 The resilience in test scores and the mitigating effect of summer schools one year after the COVID-19 school closuresLetizia Gambi and Kristof De Witte Labour Economics, 2024, vol. 90, issue C Abstract: In response to the COVID-19 related school closures and with the aim of strengthening education system resilience, numerous countries have implemented focused remedial programs during both the academic year and summer breaks. This study examines the persistence of learning deficits and the efficacy of summer schools in the Flemish region of Belgium, one year after the COVID-19-related school closures. Utilizing a seven-year panel dataset of standardized test scores in primary education, we identify between-cohorts learning deficits compared to 2019 levels in all subjects but social science. Our analysis reveals that, although summer schools targeted at vulnerable students have effectively mitigated further learning deficits in these schools, disparities in educational attainment persist. A quantile analysis suggests that mathematics test scores of the best-performing students within a school have significantly declined. This paper contributes to the understanding of education impacts stemming from educational disruptions, highlighting the role of remedial interventions in mitigating these effects. Keywords: COVID-19; School closures; Summer schools; Learning deficits; Educational attainment; Standardised tests (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:labeco:v:90:y:2024:i:c:s0927537124000447 DOI: 10.1016/j.labeco.2024.102549 Access Statistics for this article Labour Economics is currently edited by A. Ichino More articles in Labour Economics from Elsevier |
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