ArticlePloS one2023
Does COVID-19 persistently affect educational inequality after school reopening? evidence from Internet search data in China.
Article in PloS one, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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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Abstract
The literature has extensively documented how Covid-19 affects educational inequality, but it remains unclear whether such an effect persists after school reopening. This paper attempts to explore this issue by investigating the search gap for learning resources in China. I categorized learning resources into four types: "school-centered resources", "parent-centered resources", "online tutoring agencies resources" and "in-person tutoring agencies resources". Using Internet search data, I found that nationwide search intensity for learning resources surged when schools were closed, and such search behaviors remained after schools reopened. I also found that high socioeconomic status households had better access to school- and parent-centered resources, and online tutoring resources, even after schools reopened. Given its persistent impact on learning, the pandemic will likely widen educational inequality over extended periods.
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