Distance Learning Strategies in California Schools

Autor/inn/en	Gao, Niu; Hill, Laura; Lafortune, Julien
Institution	Public Policy Institute of California (PPIC)
Titel	Distance Learning Strategies in California Schools
Quelle	(2021), (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Distance Education; COVID-19; Pandemics; School Districts; School Closing; Online Courses; Educational Technology; Technology Uses in Education; Blended Learning; Student Needs; At Risk Students; Equal Education; Access to Education; Access to Computers; Low Income Students; Minority Group Students; Racial Differences; Ethnicity; Poverty; Achievement Gap; Intervention; Social Emotional Learning; Tutoring; English Language Learners; Students with Disabilities; Federal Aid; Federal Legislation; Elementary Secondary Education; Rural Schools; Well Being; Educational Finance; Internet; Parent Background; Educational Attainment; Achievement Gains; Foster Care; Homeless People; California + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; School district; Schulbezirk; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Access; Bildung; Zugang; Bildungszugang; Rassenunterschied; Ethnizität; Armut; Förderkonzept; Nachhilfeunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schulen; Well-being; Wellness; Wohlbefinden; Bildungsfonds; Elternhaus; Bildungsabschluss; Bildungsgut; Achievement gain; Leistungssteigerung; Pflegehilfe; Homeless person; Homeless persons; Obdachloser; Kalifornien
Abstract	A year of distance learning under COVID-19 has fueled growing concerns about the academic progress and social and emotional health of children. In particular, worries increased around how the pandemic has affected high-need and underserved students, including English Learners and children with disabilities, children in foster care and from low-income families. Distance learning has further revealed how unevenly educational resources are distributed--from access to internet and devices, to teacher instruction and parental involvement--a situation that may expand California's longstanding racial and socioeconomic divides. In this report, the authors share the results of their survey of California school districts and their approaches to student learning during the pandemic--whether in-person, hybrid, or virtual. The authors supplement these survey data with Learning Continuity and Attendance Plans (LCPs) from respondent districts and with a US Census survey of California households during the pandemic. In particular, the analyses explore how districts are serving high-need and underserved populations. The authors find that: (1) The digital divide persists; (2) In-person instruction is not equitably distributed; (3) Most districts reported improvements in distance learning since spring 2020; (4) Extended learning, tutoring, and social-emotional learning are among common programs to address learning loss; (5) Learning loss strategies vary by type of district; (6) Most districts now provide extra resources to support English Learners and students with disabilities; and (7) Federal support is critical to finance increased expenditures due to COVID-19. [For the technical appendices, see ED617879. The authors received research support from Emmanuel Prunty.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01