Journal of Human Resources · 2026 · Abhijeet Singh、Mauricio Romero、Karthik Muralidharan
中文摘要
我们利用泰米尔纳德邦农村地区约19,000名小学学龄儿童的面板调查数据，研究COVID-19导致学校关闭后的“学习损失”，以及学校重新开放后的恢复速度。与2019年同一批村庄中年龄相同的学生相比，2021年12月（学校关闭18个月后）接受测试的学生在数学和语言方面的学习缺口分别约为0.73个标准差和0.34个标准差。学校重新开放后的6个月内，这一缺口的三分之二得到了弥补。此外，学习损失具有累退性，而恢复具有累进性。一项由政府运营的课后补救教学项目对队列层面学习恢复的贡献约为24%，可能有助于这种具有累进性的恢复。
Abstract
Abstract We use a panel survey of ~ 19,000 primary-school-aged children in rural Tamil Nadu to study ‘learning loss’ after COVID-19-induced school closures, and the pace of recovery after schools reopened. Students tested in December 2021 (18 months after school closures) displayed learning deficits of ~0.73σ in math and 0.34σ in language compared to identically-aged students in the same villages in 2019. Two-thirds of this deficit was made up within 6 months after schools reopened. Further, while learning loss was regressive, recovery was progressive. A government-run after-school remediation program contributed ~24% of the cohort-level recovery, likely aiding the progressive recovery.