Publication:
COVID-19 School Closures, Learning Losses and Intergenerational Mobility

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dc.contributor.authorAzevedo, João Pedro
dc.contributor.authorCojocaru, Alexandru
dc.contributor.authorTalledo, Veronica Montalva
dc.contributor.authorNarayan, Ambar
dc.date.accessioned2023-03-28T18:54:15Z
dc.date.available2023-03-28T18:54:15Z
dc.date.issued2023-03-28
dc.description.abstractThe paper presents a first global investigation of the longer-term inequality implications of COVID-19 by examining the effect of school closures on the ability of children from different countries and backgrounds to engage in continued learning throughout the pandemic, and their implications for intergenerational mobility in education. The analysis builds on the data from the Global Database of Intergenerational Mobility, country-specific results of the learning loss simulation model 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 quality of continued learning during periods of school closures across children from different backgrounds. Based on this information, the paper simulates counterfactual levels of educational attainment and corresponding absolute and relative intergenerational educational mobility measures with and without COVID-19 impacts, to arrive at estimates of COVID-19 impacts. The simulations suggest that the extensive school closures and associated learning losses are likely to have a significant impact on both absolute and relative intergenerational educational mobility in the absence of remedial measures. In upper-middle-income countries, the share of children with more years of education than their parents (absolute mobility) could decline by 8 percentage points, with the largest impacts observed in the Latin America region. Furthermore, unequal access to continued learning during school closures across children from households of different socioeconomic backgrounds (proxied by parental education levels) leads to a significant decline in relative educational mobility.en
dc.identifierhttp://documents.worldbank.org/curated/en/099800203272389346/IDU0efe822480e07b0468e0bcfb0824a7e6ce89d
dc.identifier.doi10.1596/1813-9450-10381
dc.identifier.urihttps://openknowledge.worldbank.org/handle/10986/39607
dc.languageEnglish
dc.language.isoen
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Papers; 10381
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/igo/
dc.subjectCOVID-19 LEARNING LOSS
dc.subjectINEQUALITY
dc.subjectINTERGENERATIONAL MOBILITY
dc.subjectEDUCATIONAL MOBILITY
dc.subjectEDUCATIONAL ATTAINMENT
dc.subjectACCESS TO EDUCATION DURING COVID
dc.titleCOVID-19 School Closures, Learning Losses and Intergenerational Mobilityen
dc.typeWorking Paper
dspace.entity.typePublication
okr.crossref.titleCOVID-19 School Closures, Learning Losses and Intergenerational Mobility
okr.date.disclosure2023-03-27
okr.date.lastmodified2023-03-27T00:00:00Zen
okr.doctypePolicy Research Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/099800203272389346/IDU0efe822480e07b0468e0bcfb0824a7e6ce89d
okr.guid099800203272389346
okr.identifier.doi10.1596/1813-9450-10381
okr.identifier.externaldocumentum34029541
okr.identifier.internaldocumentum34029541
okr.identifier.reportWPS10381
okr.import.id277
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099800203272389346/pdf/IDU0efe822480e07b0468e0bcfb0824a7e6ce89d.pdfen
okr.region.geographicalWorld
okr.topicEducation::Access & Equity in Basic Education
okr.topicEducation::Early Childhood Development
okr.topicEducation::Education and Digital Divide
okr.topicEducation::Education Indicators and Statistics
okr.topicSocial Development::Social Capital
okr.unitEFI-Poverty and Equity-GE (EPVGE)
okr.unitEducation Global (HEDGE)
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