Negative Impacts From the Shift to Online Learning During the COVID-19 Crisis: Evidence from a Statewide Community College System

Principal Investigator(s):  View help for Principal Investigator(s) Kelli Bird, University of Virginia; Benjamin Castleman, University of Virginia; Gabrielle Lohner, UC Berkeley

Version:  View help for Version V1

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  Stata-do-files 01/26/2022 02:55:PM
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Project Citation: 

Bird, Kelli, Castleman, Benjamin, and Lohner, Gabrielle. Negative Impacts From the Shift to Online Learning During the COVID-19 Crisis: Evidence from a Statewide Community College System. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-01-26. https://doi.org/10.3886/E160741V1

Project Description

Summary:  View help for Summary The COVID-19 pandemic led to an abrupt shift from in-person to virtual instruction in  Spring 2020. We use two complementary difference-in-differences frameworks, one that leverages  within-instructor-by-course variation on whether students started their Spring 2020 courses in person or online and another that incorporates student fixed effects. We estimate the impact of this  shift on the academic performance of Virginia’s community college students. With both  approaches, we find modest negative impacts (three to six percent) on course completion. Our  results suggest that faculty experience teaching a given course online does not mitigate the  negative effects. In an exploratory analysis, we find minimal long-term impacts of the switch to  online instruction.  



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