The impacts of remote learning in secondary education during the pandemic in Brazil

Guilherme Lichand (), Carlos Alberto Doria, Onicio Leal-Neto and João Paulo Cossi Fernandes
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Guilherme Lichand: University of Zurich
Carlos Alberto Doria: University of Zurich
Onicio Leal-Neto: University of Zurich
João Paulo Cossi Fernandes: Inter-American Development Bank

Nature Human Behaviour, 2022, vol. 6, issue 8, 1079-1086

Abstract: Abstract The transition to remote learning in the context of coronavirus disease 2019 (COVID-19) might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the first school quarter of 2020 but not thereafter, we estimate the effects of remote learning in secondary education using a differences-in-differences strategy that contrasts variation in students’ outcomes across different school quarters, before and during the pandemic. We also estimate intention-to-treat effects of reopening schools in the pandemic through a triple-differences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over the last school quarter in 2020. We find that, under remote learning, dropout risk increased by 365% while test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group.

Date: 2022
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DOI: 10.1038/s41562-022-01350-6

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