| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w28205 |
| 来源ID | Working Paper 28205 |
| School\u2019s Out: Experimental Evidence on Limiting Learning Loss Using \u201cLow-Tech\u201d in a Pandemic | |
| Noam Angrist; Peter Bergman; Moitshepi Matsheng | |
| 发表日期 | 2020-12-14 |
| 出版年 | 2020 |
| 语种 | 英语 |
| 摘要 | Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted. |
| 主题 | Health, Education, and Welfare ; Health ; Education ; COVID-19 |
| URL | https://www.nber.org/papers/w28205 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/585879 |
| 推荐引用方式 GB/T 7714 | Noam Angrist,Peter Bergman,Moitshepi Matsheng. School\u2019s Out: Experimental Evidence on Limiting Learning Loss Using \u201cLow-Tech\u201d in a Pandemic. 2020. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w28205.pdf（1025KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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