@article{2f9ec2b7ada4403b98df6d7ebcb191f4,
title = "Remote learning engagement and learning outcomes during school closures in Ghana",
abstract = "Remote learning programs were rapidly implemented throughout the COVID-19 pandemic during school closures. We drew on an ongoing longitudinal study of a cohort of children in the Greater Accra Region of Ghana to survey children (N = 1,844), their caregivers, and teachers to examine learning experiences during the ten months of school closures in Ghana in 2020. We documented inequalities in remote learning opportunities offered by public and private schools, as well as who accessed remote learning and the quality of learning opportunities. In addition, controlling for pre-pandemic learning outcomes, we documented learning gaps, with food insecure, low socioeconomic status, and public-school children performing significantly worse than their peers (0.2–0.3 SD gap). Results highlight pandemic-related inequalities in a cohort of Ghanaian primary schoolchildren.",
keywords = "COVID-19, Ghana, Inequality, Remote learning, School closure, Sub-Saharan Africa",
author = "Sharon Wolf and Elisabetta Aurino and Suntheimer, {Noelle M.} and Avornyo, {Esinam A.} and Edward Tsinigo and Jasmine Jordan and Solomon Samanhiya and {Lawrence Aber}, J. and Behrman, {Jere R.}",
note = "Funding Information: This paper reflects contributions from many organizations and individuals. We thank the committed staff and thought partners at Innovations from Poverty Action and the talented data collection supervisors and enumerators. We thank personnel at the Ghana Ministry of Education and Ghana Education Services for supporting this research. This research was funded by the UK Research and Innovation (UKRI)-Newton Fund. In addition, funding for the original study came from the UBS Optimus Foundation and the World Bank Strategic Impact Evaluation Fund and Early Learning Partnership, and the British Academy's Early Childhood Development Programme, supported under the United Kingdom Government's Global Challenges Research Fund and by the Department for International Development. Finally, we thank NYU Abu Dhabi Research Institute for core support to the Global TIES for Children Center, which provides intramural support to the seventh author for research activities that directly contributed to this article. Publisher Copyright: {\textcopyright} 2022",
year = "2022",
month = jan,
doi = "10.1016/j.ijer.2022.102055",
language = "English (US)",
volume = "115",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier BV",
}