The impact of an alternation plan between face-to-face and remote education on academic achievement

This paper describes some indicators of the Colombian educational system considering the effect of the pandemic and assesses the causal effect of an alternation plan between face-to-face and remote education, conducted in 2020, on the results of an achievement test. Indicators reveal that the pandem...

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Bibliographic Details
Published inEducation economics Vol. 31; no. 5; pp. 632 - 648
Main Authors Melo-Becerra, Ligia Alba, Ramos-Forero, Jorge Enrique, Rodríguez Arenas, Jorge Leonardo, Zárate-Solano, Héctor M.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.09.2023
Taylor & Francis Ltd
Subjects
Academic Achievement
Achievement Gap
Achievement tests
alternation plan
Colombia
COVID-19
Distance Education
Distance learning
Dropout Rate
Dropping out
Education
educational gaps
Foreign Countries
Grade Repetition
In Person Learning
Influences
Instructional Effectiveness
Online instruction
Pandemics
Public Schools
Repetition
Students
Colombia
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Summary:This paper describes some indicators of the Colombian educational system considering the effect of the pandemic and assesses the causal effect of an alternation plan between face-to-face and remote education, conducted in 2020, on the results of an achievement test. Indicators reveal that the pandemic caused a greater demand for education services in public schools, increased dropout, and repetition rates, and widened the gaps in academic performance. The causal empirical exercise indicates that the students who participated in the experiment obtained, on average, better results in the achievement test compared to students who remained in the non-face-to-face scheme.
ISSN:0964-5292
1469-5782
DOI:10.1080/09645292.2022.2119550