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Learning inequalities during the Covid-19 pandemic: a longitudinal analysis using the UK Understanding Society 2020 and 2021 data

Covid-19 大流行期间的学习不平等：使用英国理解协会 2020 年和 2021 年数据进行的纵向分析

基本信息

批准号：
ES/W002124/1
负责人：
Nicola Pensiero
金额：
$ 4.11万
依托单位：
University of Southampton
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FW002124%2F1
关键词：
Learning inequalities during Covid 19

项目摘要

The spring of 2020 saw a widespread and prolonged closure of schools across the UK due to the Covid-19 pandemic. Schools began a phased reopening in July 2021 and in January 2021 closed for the second time. The resulting transition to distance schooling has impaired students' learning and transferred to families a great deal of responsibility for educational activities, thus exacerbating inequalities in learning opportunities by socio-economic status. The current debate on the extent of the learning loss, the possibility of new school closures, the activities that are necessary to remediate the learning loss, and the nature of the 2021 school assessment would benefit from a timely analysis of the learning opportunities that children had during the two school closures. Our project will provide such an analysis. It will use longitudinal data from the April 2020 and January 2021 Understanding Society (USoc) Covid-19 surveys to offer the most recent insights into learning opportunities in the United Kingdom during the January-March 2021 school closure. As both surveys interviewed the same families, are representative of the UK and can be linked to previous US surveys, we are able to construct a rich, reliable and longitudinal dataset of around 1300 children in primary school and 1500 children in secondary school. Dr. Birgitta Rabe and Professor Stephen Machin are currently leading two separate ESRC projects on the effects of the Covid-19 pandemic on educational learning opportunities, attainments at national exams and higher education participation (respectively projects ES/V015222/1 and ES/V010433/1). While their cross-sectional research design focuses on specific points in time, our project is the first to use panel data covering both school closures to offer a longitudinal analysis of learning opportunities. The newer USoc survey was prompted by the new school closure, which was announced in January 2021, hence the application through the ESRC Time Critical Covid-19 Call. We will analyse whether the uptake of schoolwork - which reflects both the school provision and how families engage with it - changed between the first and the second school closure and whether the gap between advantaged and disadvantaged families in schoolwork has narrowed or widened. We define advantage using a wide range of characteristics including: parental occupational category; availability of computers at home; working patterns such as working from home and being in furlough; and family structure. In our previous study we suggested that in case of school closure inequalities in learning can be remediated by providing students with better access to IT and by providing online academic tutors to compensate for the absence of parents who cannot work from home. Thanks to our existing relationship within academics, a clear dissemination plan which will be delivered with the cooperation of Public Policy at Southampton, we expect to match the impact of our previous research on learning inequalities during the first school closure, which included being featured in more than 100 national and regional outlets such as the Guardian, impact sessions with MPs Michael Tomlinson and Alan Whitehead and impact event contributions for the Scottish Government. Our research will enable policy makers and practitioners to evaluate whether distance learning has improved during the second transition to home-schooling, and what new policies are necessary to mitigate the consequences of the school closures and prepare for possible future school closures.

2020年春季，由于新型冠状病毒疫情，英国各地的学校普遍长时间关闭。学校于2021年7月开始分阶段复课，并于2021年1月第二次停课。由此产生的向远程教育的过渡损害了学生的学习，并将教育活动的大量责任转移给家庭，从而加剧了社会经济地位在学习机会方面的不平等。目前关于学习损失的程度、新学校关闭的可能性、补救学习损失所需的活动以及2021年学校评估的性质的辩论，将受益于对儿童在两次学校关闭期间所拥有的学习机会的及时分析。我们的项目将提供这样的分析。它将使用2020年4月和2021年1月理解社会（USoc）Covid-19调查的纵向数据，以提供2021年1月至3月学校关闭期间英国学习机会的最新见解。由于这两项调查都采访了相同的家庭，代表了英国，并且可以与以前的美国调查相联系，因此我们能够构建一个丰富，可靠和纵向的数据集，其中包括约1300名小学生和1500名中学生。Birgitta Rabe博士和Stephen Machin教授目前正在领导两个独立的ESRC项目，研究Covid-19大流行对教育学习机会、国家考试成绩和高等教育参与的影响（分别为项目ES/V015222/1和ES/V010433/1）。虽然他们的横截面研究设计侧重于特定的时间点，但我们的项目是第一个使用涵盖两所学校关闭的面板数据来提供学习机会的纵向分析。USoc的最新调查是由2021年1月宣布的新学校关闭引发的，因此通过ESRC Time Critical Covid-19 Call进行申请。我们将分析在第一次和第二次学校关闭之间，学校作业的吸收--这反映了学校的提供和家庭如何参与学校作业--是否发生了变化，以及贫困家庭和弱势家庭在学校作业方面的差距是否缩小或扩大。我们使用广泛的特征来定义优势，包括：父母的职业类别;家中电脑的可用性;工作模式，如在家工作和休假;以及家庭结构。在我们以前的研究中，我们建议，在学校关闭的情况下，学习不平等可以通过为学生提供更好的信息技术和提供在线学术导师来弥补父母不能在家工作的情况。由于我们现有的学术关系，一个明确的传播计划，将与南安普顿的公共政策合作交付，我们希望在第一次学校关闭期间匹配我们以前对学习不平等的研究的影响，其中包括在100多个国家和地区网点，如卫报，与议员迈克尔·汤姆林森和艾伦·怀特黑德举行影响会议，并为苏格兰政府提供影响活动捐款。我们的研究将使政策制定者和实践者能够评估远程学习在第二次过渡到家庭教育期间是否有所改善，以及需要采取哪些新政策来减轻学校关闭的后果，并为未来可能的学校关闭做好准备。