The Educational Consequences of Remote and Hybrid Instruction during the Pandemic
AER: Insights · 2023 · Dan Goldhaber、Thomas J. Kane、Andrew McEachin、Emily A. Morton、Tyler Patterson、Douglas O. Staiger
中文摘要
利用来自49个州（以及哥伦比亚特区）近10,000所学校逾200万名学生的测试数据，我们考察了远程与混合教学在扩大不同种族及学校贫困程度学生之间成绩差距方面所起的作用。我们发现，远程教学是差距扩大的主要驱动因素。在始终保持线下教学的地区，数学成绩差距并未扩大（但阅读成绩差距有所扩大）。我们估计，2020—2021年转向远程教学的高贫困学区需要将其获得的联邦援助几乎全部用于帮助学生弥补疫情造成的学业成绩损失。（JEL H75、I12、I21、I24、I32、J15）
Abstract
Using testing data from over two million students in nearly 10,000 schools in 49 states (plus the District of Columbia), 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 the widening gaps. Math gaps did not widen in areas that remained in person (although reading gaps did). We estimate that high-poverty districts that went remote in 2020–2021 will need to spend nearly all of their federal aid on helping students recover from pandemic-related academic achievement losses. (JEL H75, I12, I21, I24, I32, J15)