Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/232761 
Year of Publication: 
2020
Series/Report no.: 
IZA Discussion Papers No. 14009
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.
Subjects: 
education
covid
experiment
remote learning
COVID-19
JEL: 
I2
I24
Document Type: 
Working Paper

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