Hidden Drop-Out: Secondary Education (Unseen) Failure in Pandemic Times
Uložené v:
| Názov: | Hidden Drop-Out: Secondary Education (Unseen) Failure in Pandemic Times |
|---|---|
| Autori: | Alderighi, Lorenzo, Ballatore, Rosario M., Tonello, Marco |
| Zdroj: | Journal of Human Capital. |
| Informácie o vydavateľovi: | University of Chicago Press, 2025. |
| Rok vydania: | 2025 |
| Predmety: | I18, ddc:330, 4. Education, I24, hidden drop-out, secondary education, COVID-19, I21, school failure, 3. Good health |
| Popis: | We estimate the effects of the COVID-19 pandemic on hidden drop-out, a new measure indicating failure in achieving the minimum level of skills considered to be adequate for a student getting the high school diploma. We exploit the exogenous variation induced by the pandemic by comparing two cohorts of students (one affected and the other unaffected), within the same school. We find that hidden drop-out increases by 8.6 percentage points; the effect is stronger for students with lower levels of prior achievement, from poorer families, but also for those emotionally disrupted during assessments, and for those disclosing lower educational aspirations. |
| Druh dokumentu: | Article Research |
| Jazyk: | English |
| ISSN: | 1932-8664 1932-8575 |
| DOI: | 10.1086/738041 |
| Prístupová URL adresa: | http://hdl.handle.net/10419/272315 |
| Prístupové číslo: | edsair.doi.dedup.....c7b7a6cff0905d15ff1cc27ae6bba6ca |
| Databáza: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstrakt: | We estimate the effects of the COVID-19 pandemic on hidden drop-out, a new measure indicating failure in achieving the minimum level of skills considered to be adequate for a student getting the high school diploma. We exploit the exogenous variation induced by the pandemic by comparing two cohorts of students (one affected and the other unaffected), within the same school. We find that hidden drop-out increases by 8.6 percentage points; the effect is stronger for students with lower levels of prior achievement, from poorer families, but also for those emotionally disrupted during assessments, and for those disclosing lower educational aspirations. |
|---|---|
| ISSN: | 19328664 19328575 |
| DOI: | 10.1086/738041 |