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PreprintCited by 195Education during COVID-19 pandemicParental Involvement in EducationSchool Choice and Performance

Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel.

Open access
Bol, Thijs·2020
DOI 10.31235/osf.io/hf32q
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Abstract

The outbreak of the Corona virus has led to unprecedented measures in education. From March 16, all schools in the Netherlands are closed, and children must keep up with their schoolwork from home. Parents are expected to take a crucial role in this “homeschooling”: they are primarily responsible for ensuring that their children follow the curriculum. In this article I report the first results of a module in the LISS Panel that was designed to map how parents school their children in primary and secondary education. Data on a nationally representative sample of 1,318 children in primary and secondary education were gathered in April. The results show marked differences between social groups. Whereas all parents find it important that their children keep up with the schoolwork, children from advantaged backgrounds receive much more parental support and have more resources (e.g., own computer) to study from home. Differences in parental support are driven by the ability to help: parents with a higher education degree feels themselves much capable to help their children with schoolwork than lower educated parents. Parents also report that schools provide more extensive distant schooling for children in the academic track in secondary education (vwo) than for children in the pre-vocational track (vmbo). Finally, there is a clear gender gap: parents feel much more capable to support their daughters than their sons.These initial findings provide clear indications that the school shutdown in the Netherlands is likely to have strong effects on the inequality in educational opportunities.

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Crossref · 10.31235/osf.io/hf32q

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  • Survey evidence from lockdown indicates high levels of dissatisfaction with remote learning and considerable disparities in help with schoolwork and learning resources.

    “Despite favorable conditions, survey evidence from lockdown indicates high levels of dissatisfaction with remote learning (38) and considerable disparities in help with schoolwork and learning resources (39).”

    From Learning loss due to school closures during the COVID-19 pandemic (2021) · cites this paper as [39]

  • Lower-educated mothers and fathers feel less sure of themselves in supporting their child, even when their children are still in primary school.

    “Bol (2020) documents a large gap in the extent to which parents feel capable of supporting their child, with lower-educated mothers and fathers feeling less sure of themselves, even when their children are still in primary school.”

    From Educational Inequality* (2022) · cites this paper as Bol (2020)

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Authors
Bol, T.
Affiliations
University of Amsterdam (NL)
Corresponding author
Bol, Thijs
ORCID
Bol, Thijs
Publisher
Center for Open Science
Published
2020-04-30
DOI
10.31235/osf.io/hf32q
OpenAlex
W3021418304
Cited by
193
References
9
Citations by year
2026: 3 · 2025: 6 · 2024: 21 · 2023: 45 · 2022: 46 · 2021: 52 · 2020: 20
Type
posted content
Language
en
Open access
Licence
Locations
  • RePEc: Research Papers in Economics (submittedVersion)
  • SocArXiv (OSF Preprints) (submittedVersion)
  • SocArXiv (OSF Preprints) (submittedVersion, cc-by)
Topics
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › School Choice and Performance
Keywords
homeschooling, COVID-19 school closures, educational inequality, parental support, parental education, social inequality, home learning resources, distance education, K-12 education, LISS panel, Netherlands

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