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Contribution Details
| Type | Journal Article |
| Scope | Discipline-based scholarship |
| Title | The impacts of remote learning in secondary education during the pandemic in Brazil |
| Organization Unit | |
| Authors |
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| Item Subtype | Original Work |
| Refereed | Yes |
| Status | Published in final form |
| Language |
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| Journal Title | Nature Human Behaviour |
| Publisher | Nature Publishing Group |
| Geographical Reach | international |
| ISSN | 2397-3374 |
| Volume | 6 |
| Number | 8 |
| Page Range | 1079 - 1086 |
| Date | 2022 |
| Abstract Text | The transition to remote learning in the context of coronavirus disease 2019 (COVID-19) might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the first school quarter of 2020 but not thereafter, we estimate the effects of remote learning in secondary education using a differences-in-differences strategy that contrasts variation in students’ outcomes across different school quarters, before and during the pandemic. We also estimate intention-to-treat effects of reopening schools in the pandemic through a triple-differences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over the last school quarter in 2020. We find that, under remote learning, dropout risk increased by 365% while test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group. |
| Digital Object Identifier | 10.1038/s41562-022-01350-6 |
| Other Identification Number | merlin-id:23245 |
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| Keywords | Behavioral neuroscience, experimental and cognitive psychology, social psychology |