ArticleNature human behaviour2022
The impacts of remote learning in secondary education during the pandemic in Brazil.
Article in Nature human behaviour, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 23 papers, 1 of them a synthesis that pooled it.
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Who cites it
23 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic.Nature human behaviour · 2023Pooled it
- Article
- Remote delivery of STEM and entrepreneurship role models at scale changes college major choice in Ecuador.Nature human behaviour · 2026Article
- Implications for distancing measures on in-person school and work attendance from Italian post-pandemic social contact data.Communications medicine · 2026Article
- Educational disparities in STEM during COVID-induced distance learning and a potential strategy to address them.Nature communications · 2026Article
- Virtual charter students have worse labor market outcomes as young adults.Social science research · 2025Article
- LeDNA: a cut-and-build toolkit to democratize CRISPR gene editing technology education.Nature biotechnology · 2025Article
- Evaluation using artificial intelligence shows post pandemic differences in oral reading fluency between Brazilian public and private school students.Scientific reports · 2025Article
- The impact of the COVID-19 pandemic on the lives of the 2004 Pelotas (Brazil) birth cohort adolescents.Cadernos de saude publica · 2025Article
- Effectiveness of targeted financial aid on disability welfare for the ageing population in China: A quasi-experiment study.Journal of global health · 2024Article
- The lasting impacts of remote learning in the absence of remedial policies: Evidence from Brazil.Proceedings of the National Academy of Sciences of the United States of America · 2024Article
- Neglecting students' socio-emotional skills magnified learning losses during the pandemic.NPJ science of learning · 2024Article
- Assessing the health, social, educational and economic impact of the COVID-19 pandemic on adolescents in low- and middle-income countries: a rapid review of the literature.Sexual and reproductive health matters · 2023Review
- The impact of the COVID-19 pandemic on children's learning and wellbeing: Evidence from India.Journal of development economics · 2023Article
- The heterogeneity of Covid-19 learning loss across Italian primary and middle schools.Economics of education review · 2023Article
- Socioeconomic disparities in the reopening of schools during the pandemic in Chile.International journal of educational development · 2023Article
- Pathway through which COVID-19 exacerbates energy poverty and proposed relief measures.Energy for sustainable development : the journal of the International Energy Initiative · 2023Article
- Early Childhood Education in Brazil: Child Rights to ECE in Context of Great Disparities.Children (Basel, Switzerland) · 2023Article
- Covid-19 school closures negatively impacted elementary-school students' reading comprehension and reading fluency skills.International journal of educational development · 2023Article
- Systems thinking on the gendered impacts of COVID-19 in Bangladesh: A systematic review.Heliyon · 2023Review
Corrections and comments
- Erratum issued
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The transition to remote learning in the context of coronavirus disease 2019 (COVID-19) might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the first school quarter of 2020 but not thereafter, we estimate the effects of remote learning in secondary education using a differences-in-differences strategy that contrasts variation in students' outcomes across different school quarters, before and during the pandemic. We also estimate intention-to-treat effects of reopening schools in the pandemic through a triple-differences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over the last school quarter in 2020. We find that, under remote learning, dropout risk increased by 365% while test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.