| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w30010 |
| 来源ID | Working Paper 30010 |
| The Consequences of Remote and Hybrid Instruction During the Pandemic | |
| Dan Goldhaber; Thomas J. Kane; Andrew McEachin; Emily Morton; Tyler Patterson; Douglas O. Staiger | |
| 发表日期 | 2022-05-09 |
| 出版年 | 2022 |
| 语种 | 英语 |
| 摘要 | Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person (although there was some widening in reading gaps in those areas). We estimate that high-poverty districts that went remote in 2020-21 will need to spend nearly all of their federal aid on academic recovery to help students recover from pandemic-related achievement losses. |
| 主题 | Health, Education, and Welfare ; Education ; COVID-19 |
| URL | https://www.nber.org/papers/w30010 |
| 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/587683 |
| 推荐引用方式 GB/T 7714 | Dan Goldhaber,Thomas J. Kane,Andrew McEachin,et al. The Consequences of Remote and Hybrid Instruction During the Pandemic. 2022. |
| 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 | ||
| w30010.pdf（856KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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