How America's Schools Responded to the COVID Crisis. Technical Report

Autor/inn/en	Harris, Douglas N.; Liu, Lihan; Oliver, Daniel; Balfe, Cathy; Slaughter, Sara; Mattei, Nicholas
Institution	National Center for Research on Education Access and Choice (REACH); Education Research Alliance for New Orleans (ERA)
Titel	How America's Schools Responded to the COVID Crisis. Technical Report
Quelle	(2020), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Coping; School Closing; Public Schools; Private Schools; Charter Schools; Student Needs; Parent Background; Educational Attainment; Access to Education; Family Characteristics; Neighborhoods; Student Experience; School Role; Online Courses; Distance Education; Equal Education; Internet; Educational Technology; Educational Practices; Progress Monitoring; Geographic Location; Racial Differences; Ethnicity; Socioeconomic Status; Integrated Learning Systems; Videoconferencing; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Bewältigung; School closings; Schule; Schließung; Schließung (von Schulen); Public school; Öffentliche Schule; Private school; Privatschule; Charter school; Charter-Schule; Elternhaus; Bildungsabschluss; Bildungsgut; Education; Access; Bildung; Zugang; Bildungszugang; Neighbourhoods; Nachbarschaft; Studienerfahrung; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Bildungspraxis; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status
Abstract	COVID-19 has forced essentially all schools in the country to close their doors to in-person activities. In this study, we provide new evidence about variation in school responses across school types. We focus on five main constructs of school activity during COVID-19: personalization and engagement in instruction, personalization and engagement in other school communication with students, progress monitoring (especially assignment grading), breadth of services (e.g., counseling and meals), and equitable access (to technology and services for students with special needs). We find that the strongest predictor of the extent of school activities was the education level of parents and other adults in schools' neighborhoods. Internet access also predicts school responses. Race, parent/adult income, and school spending do not predict school responses. Private schools shifted to remote learning several days faster than traditional public schools, though others eventually caught up. On some measures, charter schools exceeded the responses of other schools; in other cases, traditional public schools had the highest overall measures. States in the Midwest responded more aggressively than those in other regions, especially the South, even after controlling for the full set of additional covariates. Learning management systems were reported by a large majority of schools, followed by video communication tools and tutorial/assessment programs. Several methods are proposed and implemented to address differential website use. We discuss potential implications of these findings for policy and effects on student outcomes. [For the corresponding policy brief, see ED622041.] (As Provided).
Anmerkungen	National Center for Research on Education Access and Choice. 1555 Poydras Street Suite 700, New Orleans, LA 70112. Tel: 870-540-6576; e-mail: info@reachcentered.org; Web site: https://reachcentered.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01