The Unequal Impact of Virtual Learning: Evidence from U.S. School Districts During COVID-19

• In Event: How Technology Shapes Educational Opportunity: Promise and Pitfalls

Abstract

This study uses a national panel of U.S. school district data from 2011–2024 to estimate the causal impact of virtual instruction during COVID-19. Employing a difference-in-differences framework, we find that predominantly remote districts experienced substantial learning losses, especially in mathematics. Our results show a 0.44 SD drop in math scores and 0.16 SD drop in reading/language arts, highlighting modality-specific vulnerabilities. This research contributes to education policy discussions by evaluating instructional modes as responses to systemic shocks, with implications for educational equity and recovery strategies.

Author

• Paloma Lu, Boston University