TY - JOUR U1 - Zeitschriftenartikel, wissenschaftlich - begutachtet (reviewed) A1 - Grewenig, Elisabeth A1 - Lergetporer, Philipp A1 - Werner, Katharina A1 - Woessmann, Ludger A1 - Zierow, Larissa T1 - COVID-19 and educational inequality: How school closures affect low- and high-achieving students JF - European economic review N2 - In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 h by about half, the reduction was significantly larger for low-achievers (4.1 h) than for high-achievers (3.7 h). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students. KW - educational inequality KW - COVID-19 KW - low-achieving students KW - home schooling KW - distance teaching Y1 - 2021 SN - 0014-2921 SS - 0014-2921 SN - 1873-572X SS - 1873-572X U6 - https://doi.org/10.1016/j.euroecorev.2021.103920 DO - https://doi.org/10.1016/j.euroecorev.2021.103920 VL - 140 SP - 1 EP - 21 S1 - 21 PB - Elsevier CY - Amsterdam ER -