What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment
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Fitzpatrick, Grissmer, and Hastedt (2011) estimate a drop of around 0.3 of a standard deviation in math scores and 0.4 in reading scores as the result of a 12-week school closure.
“Fitzpatrick, Grissmer, and Hastedt (2011) estimate stronger impacts for the early years of schooling, implying a drop of around 0.3 of a standard deviation in math scores and 0.4 in reading scores as the result of a 12-week school closure.”
From Educational Inequality* (2022) · cites this paper as Fitzpatrick, Grissmer, and Hastedt (2011)
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- Authors
- Fitzpatrick, M. D., Grissmer, D., & Hastedt, S.
- Affiliations
- Stanford Institute for Economic Policy Research (US)
- University of Virginia (US)
- Corresponding author
- Fitzpatrick, Maria D.
- Venue
- Economics of Education Review
- Publisher
- Elsevier BV
- Published
- 2011-04
- Volume
- 30
- Issue
- 2
- Pages
- 269-279
- ISSN
- 0272-7757 (ISSN-L)
- OpenAlex
- W2064382516
- Cited by
- 123
- References
- 36
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 2 · 2023: 10 · 2022: 11 · 2021: 8 · 2020: 7 · 2019: 7 · 2018: 9 · 2017: 11 · 2016: 14 · 2015: 11 · 2014: 11 · 2013: 9 · 2012: 3
- FWCI
- 22.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Economics of Education Review (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- early childhood education, kindergarten, first grade, school influence, reading achievement, mathematics achievement, Early Childhood Longitudinal Study, assessment timing, natural experiment, skill accumulation
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