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.