Code for: Inequality in the Effects of Primary School Closures due to the COVID-19 Pandemic

Using a large dataset from around 500,000 students from about 1900 schools, this paper shows the effect of two school closures and one and a half years of Covid-19 pandemic on standardized learning growth for mathematics, reading and spelling in Dutch primary education. We find that the school closures have a negative effect on standardized learning growth, amounting to an annual average of 5.5 weeks learning loss. When analyzing differential effects by SES, parental education, household income, household structure, household size and migration status, we find that the negative effect is larger for the more vulnerable students.<br>

本文依托来自约1900所学校、近50万名学生的大型数据集，考察了新冠疫情期间两次学校停课以及长达一年半的疫情对荷兰小学阶段数学、阅读与拼写学科标准化学习成长的影响。研究结果显示，学校停课对标准化学习成长产生了负面影响，年均学习损失约达5.5周的学习进度当量。在针对社会经济地位（SES）、父母受教育程度、家庭收入、家庭结构、家庭规模及移民身份开展分组异质性分析后，我们发现弱势学生群体所承受的负面影响更为突出。