Working Paper: NBER ID: w31542
Authors: Jesse M. Bruhn; Christopher Campos; Eric Chyn
Abstract: We study the distributional effects of remote learning using a novel approach that combines preference data from a conjoint survey experiment with administrative records of student outcomes. The experimentally derived preference data allow us to account for selection into remote learning while also studying selection patterns and treatment effect heterogeneity. We validate the approach using random variation from school choice lotteries. Our analysis of the average impacts of remote learning finds negative effects on reading (–0.13σ) and math (–0.14σ) achievement. Notably, we find evidence of positive learning effects for children whose parents have the strongest demand for remote learning. Parental concerns related to bullying appear to be an important driver of the demand for remote learning. Moreover, we find that across-the-board positive impacts of remote learning on bullying outcomes operate as a compensating differential for negative impacts on learning. Our results suggest that an important subset of students who currently sort into post-pandemic remote learning benefit from expanded choice.
Keywords: remote learning; school choice; parental preferences; educational outcomes
JEL Codes: I20; I21
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| remote learning (C91) | reading (Y50) |
| remote learning (C91) | math (C89) |
| strong parental demand for remote learning (R22) | positive learning effects (C92) |
| remote learning proclivity (90th percentile) (C91) | no worse outcomes (I14) |
| remote learning proclivity (95th percentile) (C91) | improvements (O39) |