{"id":8316,"date":"2020-07-09T08:39:09","date_gmt":"2020-07-09T07:39:09","guid":{"rendered":"http:\/\/www.economicsobservatory.com\/ongoing-research\/covid-19-and-educational-inequality-evidence-from-germany"},"modified":"2020-07-09T08:39:09","modified_gmt":"2020-07-09T07:39:09","slug":"covid-19-and-educational-inequality-evidence-from-germany","status":"publish","type":"ongoing-research","link":"https:\/\/www.economicsobservatory.com\/test\/ongoing-research\/covid-19-and-educational-inequality-evidence-from-germany","title":{"rendered":"Covid-19 and educational inequality – evidence from Germany"},"content":{"rendered":"

In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We conduct a large-scale survey in Germany to study parent-child time use during the educational shutdown. Focusing on differences across parental socioeconomic background, we study whether lower-SES parents are less likely to engage in productive activities with their children (e.g., reading, helping with homework) than their higher-SES counterparts. We will analyze by how much the socioeconomic gap in productive time use changed compared to the pre-shutdown period to find out whether the educational shutdown amplified educational inequality in Germany. Moreover, we ask parents a series of questions about the experiences with their children\u2019s schools in order to investigate the mediating role of schools with respect to the educational inequality observed.<\/p>\n

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