  With the recent COVID-19 breakup, it became necessary to implement remote
classes in schools and universities to safeguard health and life. However, many
students (teachers and parents, also) face great difficulties accessing and
staying in class due to technology limitations, affecting their education.
Using several nationally representative datasets in Colombia, this article
documents how the academic performance of students in their final high school
year is affected due to technologies, aggregated by municipalities. We conclude
that internet access strongly affects these results, and little improvement on
the internet/computer access will reflect better academic performance. Under
these conditions, belonging to an ethnic group or high rurality (non-geographic
centralized municipalities) has a negative impact. Policy implications are
discussed.
