Peer-reviewed Publications

Abstract: This article explores the gendered impact of school closures on paid work hours during the COVID-19 pandemic in Austria. Using data from the Austrian Corona Panel Project (ACPP) covering generalized school closures from March 2020 to April 2021, the study examines adjustments in work hours by gender and parental status. The descriptive data show general reductions in work time, especially in the first months. From July 2020 onward, however, mothers reduced work hours more than fathers when schools were closed – and they increased time spent on childcare, while fathers reduced theirs. Using OLS and fixed effects models, the study confirms that mothers reduced their work hours during school closures more than any other group. In contrast, fathers reduced their work hours the least – even less than individuals without children. Finally, there is some evidence that school closures capture policy stringency in high-incidence phases of the COVID-19 pandemic.

Work in Progress

Abstract: Gaps in educational outcomes between white and non-white children are still stark. Public infrastructure potentially mitigates these inequalities. This paper examines the impact of public library closures, a loss of public indoor space, on U.S. educational outcomes between 2009 and 2018. Analyzing geo-located data on library closures and using an event study approach, findings reveal that test scores declined in school districts that experienced closures. The effect is especially pronounced in districts with a predominantly non-white student body. A further mechanism analysis suggests that losing quiet study space and internet access might be key drivers behind this effect.

Conferences and Seminars

Policy Briefs