{"id":7366,"date":"2022-03-16T00:01:40","date_gmt":"2022-03-15T23:01:40","guid":{"rendered":"http:\/\/webecpol.esade.edu\/?post_type=publicaciones&p=7366"},"modified":"2026-09-16T18:01:59","modified_gmt":"2026-09-16T16:01:59","slug":"learning-loss-one-year-after-school-closures-evidence-from-the-basque-country","status":"publish","type":"publicaciones","link":"http:\/\/webecpol.esade.edu\/ca\/publicacions\/learning-loss-one-year-after-school-closures-evidence-from-the-basque-country\/","title":{"rendered":"P\u00e8rdua d\u2019aprenentatge un any despr\u00e9s dels tancaments escolars: evid\u00e8ncia del Pa\u00eds Basc"},"content":{"rendered":"

Utilitzem dades censals d\u2019avaluacions externes a prim\u00e0ria i secund\u00e0ria al Pa\u00eds Basc (Espanya) per estimar les p\u00e8rdues d\u2019aprenentatge causades per la pand\u00e8mia de la COVID-19 el mar\u00e7 de 2021, un any despr\u00e9s dels tancaments escolars, que es van allargar de mar\u00e7 a juny de 2020. Una estimaci\u00f3 de difer\u00e8ncies en difer\u00e8ncies amb efectes fixos d\u2019estudiant i d\u2019escola per curs mostra una p\u00e8rdua d\u2019aprenentatge mitjana de 0,045 desviacions est\u00e0ndard, un efecte menor que els efectes a curt termini estimats per treballs anteriors, i estimat despr\u00e9s de 6 mesos d\u2019una de les campanyes de reobertura escolar m\u00e9s reeixides entre els pa\u00efsos de l\u2019OCDE. L\u2019efecte \u00e9s m\u00e9s gran en matem\u00e0tiques, moderat en llengua basca i nul en llengua castellana. Controlant per les difer\u00e8ncies socioecon\u00f2miques, les p\u00e8rdues d\u2019aprenentatge s\u00f3n especialment grans a les escoles p\u00fabliques, i tamb\u00e9 a les escoles privades amb un percentatge alt d\u2019estudiants de baix rendiment. D\u2019altra banda, trobem una regressi\u00f3 a la mitjana dins de les escoles, possiblement a causa d\u2019un curr\u00edculum comprimit durant tot el per\u00edode. Finalment, mostrem que els estudiants amb p\u00e8rdues d\u2019aprenentatge m\u00e9s grans declaren nivells de benestar socioemocional significativament pitjors a causa de la pand\u00e8mia.<\/p>\n","protected":false},"excerpt":{"rendered":"

Utilitzem dades censals d\u2019avaluacions externes a prim\u00e0ria i secund\u00e0ria al Pa\u00eds Basc (Espanya) per estimar les p\u00e8rdues d\u2019aprenentatge causades per la pand\u00e8mia de la COVID-19 el mar\u00e7 de 2021, un any despr\u00e9s dels tancaments escolars, que es van allargar de mar\u00e7 a juny de 2020. Una estimaci\u00f3 de difer\u00e8ncies en difer\u00e8ncies amb efectes fixos d\u2019estudiant […]<\/p>\n","protected":false},"featured_media":7297,"template":"","acf":[],"yoast_head":"\nP\u00e8rdua d\u2019aprenentatge un any despr\u00e9s dels tancaments escolars: evid\u00e8ncia del Pa\u00eds Basc - Center for Economic Policy - EsadeEcPol<\/title>\n<meta name=\"description\" content=\"We use census data on external assessments in primary and secondary school in the Basque Country (Spain) to estimate learning losses due to the COVID-19 pandemic in March 2021, one year after school closures, which lasted from March to June 2020. Differences-in-differences with student and school-by-grade fixed effects show an average learning loss of 0.045 standard deviations, an effect which is smaller than short-run effects estimated by previous papers, and estimated after 6 months of one of the most successful school reopening campaigns among OECD countries. The effect is larger in Mathematics, moderate in Basque language, and none in Spanish language. Controlling for socioeconomic differences, learning losses are especially large in public schools, and also in private schools with a high percentage of low-performing students. On the other hand, we find a regression to the mean within schools, possibly due to a compressed curriculum during the whole period. Finally, we show that students\u2019 with higher learning losses self-report significantly worse levels of socio-emotional well-being due to the pandemic\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/webecpol.esade.edu\/ca\/publications\/learning-loss-one-year-after-school-closures-evidence-from-the-basque-country\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"P\u00e8rdua d\u2019aprenentatge un any despr\u00e9s dels tancaments escolars: evid\u00e8ncia del Pa\u00eds Basc - Center for Economic Policy - EsadeEcPol\" \/>\n<meta property=\"og:description\" content=\"We use census data on external assessments in primary and secondary school in the Basque Country (Spain) to estimate learning losses due to the COVID-19 pandemic in March 2021, one year after school closures, which lasted from March to June 2020. Differences-in-differences with student and school-by-grade fixed effects show an average learning loss of 0.045 standard deviations, an effect which is smaller than short-run effects estimated by previous papers, and estimated after 6 months of one of the most successful school reopening campaigns among OECD countries. The effect is larger in Mathematics, moderate in Basque language, and none in Spanish language. Controlling for socioeconomic differences, learning losses are especially large in public schools, and also in private schools with a high percentage of low-performing students. On the other hand, we find a regression to the mean within schools, possibly due to a compressed curriculum during the whole period. 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Differences-in-differences with student and school-by-grade fixed effects show an average learning loss of 0.045 standard deviations, an effect which is smaller than short-run effects estimated by previous papers, and estimated after 6 months of one of the most successful school reopening campaigns among OECD countries. The effect is larger in Mathematics, moderate in Basque language, and none in Spanish language. Controlling for socioeconomic differences, learning losses are especially large in public schools, and also in private schools with a high percentage of low-performing students. On the other hand, we find a regression to the mean within schools, possibly due to a compressed curriculum during the whole period. 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