COVID-19 and Student Performance, Equity, and U.S. Education Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Rebuilding

Autor/inn/en	García, Emma; Weiss, Elaine
Institution	Economic Policy Institute
Titel	COVID-19 and Student Performance, Equity, and U.S. Education Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Rebuilding
Quelle	(2020), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Academic Achievement; Equal Education; Educational Policy; School Closing; Achievement Gap; Educational Planning; Electronic Learning; At Risk Students; Distance Education; Access to Education; Web Based Instruction; Nutrition; Food; Homeless People; Unemployment; Stress Variables; Standardized Tests; Educational Resources + Suchen Sie Ihr Suchwort? Schulleistung; Politics of education; Bildungspolitik; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsplanung; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Web Based Training; Ernährung; Lebensmittel; Homeless person; Homeless persons; Obdachloser; Arbeitslosigkeit; Standadised tests; Standardisierter Test; Bildungsmittel
Abstract	The COVID-19 pandemic is overwhelming the functioning and outcomes of education systems--some of which were already stressed in many respects. The shutdown of schools, compounded by the associated public health and economic crises, poses major challenges to students and their teachers. The public education system was not built, nor prepared, to cope with a situation like this--there is a lack of structure to sustain effective teaching and learning during a shutdown and to provide the safety net supports that many children receive in school. If students are to not see their temporary interruptions become sustained and are to regain lost ground, if teachers are to do their jobs effectively during and after the pandemic, and if the education system is to deliver on its excellence and equity goals during the next phases of this pandemic, it will be critical to identify which students are struggling most and how much learning and development they have lost out on, which factors are impeding their learning, what problems are preventing teachers from teaching these children, and, very critically, which investments must be made to address these challenges. For each child, this diagnostic assessment will deliver a unique answer, and the system will have to meet the child where he or she is. A strengthened system based on meeting children where they are and providing them with what they need will be key to lifting up children. This report briefly reviews the relevant literature on educational settings that have features in common with how education is occurring during the crisis and emerging evidence on opportunity gaps during the COVID-19 pandemic in order to propose a three-pronged plan. The plan covers the three Rs: (immediate) relief for schools, (short-term) recovery, and (long-term) rebuilding for schools and the education system as a whole. (ERIC).
Anmerkungen	Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01