EDUCATION ECONOMICS
Number:
5
Published:
Authors:
Jorge Leonardo Rodríguez Arenas, 
Classification JEL:
C21, C33, H41, I21, I24
The most recent
Francisco Javier Lasso-Valderrama, Carmiña Ofelia Vargas-Riaño
Anne Brockmeyer, Francois Gerard, Gabriel Ulyssea, Linda Wu, Marcelo Bergolo, Rodrigo Ceni González, Bernard Kirui, Andrea Lopez-Luzuriaga, Leonardo Fabio Morales, Andrea Sofía Otero-Cortés, Nadine Riedel, Matias Tapia, Tanisa Tawichsri, Verena Wiedemann
Marlon Salazar, Andrés Salazar-Mejía, Jorge Daniel Guevara-Acevedo, Juan David Duitama-Correa
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.