The Annenberg Institute at Brown University is developing a national Working Paper series to publish high-quality working papers on a wide variety of topics related to education, especially when they have strong implications for education policy making. These papers are circulated prior to publication for comment and discussion and have not gone through peer review processes.
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The COVID-19 pandemic led to an abrupt shift from in-person to virtual instruction in Spring 2020. Using a difference-in-differences framework that leverages within-course variation on whether students started their Spring 2020 courses in person or online, we estimate the impact of this shift on the academic performance of Virginia’s community college students. We find that the shift to virtual instruction resulted in a 6.7 percentage point decrease in course completion, driven by increases in both course withdrawal and failure. Faculty experience teaching a course online did not mitigate the negative effects of moving to virtual instruction.
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