Econ Papers Daily / 期刊论文
缓解学校关闭：家长应对与辅导券
Mitigating School Closures: Parental Responses and Tutoring Vouchers
摘要
We investigate how school closures affect educational outcomes through parental responses. Using quasi‐experimental variation in school‐level closure days and linked administrative‐survey data, we find that 10 additional closure days raise private tutoring expenditure by 4.1% and within‐school test‐score dispersion by 25%; over the average 53‐day closure, low‐income students lose 0.09 SD. To quantify substitution between schooling and parental investment and evaluate compensatory policy, we estimate a tournament model in which schooling and tutoring jointly produce test scores. Tutoring substitutes for in‐person days, burdening low‐income households disproportionately. Counterfactuals show a means‐tested voucher fully offsets the resulting rise in inequality.
中文摘要
我们研究学校停课如何通过家长反应影响教育结果。利用学校层面停课天数的准实验差异以及关联的行政—调查数据，我们发现额外10个停课日会使课外辅导支出增加4.1%，使校内考试成绩离散度提高25%；在平均53天的停课期间，低收入学生成绩下降0.09个标准差。为量化学校教育与家长投入之间的替代关系并评估补偿性政策，我们估计了一个锦标赛模型，其中学校教育与课外辅导共同产生考试成绩。课外辅导替代面对面教学天数，对低收入家庭造成不成比例的负担。反事实模拟显示，经过经济状况调查的代金券能够完全抵消由此产生的不平等上升。