The Consequences of Remote and Hybrid Instruction During the Pandemic

Dan Goldhaber, Thomas J. Kane, Andrew McEachin, Emily Morton, Tyler Patterson and Doug Staiger

No 30010, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person (although there was some widening in reading gaps in those areas). We estimate that high-poverty districts that went remote in 2020-21 will need to spend nearly all of their federal aid on academic recovery to help students recover from pandemic-related achievement losses.

JEL-codes: I22 I24 I25 (search for similar items in EconPapers)
Date: 2022-05
New Economics Papers: this item is included in nep-ure
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Citations: View citations in EconPapers (16)

Published as Dan Goldhaber & Thomas J. Kane & Andrew McEachin & Emily Morton & Tyler Patterson & Douglas O. Staiger, 2023. "The Educational Consequences of Remote and Hybrid Instruction during the Pandemic," American Economic Review: Insights, vol 5(3), pages 377-392.

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