TY - JOUR
T1 - Sharp increase in inequality in education in times of the COVID-19-pandemic
AU - Haelermans, Carla
AU - Korthals, Roxanne
AU - Jacobs, Madelon
AU - de Leeuw, Suzanne
AU - Vermeulen, Stan
AU - van Vugt, Lynn
AU - Aarts, Bas
AU - Breuer, Tijana
AU - van der Velden, Rolf
AU - van Wetten, Sanne
AU - de Wolf, Inge
N1 - data source: ZonMW COVID-19 project
Data cannot be shared publicly because they are part of the data at Statistics Netherlands and cannot be exported from the secured virtual environment at Statistics Netherlands. However, all data underlying the results presented are available at Statistics Netherlands and use can be requested by national and international researchers via the Netherlands Cohort Study on Education (NCO) and Statistics Netherlands; data access requests may be sent to [email protected]. An extensive description of the data and the access procedure can be found in Haelermans, C., T. Huijgen, M. Jacobs, M. Levels, R. van der Velden, L. van Vugt and S. van Wetten (2020). Using Data to Advance Educational Research, Policy and Practice: Design, Content and Research Potential of the Netherlands Cohort Study on Education. European Sociological Review, 36(4), 643-662, https://academic.oup.com/esr/article/36/4/643/5871552?login=true.
PY - 2022/2/2
Y1 - 2022/2/2
N2 - The COVID-19-pandemic forced many countries to close schools abruptly in the spring of 2020. These school closures and the subsequent period of distance learning has led to concerns about increasing inequality in education, as children from lower-educated and poorer families have less access to (additional) resources at home. This study analyzes differences in declines in learning gains in primary education in the Netherlands for reading, spelling and math, using rich data on standardized test scores and register data on student and parental background for almost 300,000 unique students. The results show large inequalities in the learning loss based on parental education and parental income, on top of already existing inequalities. The results call for a national focus on interventions specifically targeting vulnerable students.
AB - The COVID-19-pandemic forced many countries to close schools abruptly in the spring of 2020. These school closures and the subsequent period of distance learning has led to concerns about increasing inequality in education, as children from lower-educated and poorer families have less access to (additional) resources at home. This study analyzes differences in declines in learning gains in primary education in the Netherlands for reading, spelling and math, using rich data on standardized test scores and register data on student and parental background for almost 300,000 unique students. The results show large inequalities in the learning loss based on parental education and parental income, on top of already existing inequalities. The results call for a national focus on interventions specifically targeting vulnerable students.
KW - PROGRAMS
U2 - 10.1371/journal.pone.0261114
DO - 10.1371/journal.pone.0261114
M3 - Article
C2 - 35108273
SN - 1932-6203
VL - 17
JO - PLOS ONE
JF - PLOS ONE
IS - 2
M1 - e0261114
ER -