Abstract
This work discusses the losses in school performance in Brazilian Elementary Education during the pandemic of COVID-19. We focus on analysis of the effect of face-to-face operating time and resource mobilization by schools using administrative data collected before, during and after the pandemic situation. Although several studies have estimated the effect of the pandemic on the losses in performance, few have made progress in verifying whether the face-to-face operating time and the resources used were capable of mitigating the expected losses. Using data from the census and the national assessment, we apply difference-in-differences and multiple regression models to observe that the atypical operating time and resources mobilized by schools were very significant in mitigating the drop expected by the pandemic. Considering recent discussions about the importance of the school for reducing inequalities, our results indicate that: i) the system was leveled down and the crisis largely affected schools with good educational indicators; ii) time and mobilized resources mattered a lot during the pandemic.
Presenters
Victor Gabriel AlcantaraPhd student, Sociologia, Universidade de São Paulo, São Paulo, Brazil Adriano Souza Senkevics
Researcher, Board of Educational Studies, National Institute for Educational Studies and Research, Distrito Federal, Brazil
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
COVID-19; LEARNING LOSS; FORGONE LEARNING; SCHOOL CLOSURES; SOCIAL INEQUALITY
