dan, Thomas J. Kane, Andrew McEachin, Emily Morton, Tyler Patterson, and Douglas O. Staiger. 2023. "The Educational Consequences of Remote and Hybrid Instruction during the Pandemic." òòò½Íø Review: Insights 5 (3): 377–92. DOI: 10.1257/aeri.20220180Additional Materials
JEL Classification
- H75 State and Local Government: Health; Education; Welfare; Public Pensions
- I12 Health Behavior
- I21 Analysis of Education
- I24 Education and Inequality
- I32 Measurement and Analysis of Poverty
- J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination