School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic

Noam Angrist, Peter Bergman and Moitshepi Matsheng

No 28205, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.

JEL-codes: I10 I20 I24 I25 (search for similar items in EconPapers)
Date: 2020-12
New Economics Papers: this item is included in nep-ure
Note: CH DEV ED IO
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