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Using data from the 2018 round of the International Computer and Literacy Survey (ICILS), this study looks at the effect of non-cognitive skills (e.g., motivation, ambition, and conscientiousness) on digital competences as measured by the Computer and Information Literacy (CIL) test score. Non-cognitive skills may be especially important in low-stakes tests such as ICILS, where students face no consequences - positive or negative - as a result of their performance. The empirical results show that several non-self-reported measures acting as proxies for non-cognitive skills are significant determinants of CIL test scores. Furthermore, the findings point at differences in non-cognitive skills across gender, immigrant background, and socioeconomic status. This suggests that one should be cautious when inferring about inequality in digital competences along these dimensions using low-stakes test scores, and underscores the importance of controlling for non-cognitive skills.
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This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society.
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Background: This paper investigates how the COVID-19 school closure has affected the gender gap in grade-8 students' performance and what are the drivers behind this. By analysing four different countries (i.e., the Russian Federation, Slovenia, Uzbekistan and the United Arab Emirates), the paper represents the first study addressing the issue from a comparative perspective. Methods: The study uses data from the Responses to Educational Disruption Survey (REDS) survey, which comprises international comparable data on how students approached remote learning during the COVID-19 disruption. The extent of the gender gap is estimated by employing an ordered logit model, while the Karlson-Holm-Breen (KHB) decomposition method is used to analyse the different potential channels that could account for the gender gap during COVID-19. Results: The empirical results reveal that, during the COVID-19 school closure, girls tended to perceive changes in their learnings less favourably than boys, both in terms of improvement in self-perceived learning and self-reported improvement in grades-with odds of a more affirmative response between 20 and 25% lower for girls relative to boys. The main drivers explaining this gender gap are physical activity and psychological distress of students during the COVID-19 disruption, as well as the perceived family climate. Conclusions: The paper shows systematic gender differences in how students perceived their educational outcomes changed due to the COVID-19 disruption, providing evidence on the factors driving these differences. The findings could be employed to design policy actions aimed at increasing gender equality in education.
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This paper investigates how Italian household income has changed across different stages of COVID-19 after considering the effects of support measures taken by the government to lessen the detrimental economic impact of the pandemic. We use longitudinal microdata from six waves of a nationally representative household survey conducted by the Bank of Italy at various points in time during 2020 and most of 2021. Panel data results show an improvement or at least no deterioration in the household's financial situation following the initial negative shock of COVID-19 in early 2020. Additionally, while our estimates suggest that the economic crisis instigated by COVID-19 has not had any differential effect by household area of residence and household size, the level of education of the household head seems to matter. Specifically, households headed by individuals with higher education are less likely to have been financially harmed by the pandemic than those headed by individuals with a lower level of education.
RESUMEN
This paper estimates the average population effect of macroeconomic conditions on health behaviours accounting for the heterogeneous impact of the business cycle on individuals. While previous studies use models relying on area-specific unemployment rates to estimate this average effect, this paper employs a model based on area-specific unemployment rates by gender and age group. The rationale for breaking down unemployment rates is that the severity of cyclical upturns and downturns does not only significantly vary across geographical areas, but also across gender and age. The empirical analysis uses microdata from the Italian Multipurpose Household Survey on Everyday Life Issues. The estimates suggest that models employing aggregated and disaggregated unemployment rate measures as a proxy for the business cycle produce similar findings for some health behaviours (such as smoking), whereas different results are obtained for others. While using unemployment rates by gender and age group, fruits and/or vegetables consumption turns out to be procyclical (a 1pp increase in this unemployment rate decreases the probability of consuming at least five daily fruit and/or vegetable servings by 0.0016pp), the opposite effect, though statistically insignificant, is observed once general unemployment rates are used. While both models conclude that physical activity declines during economic downturns, the size of the procyclical effect is much smaller when employing disaggregated rather than aggregated unemployment rates (a 1pp increase in the unemployment rate by gender and age group decreases the probability of doing any physical activity by 0.0017pp).