Code for: Inequality in the Effects of Primary School Closures due to the COVID-19 Pandemic

Principal Investigator(s): View help for Principal Investigator(s) Carla Haelermans, Maastricht University; Madelon Jacobs, Maastricht University; Rolf van der Velden, Maastricht University; Lynn van Vugt, Maastricht University; Sanne van Wetten, Maastricht University

Version: View help for Version V1

Name	File Type	Size	Last Modified
0. README.pdf	application/pdf	280.7 KB	05/02/2022 02:42:AM
1a._School_characteristics[1].sps	text/x-spss-syntax	49.7 KB	05/02/2022 02:31:AM
1a1. Extra syntax Income and wealth.sps	text/x-spss-syntax	3.5 KB	05/02/2022 02:34:AM
1b. Prepare dataset.sps	text/x-spss-syntax		05/02/2022 02:32:AM
2a. Operationalization variables.do	text/plain	20.5 KB	05/02/2022 02:33:AM
2b. IPW-weights.do	text/plain	8.6 KB	05/02/2022 02:33:AM
3. Data before regressions.do	text/plain	24.7 KB	05/02/2022 02:33:AM
4. Analyses AEA paper.do	text/plain	10.3 KB	05/02/2022 02:33:AM

Project Citation:

Haelermans, Carla, Jacobs, Madelon, van der Velden, Rolf, van Vugt, Lynn, and van Wetten, Sanne. Code for: Inequality in the Effects of Primary School Closures due to the COVID-19 Pandemic. Nashville, TN: American Economic Association [publisher], 2022. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-05-09. https://doi.org/10.3886/E169081V1

Project Description

Summary: Using a large dataset from around 500,000 students from about 1900 schools, this paper shows the effect of two school closures and one and a half years of Covid-19 pandemic on standardized learning growth for mathematics, reading and spelling in Dutch primary education. We find that the school closures have a negative effect on standardized learning growth, amounting to an annual average of 5.5 weeks learning loss. When analyzing differential effects by SES, parental education, household income, household structure, household size and migration status, we find that the negative effect is larger for the more vulnerable students.

Funding Sources: Dutch Research Council (NWO) (405-21-351)

Scope of Project

Subject Terms: School closures; COVID-19; Learning growth; Inequality; socioeconomic status; Family situation; Primary education

JEL Classification:
      I20 Education and Research Institutions: General
      I21 Analysis of Education
      I24 Education and Inequality

Geographic Coverage: Netherlands

Time Period(s): 2017 – 2021 (School years 2017/2018 until 2020/2021)

Universe: Primary school children in the Netherlands

Data Type(s): administrative records data

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Published Versions

V1 [2022-05-09]

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