An Assessment of Brazilian States and State Capitals Remote Public Education Programs during the COVID-19 Pandemic

Barberia, Lorena; Cantarelli, Luiz G. R.

doi:10.2139/ssrn.3776366

Cited by 7 publications

(4 citation statements)

References 4 publications

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“…The State's educational response in the pandemic was rated close to the median quality in the country. (34 ) As such, we expect these findings to generalize to other developing country settings. Besides its impacts on learning outcomes, remote learning is also expected to affect a multiplicity of other child development indicators, including their psychological well-being.…”

Section: Discussionmentioning

confidence: 81%

“…Most countries quickly transitioned academic instruction onto remote classes. In São Paulo State, over 90% of students stated that they studied at least 2 hours a day during the pandemic (34 ). Recent evidence from the Netherlands leveraging variation from the first Covid-19 wave suggests that learning losses during remote learning might be very large (27 ).…”

Section: Discussionmentioning

confidence: 99%

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The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic

Lichand

Dória

Neto

et al. 2021

Preprint

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Background: The transition to remote learning in the context of Covid-19 could lead to dramatic setbacks for school enrollment and learning outcomes, especially in developing countries – where a multiplicity of challenges, from limited connectivity to little support from parents, are bound to limit its effectiveness. To date, however, no study has rigorously documented the educational impacts of remote learning relative to in-person classes within primary and secondary education. Quantifying the extent of those losses, as well as the extent to which resuming in-person classes in the pandemic could at least partially offset them, is urgent, as governments worldwide struggle evaluating the trade-offs between the health and educational risks of reopening schools, with vaccination rates still dragging.Methods: Taking advantage of the fact that São Paulo featured in-person classes for the lion’s share of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning on secondary education, using a differences-in-differences strategy that contrasts variation in dropout risk and standardized test scores between the first and the last school quarters in 2020 to that in 2019, when all classes were in-person. We estimate heterogeneous effects by grade, student characteristics and school characteristics. We also estimate intention-to-treat (ITT) effects of reopening schools in the pandemic through a differences-in-differences strategy, contrasting differences between middle- and high-school students within municipalities that authorized in-person classes to partially return for the latter over the last quarter of 2020, to those within municipalities that did not.Findings: Dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes:we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students’ test scores by 20% relative to the control group.Interpretation: Results show that the societal costs of keeping schools closed in the pandemic are very large. While the learning losses that we document are at least as large as those documented in developed countries on the aftermath of the first Covid-19 wave, the dramatic surge in dropout risk is unique to developing countries. Such massive impacts are likely to bring about long-lasting effects on employment, productivity, and poverty levels. Our findings highlight that reopening schools under safe protocols can prevent those costs from growing even larger. They also caution against recent enthusiasm for remote learning in primary and secondary education outside the context of Covid-19.Funding: Research funded by the Inter-American Development Bank (IADB) as part of a partnership between IADB and the São Paulo State Education Secretariat.

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Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 99%

The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic

Lichand

Dória

Neto

et al. 2021

Preprint

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“…This inequality was also clear in its geographic dimensions, considering that the Brazilian states with greater wealth, therefore, had more conditions to offer the internet, despite the fact that the Brazilian regions with greater economic power do not serve more than three-quarters of the population. The Southeast had 75% of households with internet access, followed by 73% in the South, 72% in the North, 70% in the Midwest, and 65% in the Northeast (Barberia et al, 2021). It is worth remembering that, even in the homes of the less privileged classes that still have electronic devices with internet access, the quality of the internet tends to be much lower than expected for synchronous activities, and often the number of electronic devices doesn't satisfactorily meet the number of inhabitants in each household.…”

Section: Brazilian Situation In the Crises Of Covid-19mentioning

confidence: 99%

Remote teaching and learning

Gohar

Gomes

Carvalho

et al. 2022

ESC

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The aim of the current review was to carry out a comparative analysis of the adaptations of students and perspectives of teachers in two countries: Pakistan and Brazil. The analysis focuses on remote education in high school in these two countries. The realization of this research has a bibliographical and documental methodological approach. At the beginning the work structures an analysis of the Pakistani situation and later the Brazilian situation both following the same template; subsequently, a discussion of the results has begun. The study concluded with findings on the dynamics and similarities of educational setup between Brazil and Pakistan in the times of crisis with a particular focus on high schools.

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“…In Germany, one of the world's technologically most advanced countries, information on new infections was transferred via fax machines to the Robert Koch Institute. Schools painfully demonstrated their inability and, occasionally, their unwillingness to organize remote lessons via the internet (Barberia et al 2020). In some countries, the health system collapsed or was at the brink of collapse.…”

Section: Containment Policies Political Institutions and Attitudes An...mentioning

confidence: 99%

The political science of Covid‐19: An introduction

Barberia

Plümper

Whitten

2021

Social Science Quarterly

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Political decisions, constellations, and behaviors exert a large influence of the dynamics of the severe acute respiratory syndrome coronavirus 2 (Sars‐CoV‐2) pandemic. Politics influences the choice of containment policies and the compliance with these policies—and therefore ultimately the epidemiological situation in each country, state, district, or even neighborhood. This introduction puts the articles collected in this special issue into the broader perspective of the social science literature on Covid‐19.

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An Assessment of Brazilian States and State Capitals Remote Public Education Programs during the COVID-19 Pandemic

Cited by 7 publications

References 4 publications

The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic

The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic

Remote teaching and learning

The political science of Covid‐19: An introduction

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