Data and Code for: Pandemic Schooling Mode and Student Test Scores: Evidence from U.S. School Districts

Principal Investigator(s): View help for Principal Investigator(s) Rebecca Jack, University of Nebraska-Lincoln; Clare Halloran, Brown University; James Okun, MIT; Emily Oster, Brown University

Version: View help for Version V1

Name	File Type	Size	Last Modified
Code			07/04/2022 05:07:PM
Data			07/04/2022 05:07:PM
Output			07/04/2022 05:07:PM
Dataset_list.xlsx	application/vnd.openxmlformats-officedocument.spreadsheetml.sheet	10.7 KB	07/04/2022 01:07:PM
README.pdf	application/pdf	236.8 KB	07/04/2022 01:07:PM

Project Citation:

Jack, Rebecca, Halloran, Clare, Okun, James, and Oster, Emily. Data and Code for: Pandemic Schooling Mode and Student Test Scores: Evidence from U.S. School Districts. Nashville, TN: American Economic Association [publisher], 2023. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-05-19. https://doi.org/10.3886/E168843V1

Project Description

Summary: We estimate the impact of district-level schooling mode (in-person versus hybrid or virtual learning) in the 2020-21 school year on students' pass rates on standardized tests in Grades 3--8 across 11 states. Pass rates declined from 2019 to 2021: an average decline of 12.8 percentage points in math and 6.8 in English language arts (ELA). Focusing on within-state, within-commuting zone variation in schooling mode, we estimate districts with full in-person learning had significantly smaller declines in pass rates (13.4 p.p. in math, 8.3 p.p. in ELA). The value to in-person learning was larger for districts with larger populations of Black students.

Funding Sources: Emergent Ventures at the Mercatus Center; Chan Zuckerberg Initiative; Arnold Ventures

Scope of Project

Subject Terms: standardized tests; US public school districts; COVID-19; schooling mode; virtual school; hybrid school; in-person school

JEL Classification:
      I18 Health: Government Policy; Regulation; Public Health
      I20 Education and Research Institutions: General
      I21 Analysis of Education
      I24 Education and Inequality

Geographic Coverage: United States

Time Period(s): 2016 – 2021

Universe: United States public school districts in CO, CT, MA, MN, MS, OH, RI, VA, WI, WV, WY

Data Type(s): administrative records data; aggregate data

Methodology

Unit(s) of Observation: US public school districts

Geographic Unit: US public school districts by zip code

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Published Versions

V1 [2023-05-19]

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