关于新冠肺炎疫情和疫苗推广对美国入学率影响的说明。

Q2 Social Sciences
Interchange Pub Date : 2022-01-01 Epub Date: 2022-01-05 DOI:10.1007/s10780-021-09453-1
Kolawole Ogundari
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引用次数: 3

摘要

由于该病毒对健康和生命的威胁,COVID-19大流行疫情迫使家庭为孩子决定最安全和最有效的学习环境。因此,由于全国范围内的学校关闭,政策制定者对失踪儿童案件表示担忧,这些儿童因大流行而根本没有上学。本研究调查了在COVID-19前期、COVID-19期间和疫苗推广期间的学校入学率是否存在差异。我们采用了美国当前人口调查(CPS),涵盖2020年1月至2021年5月,同时我们使用逻辑和多项回归模型进行实证分析。我们的研究结果表明,与COVID-19前相比,COVID-19大流行期间的入学率较低。其他结果显示,与COVID-19时期相比,自疫苗推出以来,入学率更高。对此的一种可能解释是,家庭认为接种疫苗是让孩子入学的安全途径。我们还发现,不同种族和民族的入学率差异很大。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A Note on the Effect of COVID-19 and Vaccine Rollout on School Enrollment in the US.

A Note on the Effect of COVID-19 and Vaccine Rollout on School Enrollment in the US.

A Note on the Effect of COVID-19 and Vaccine Rollout on School Enrollment in the US.

The COVID-19 pandemic outbreaks forced families to decide the safest and most effective learning environments for their children because of the virus's threat to health and life. Hence, because of the nationwide school closure, policymakers have raised concerns about the missing children cases-those who have not enrolled in school at all because of the pandemic. The present study investigates whether there is a difference in the school enrollment during the pre-COVID-19 period, COVID-19 period, and vaccine rollout period. We employed the U.S. Current Population Survey (CPS), covering January 2020 to May 2021, while we use both the logistic and multinomial regression models for the empirical analysis. Our results showed that school enrollment is lower during the COVID-19 pandemic compared to the Pre-COVID-19 period. Other results showed that school enrollment is higher since vaccine rollout compared to the COVID-19 period. A possible explanation for this could be that families consider the vaccine the safe path to enrolling their children in school. We also found that school enrollment varies significantly across race and ethnic groups.

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来源期刊
Interchange
Interchange Social Sciences-Law
CiteScore
2.40
自引率
0.00%
发文量
29
期刊介绍: Interchange, an externally refereed educational quarterly, embraces educational theory, research, analysis, history, philosophy, policy and practices. The journal seeks to foster exchanges among practitioners, policy-makers, and scholars and to provide a forum for comment on issues and trends in education. The journal specializes in frank argumentative articles on the fundamental purposes of education. Its articles typically challenge conventional assumptions about education and higher education and do so from perspectives in philosophy or the social sciences. A special feature is the publishing of responses, and frequently response to responses, in the same issue as the article which provoked them. Its authors are scattered throught the world. All contributions to this journal are peer reviewed.
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