Scholarlink

<p>The paper investigates the longer-term inequality implications of COVID-19 by examining the ability of children from different backgrounds to engage in continued learning throughout the pandemic, and their implications for intergenerational mobility in education. The analysis builds on data from the Global Database of Intergenerational Mobility, country-specific learning loss simulation models using weekly school closure information from February 2020 to February 2022, and high-frequency phone survey data collected by the World Bank during the pandemic to assess the incidence and type of continued learning during school closures across children from different backgrounds. Using this information, the paper simulates counterfactual educational attainment and corresponding absolute and relative intergenerational educational mobility measures to estimate COVID-19 impacts. The results suggest that the extensive school closures are likely to have a significant impact on both absolute and relative mobility in the absence of remedial measures – in upper-middle-income countries, the share of children with more years of education than their parents could decline by 8 percentage points. Unequal access to continued learning across children from different socioeconomic backgrounds also leads to a significant decline in relative mobility. Notably, adopting more optimistic assumptions about the effectiveness of alternative learning modalities makes the simulated decline in relative mobility even larger.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

COVID-19 school closures, learning losses and intergenerational mobility

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月21日

查看全文
  • Alexandru Cojocaru,
  • Joao Pedro Azevedo,
  • Ambar Narayan,
  • Veronica Montalva Talledo

摘要

The paper investigates the longer-term inequality implications of COVID-19 by examining the ability of children from different backgrounds to engage in continued learning throughout the pandemic, and their implications for intergenerational mobility in education. The analysis builds on data from the Global Database of Intergenerational Mobility, country-specific learning loss simulation models using weekly school closure information from February 2020 to February 2022, and high-frequency phone survey data collected by the World Bank during the pandemic to assess the incidence and type of continued learning during school closures across children from different backgrounds. Using this information, the paper simulates counterfactual educational attainment and corresponding absolute and relative intergenerational educational mobility measures to estimate COVID-19 impacts. The results suggest that the extensive school closures are likely to have a significant impact on both absolute and relative mobility in the absence of remedial measures – in upper-middle-income countries, the share of children with more years of education than their parents could decline by 8 percentage points. Unequal access to continued learning across children from different socioeconomic backgrounds also leads to a significant decline in relative mobility. Notably, adopting more optimistic assumptions about the effectiveness of alternative learning modalities makes the simulated decline in relative mobility even larger.