Large socio-economic, geographic and demographic disparities exist in exposure to school closures.
Large socio-economic, geographic and demographic disparities exist in exposure to school closures.
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DOI：
10.1038/s41562-021-01087-8
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发表时间：
2021-04
影响因子：
29.9
通讯作者：
Lee EK
中科院分区：
文献类型：
--
作者：
Parolin Z;Lee EK
2019冠状病毒病（COVID-19）大流行促使许多学区转向远程或在家学习。关于远距离学习对教育成绩的负面影响的研究正在出现，但对接受远距离学习的学生的社会经济、地理和人口特征却知之甚少。我们引入了美国学校关闭和远程学习数据库，该数据库跟踪2020年超过10万所学校的亲自访问。该数据库可供公众访问，并每月更新，描述了2020年全年对每所学校进行实地访问的逐年变化，以估计学校是否参与远程学习。我们的调查结果显示，2020年9月至12月的学校关闭在三年级数学成绩较低的学校更常见，少数种族/民族学生的比例更高，他们无家可归，英语水平有限，有资格获得免费/降价的学校午餐。调查结果预示着学习成果的不平等日益加剧。这项研究引入了一个公共数据集，发现美国的学校关闭在数学成绩较低、少数民族学生比例较高、无家可归和收入较低的学校中更为常见。
The coronovirus disease 2019 (COVID-19) pandemic has prompted many school districts to turn to distance or at-home learning. Studies are emerging on the negative effects of distance learning on educational performance, but less is known about the socio-economic, geographic and demographic characteristics of students exposed to distance learning. We introduce a U.S. School Closure and Distance Learning Database that tracks in-person visits across more than 100,000 schools throughout 2020. The database, which we make publicly accessible and update monthly, describes year-over-year change in in-person visits to each school throughout 2020 to estimate whether the school is engaged in distance learning. Our findings reveal that school closures from September to December 2020 were more common in schools with lower third-grade math scores and higher shares of students from racial/ethnic minorities, who experience homelessness, have limited English proficiency and are eligible for free/reduced-price school lunches. The findings portend rising inequalities in learning outcomes. This study introduces a public dataset that finds that school closures in the United States have been more common in schools with lower math scores and higher rates of students from racial minorities, who experience homelessness, and who have lower incomes.
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