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Inequality in pandemic effects on school track placement and the role of social and academic embeddedness

Authors :
Herman G. van de Werfhorst
Dieuwke Zwier
Sara Geven
Thijs Bol
Carla Haelermans
Source :
npj Science of Learning, Vol 9, Iss 1, Pp 1-11 (2024)
Publication Year :
2024
Publisher :
Nature Portfolio, 2024.

Abstract

Abstract Using register data and linked student-level sociometric survey data from the Netherlands, this study examines whether the impact of the COVID-19 pandemic on schooling outcomes (track recommendation and track enrollment in the seventh and ninth grades) is conditional on students’ academic and social embeddedness in the school setting. We estimated the counterfactual outcomes for the cohort that went through the school transition during the pandemic based on the outcomes of the pre-pandemic cohort, with similar earlier achievements, schools, and social backgrounds. Results show that the pandemic’s effect on tracking outcomes is weaker than its effect on student test scores elsewhere reported. Nevertheless, the pandemic has had stronger adverse impact on disadvantaged students. Moreover, student self-efficacy, academic motivation, and parental involvement are related to more negligible negative pandemic effects on schooling outcomes. We find no evidence for an association between student grit or parental network centrality and the magnitude of estimated pandemic effects.

Details

Language :
English
ISSN :
20567936
Volume :
9
Issue :
1
Database :
Directory of Open Access Journals
Journal :
npj Science of Learning
Publication Type :
Academic Journal
Accession number :
edsdoj.90e60dbfa9f54e749e45e94bf55926a8
Document Type :
article
Full Text :
https://doi.org/10.1038/s41539-024-00283-1