Who is doing better? Exploring the effect of COVID-19 on students' academic performance across the test score distribution.
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| Title: | Who is doing better? Exploring the effect of COVID-19 on students' academic performance across the test score distribution. |
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| Authors: | Gómez Soler, Silvia C.1 (AUTHOR) silvia.gomez@javeriana.edu.co, Cifuentes González, Juanita2 (AUTHOR), Abadía Alvarado, Luz Karime1 (AUTHOR) |
| Source: | Education Economics. Jun2025, Vol. 33 Issue 3, p417-431. 15p. |
| Subject Terms: | *COVID-19 pandemic, *Students, *Standardized tests, *Academic achievement, Quantile regression |
| Abstract: | Previous studies have found a negative effect on average student performance on standardised tests following the Covid-19 crisis. However, the effects might differ depending on the student's position in the achievement distribution. Understanding distributional effects allows us to determine how to better direct resources to students most affected. Using a quantile treatment effects model, we estimate the effects of Covid-19 on academic performance of students in the Colombian standardised high school exit examination. Our estimates show a U-shaped pattern: the negative effect is smaller for students located at the tails of the test score distribution. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Previous studies have found a negative effect on average student performance on standardised tests following the Covid-19 crisis. However, the effects might differ depending on the student's position in the achievement distribution. Understanding distributional effects allows us to determine how to better direct resources to students most affected. Using a quantile treatment effects model, we estimate the effects of Covid-19 on academic performance of students in the Colombian standardised high school exit examination. Our estimates show a U-shaped pattern: the negative effect is smaller for students located at the tails of the test score distribution. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09645292 |
| DOI: | 10.1080/09645292.2024.2356231 |
