Inequality in the effects of primary school closures due to the COVID-19 pandemic: evidence from the Netherlands

C. HAELERMANS; M. JACOBS; R. VAN DER VELDEN; L. VAN VUGT; S. VAN WETTEN

doi:10.1257/pandp.20221107

Inequality in the effects of primary school closures due to the COVID-19 pandemic: evidence from the Netherlands

C. HAELERMANS, M. JACOBS, R. VAN DER VELDEN, L. VAN VUGT, S. VAN WETTEN^*

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review

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Abstract

Using a large dataset of around 500,000 students from about 1,900 schools, this paper shows the effect of two school closures and 1.5 years of the 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 of learning loss. When analyzing differential effects by socioeconomic status, parental education, household income, household structure, household size, and migration status, we find that the negative effect is larger for the more vulnerable students.

Original language	English
Title of host publication	AEA PAPERS AND PROCEEDINGS
Publisher	American Economic Association
Pages	303-307
Number of pages	5
Volume	112
DOIs	https://doi.org/10.1257/pandp.20221107
Publication status	Published - 1 May 2022
Event	134th Annual Meeting of the American-Economic-Association (AEA) - online Duration: 7 Jan 2022 → 9 Jan 2022 https://www.amazon.science/conferences-and-events/aea-2022

Conference

Conference	134th Annual Meeting of the American-Economic-Association (AEA)
Abbreviated title	AEA 2022
Period	7/01/22 → 9/01/22
Internet address	https://www.amazon.science/conferences-and-events/aea-2022

JEL classifications

d63 - Equity, Justice, Inequality, and Other Normative Criteria and Measurement
h51 - National Government Expenditures and Health
i12 - Health Production
i18 - "Health: Government Policy; Regulation; Public Health"
i21 - Analysis of Education
i28 - Education: Government Policy
j15 - "Economics of Minorities, Races, and Immigrants; Non-labor Discrimination"

Access to Document

10.1257/pandp.20221107

Full TextFinal published version, 644 KBLicence: Taverne

Cite this

@inproceedings{acd9d0f4c8b64cc2a66a4031038901d8,

title = "Inequality in the effects of primary school closures due to the COVID-19 pandemic: evidence from the Netherlands",

abstract = "Using a large dataset of around 500,000 students from about 1,900 schools, this paper shows the effect of two school closures and 1.5 years of the 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 of learning loss. When analyzing differential effects by socioeconomic status, parental education, household income, household structure, household size, and migration status, we find that the negative effect is larger for the more vulnerable students.",

author = "C. HAELERMANS and M. JACOBS and {VAN DER VELDEN}, R. and {VAN VUGT}, L. and {VAN WETTEN}, S.",

note = "Data source: Netherlands Cohort Study on Education (NCO) available at Statistics Netherlands; 134th Annual Meeting of the American-Economic-Association (AEA), AEA 2022 ; Conference date: 07-01-2022 Through 09-01-2022",

year = "2022",

month = may,

day = "1",

doi = "10.1257/pandp.20221107",

language = "English",

volume = "112",

pages = "303--307",

booktitle = "AEA PAPERS AND PROCEEDINGS",

publisher = "American Economic Association",

address = "United States",

url = "https://www.amazon.science/conferences-and-events/aea-2022",

}

HAELERMANS, C , JACOBS, M , VAN DER VELDEN, R , VAN VUGT, L & VAN WETTEN, S 2022, Inequality in the effects of primary school closures due to the COVID-19 pandemic: evidence from the Netherlands. in AEA PAPERS AND PROCEEDINGS. vol. 112, American Economic Association, pp. 303-307, 134th Annual Meeting of the American-Economic-Association (AEA), 7/01/22. https://doi.org/10.1257/pandp.20221107

Inequality in the effects of primary school closures due to the COVID-19 pandemic: evidence from the Netherlands. / HAELERMANS, C.; JACOBS, M.; VAN DER VELDEN, R. et al.
AEA PAPERS AND PROCEEDINGS. Vol. 112 American Economic Association, 2022. p. 303-307.

Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review

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AU - JACOBS, M.

AU - VAN DER VELDEN, R.

AU - VAN VUGT, L.

AU - VAN WETTEN, S.

N1 - Data source: Netherlands Cohort Study on Education (NCO) available at Statistics Netherlands

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N2 - Using a large dataset of around 500,000 students from about 1,900 schools, this paper shows the effect of two school closures and 1.5 years of the 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 of learning loss. When analyzing differential effects by socioeconomic status, parental education, household income, household structure, household size, and migration status, we find that the negative effect is larger for the more vulnerable students.

AB - Using a large dataset of around 500,000 students from about 1,900 schools, this paper shows the effect of two school closures and 1.5 years of the 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 of learning loss. When analyzing differential effects by socioeconomic status, parental education, household income, household structure, household size, and migration status, we find that the negative effect is larger for the more vulnerable students.

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