Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel.
By Thijs Bol. 2020
174 citations recorded by the source corpus.
The outbreak of the Corona virus has led to unprecedented measures in education. From March 16, all schools in the Netherlands are closed, and children must keep up with their schoolwork from home. Parents are expected to take a crucial role in this “homeschooling”: they are primarily responsible for ensuring that their children follow the curriculum. In this article I report the first results of a module in the LISS Panel that was designed to map how parents school their children in primary and secondary education. Data on a nationally representative sample of 1,318 children in primary and secondary education were gathered in April. The results show marked differences between social groups. Whereas all parents find it important that their children keep up with the schoolwork, children from advantaged backgrounds receive much more parental support and have more resources (e.g., own computer) to study from home. Differences in parental support are driven by the ability to help: parents with a higher education degree feels themselves much capable to help their children with schoolwork than lower educated parents. Parents also report that schools provide more extensive distant schooling for children in the academic track in secondary education (vwo) than for children in the pre-vocational track (vmbo). Finally, there is a clear gender gap: parents feel much more capable to support their daughters than their sons. These initial findings provide clear indications that the school shutdown in the Netherlands is likely to have strong effects on the inequality in educational opportunities.
Subfields: Demography, Education
View Paper: https://www.semanticscholar.org/paper/5f1661057418fed34e3ae7aedfc010b3df5242be
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Citations in the corpus
- Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates (2020, unknown): “Bosch (1997) presents an assessment of interactive radio instruction based on 23 years of operational history.”
- Inequality in learning opportunities during Covid-19: Evidence from library takeout (2020, unknown): “…show that parents of high socioeconomic status (SES; e.g., high education and income) provided more academic support (e.g., help with homework), physical resources (e.g., computers/tablets), and motivational support for their children than parents of low SES (Andrew et al., 2020; Bol, 2020).”
- Teachers experiences of stress and their coping strategies during COVID - 19 induced distance teaching (2020, background): “Presumably, the gap in students’ achievement between families of high and low socioeconomic status will be widened due to differences in material and educational resources, living space, or availability of time, when children were taught at home (Anger & Plünnecke, 2020; Bol, 2020).”
- Learning Loss Due to School Closures During the COVID-19 Pandemic (2020, background): “(20 ) Bol, T. Inequality in homeschooling during the Corona crisis in the Netherlands: First results from the LISS Panel, SocArXiv, 2020. (21 ) Jæger, M. M., and Blaabæk, E. H. (2020). Inequality in learning opportunities during Covid-19: Evidence from library takeout.”
- Learning loss due to school closures during the COVID-19 pandemic (2021, unknown): “Despite favorable conditions, survey evidence from lockdown indicates high levels of dissatisfaction with remote learning (38) and considerable disparities in help with schoolwork and learning resources (39).”
- Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK (2020, background): “In fact, emerging research is already suggesting the lockdown will have farreaching educational consequences, especially for vulnerable children (Andrew et al., 2020; Bol, 2020;).”