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COVID-19 and College Academic Performance: A Longitudinal Analysis

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  • Rodríguez-Planas, Núria

    (Queens College, CUNY)

Abstract

Using an unbalanced panel of close to 12,000 academic records, and difference-in-differences models and event study analyses with individual fixed effects, we evaluate the impact of the COVID-19 pandemic on lower-income students' academic performance during the spring 2020 semester relative to their higher-income peers. We find a differential effect by students' pre-COVID-19 academic performance. Top-performing lower-income students experienced a decrease in both grades (5% lower) and earned credits (11% fewer) during the spring 2020 semester relative to their higher-income peers. In contrast, lower-income students in the bottom quartile of the fall 2019 cumulative GPA distribution outperformed their higher-income peers with a 9% higher spring 2020 GPA. After ruling out alternative mechanisms, we find suggestive evidence from survey data that top-performing lower-income students' lower relative performance may be driven by greater challenges with online learning and a disproportionate intake of incomplete courses relative to their higher-income peers. Among bottom-performing lower-income students, greater concerns with maintaining financial aid than their higher income peers may have led them to a higher use of the credit/no credit grade option instead of a letter grade.

Suggested Citation

  • Rodríguez-Planas, Núria, 2021. "COVID-19 and College Academic Performance: A Longitudinal Analysis," IZA Discussion Papers 14113, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp14113
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    References listed on IDEAS

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    1. Bruce Sacerdote, 2012. "When the Saints Go Marching Out: Long-Term Outcomes for Student Evacuees from Hurricanes Katrina and Rita," American Economic Journal: Applied Economics, American Economic Association, vol. 4(1), pages 109-135, January.
    2. Philip Oreopoulos & Till von Wachter & Andrew Heisz, 2012. "The Short- and Long-Term Career Effects of Graduating in a Recession," American Economic Journal: Applied Economics, American Economic Association, vol. 4(1), pages 1-29, January.
    3. Grewenig, Elisabeth & Lergetporer, Philipp & Werner, Katharina & Woessmann, Ludger & Zierow, Larissa, 2021. "COVID-19 and educational inequality: How school closures affect low- and high-achieving students," European Economic Review, Elsevier, vol. 140(C).
    4. Tilman Brück & Michele Di Maio & Sami H Miaari, 2019. "Learning The Hard Way: The Effect of Violent Conflict on Student Academic Achievement," Journal of the European Economic Association, European Economic Association, vol. 17(5), pages 1502-1537.
    5. Aucejo, Esteban M. & French, Jacob & Ugalde Araya, Maria Paola & Zafar, Basit, 2020. "The impact of COVID-19 on student experiences and expectations: Evidence from a survey," Journal of Public Economics, Elsevier, vol. 191(C).
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    Cited by:

    1. Elisa Failache & Nicolás Fiori & Noemi Katzkowicz & Alina Machado & Luciana Méndez, 2022. "Impact of COVID-19 on higher education: Evidence from Uruguay," Documentos de Trabajo (working papers) 22-02, Instituto de Economía - IECON.
    2. Saeid Asgharzadehbonab & Arif Akkeleş & Hasan Ozder, 2022. "Students’ Academic Performance and Perceptions towards Online Learning during the COVID-19 Pandemic at a Large Public University in Northern Cyprus," Sustainability, MDPI, vol. 14(24), pages 1-16, December.

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    More about this item

    Keywords

    difference-in-difference models and event analysis; COVID-19; income and performance inequality; unbalanced panel of academic records;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid

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