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Impacts of In-Person School Days on Student Outcomes and Inequality: Evidence from Korean High Schools during the Pandemic

Author

Listed:
  • Youjin Hahn

    (Yonsei University)

  • Hyuncheol Bryant Kim

    (Hong Kong University of Science and Technology)

  • Hee-Seung Yang

    (Yonsei University)

Abstract

This study examines the one-year impacts of in-person schooling on high school students' outcomes during the COVID-19 pandemic in South Korea. Using high-quality administrative data and a student survey, the study finds that in-person schooling does not significantly affect average test scores, but it reduces educational inequality and enhances noncognitive traits such as class participation, school satisfaction, and career aspirations. The study also reveals that the changes in test score distributions are driven by boys rather than girls. The findings highlight the importance of addressing educational inequality in policy responses to recover from learning loss caused by the pandemic.

Suggested Citation

  • Youjin Hahn & Hyuncheol Bryant Kim & Hee-Seung Yang, 2023. "Impacts of In-Person School Days on Student Outcomes and Inequality: Evidence from Korean High Schools during the Pandemic," Working papers 2023rwp-223, Yonsei University, Yonsei Economics Research Institute.
    • Handle: RePEc:yon:wpaper:2023rwp-223
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    References listed on IDEAS

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    1. Alexander Bick & Adam Blandin & Karel Mertens, 2023. "Work from Home before and after the COVID-19 Outbreak," American Economic Journal: Macroeconomics, American Economic Association, vol. 15(4), pages 1-39, October.
    2. Anderson, Michael L., 2008. "Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects," Journal of the American Statistical Association, American Statistical Association, vol. 103(484), pages 1481-1495.
    3. Dalit Contini & Maria Laura Di Tommaso & Caterina Muratori & Daniela Piazzalunga & Lucia Schiavon, 2021. "The Covid-19 pandemic and school closure: learning loss in mathematics in primary education," CHILD Working Papers Series 97 JEL Classification: I2, Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA.
    4. Marianne Bertrand & Jessica Pan, 2013. "The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior," American Economic Journal: Applied Economics, American Economic Association, vol. 5(1), pages 32-64, January.
    5. David H. Autor & David Dorn, 2013. "The Growth of Low-Skill Service Jobs and the Polarization of the US Labor Market," American Economic Review, American Economic Association, vol. 103(5), pages 1553-1597, August.
    6. Eric P. Bettinger & Lindsay Fox & Susanna Loeb & Eric S. Taylor, 2017. "Virtual Classrooms: How Online College Courses Affect Student Success," American Economic Review, American Economic Association, vol. 107(9), pages 2855-2875, September.
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    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Schooling modes; in-person schooling; school closure; COVID-19 pandemic; education inequality;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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