ArticleChina economic review2022
Does school shutdown increase inequality in academic performance? Evidence from COVID-19 pandemic in China.
Article in China economic review, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 32 citations in OpenAlex.
- Changes in health-related quality of life and inequality in China: evidence from a nationwide repeated cross-sectional survey (2021-2023).Quality of life research : an international journal of quality of life aspects of treatment, care and rehabilitation · 2025Article
- Grittier and More Hopeful About the Future? A Nine-Month School-Based Longitudinal Study on Grit and Adolescent Possible Selves.European journal of investigation in health, psychology and education · 2025Article
- Assessing inequality in the school closure response to COVID-19.China economic review · 2023Article
- Learning physics online or face-to-face: A case study of STEM and non-STEM students.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The school shutdown due to the global pandemic of coronavirus disease 2019 (COVID-19) can lead to an increase in educational inequality through disproportionately affecting disadvantaged children. We use data from a unique survey of 7202 junior high school students and their parents from Shaanxi province to explore whether the school shutdown enlarged the educational gap between students with different parental socioeconomic statuses (SES) during the pandemic. We find that students with more highly educated parents experienced an increase in relative test rankings after the shutdown period. A 1-year increase in parents' education led to a relative 0.18-percentile increase in students' rankings of total test scores. We also identify the mechanisms behind the enlarged gap by means of heterogeneity analyses. We show that parents' education mainly affected children's academic performance through parents' engagement in their children's homeschooling, mitigating the negative impacts of Internet addiction on students, and serving as substitutes for teachers who were unable to teach well online.
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