The Legacy of COVID-19 in Education
基于德国学校封锁期间的家庭调查，发现学生尤其是低成就者的学习时间大幅减少，一年后仅略有回升；在线教学能增加学习时间，但其他学校活动无效；除非补救，否则学校关闭将加剧不平等、降低技能发展和经济增长。
Abstract If school closures and social-distancing experiences during the Covid-19 pandemic impeded children’s skill development, they may leave a lasting legacy in human capital. Our parental survey during the second German school lockdown provides new measures of socio-emotional development and panel evidence on how students’ time use and educational inputs adapted over time. Children’s learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly 1 year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. Parental assessments of children’s socio-emotional development are mixed. Discussing our findings in light of the emerging literature on substantial achievement losses, we conclude that unless remediated, the school closures will persistently increase inequality and reduce skill development, lifetime income and economic growth.