Just the right amount of caution? Remote instruction and student performance in Sweden during the COVID-19 pandemic

	This study examines the impact of distance learning on educational outcomes for lower secondary school students in Sweden during the COVID-19 pandemic. We leverage variation in the implementation of remote instruction across schools and compare pre-pandemic and pandemic-affected cohorts using a difference-in-differences design with entropy balancing weights. We examine effects on grade 9 students’ test scores on standardized tests and their transition to upper secondary school. Our findings suggest that students in schools that adopted remote instruction performed similarly to those in schools that maintained in-person teaching throughout the pandemic. Moreover, progression to upper secondary school was not negatively affected. In some cases, we even find evidence of positive effects of remote instruction. We find some support for the interpretation that these positive effects may be due to remote instruction enabling more teaching hours during a period with high teacher and student absence.
	Hall, Caroline
	Lindskog, Annika
	Lundin, Martin
	Department of Economics	sv
	JEL-codes: I21; I28
	2025-09-30T12:51:45Z
	2025-09-30T12:51:45Z
	2025-09
	55	sv
	1403-2465
	https://hdl.handle.net/2077/89761
	eng	sv
	University of Gothenburg	sv
	Working Papers in Economics	sv
	857	sv
	Remote instruction, distance learning, school performance, COVID-19	sv
	Just the right amount of caution? Remote instruction and student performance in Sweden during the COVID-19 pandemic	sv
	Text	sv
	report	sv

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