This paper estimates the effects of the pandemic-driven schooling disruptions on educational inequities and losses of human capital in Russia. We compare these effects with both anticipated, but heterogenous school break policies and unanticipated school disruption caused by severe weather, security threats, and other non-COVID-19 events. Even before the COVID-19 pandemic, Russians faced significant inequality regarding the access to education and learning infrastructure. While Moscow residents enjoy 5G internet, many rural dwellers in Russia do not have any internet access. COVID-19-driven school closures and shifts to online modes of education have considerably exacerbated pre-existing educational inequality with likely long-term consequences. In 2020, total days of in-person learning for grades 1-8 varied by region from 71 to 129 days. Some regional policies mandated virtual schooling for just 8 school days, while others sent schools on-line for 72 school days. In this study, we use the Russia Longitudinal Monitoring Survey (RLMS-HSE) which follows children and their parents over time both before and during the pandemic. We link the RLMS-HSE with the unique regional daily tracker of grade-specific (P-11) schooling policies.to examine how various schooling disruptions influence educational inequities. Among outcomes, we investigate the access to preschools, cost of childcare, time spent by parents on schoolwork, school dropout rate, college entry, teenage employment, and others. The heterogeneity of COVID-19-driven inequalities with respect to geography, child’s age, gender, parents’ income and other socio-demographic characteristics of children and their families are also explored.