A Year That Forced Change: Examining How Schools and School Systems Adapted to the Challenges of the COVID-19 Pandemic and Calls for Racial Justice in 2020. Policy Brief

Autor/inn/en	Jabbar, Huriya; Enoch-Stevens, Taylor; Winchell Lenhoff, Sarah; Marsh, Julie; Daramola, Eupha Jeanne; Alonso, Jacob; Singer, Jeremy; Watson, Chanteliese; Mulfinger, Laura; Ogden, Kait; Bradley, Dwuana; Hemphill, Annie; Williams, Sheneka
Institution	National Center for Research on Education Access and Choice (REACH); University of Southern California (USC), Center on Education Policy, Equity and Governance (CEPEG)
Titel	A Year That Forced Change: Examining How Schools and School Systems Adapted to the Challenges of the COVID-19 Pandemic and Calls for Racial Justice in 2020. Policy Brief
Quelle	(2023), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; COVID-19; Pandemics; Racism; Race; Social Justice; Differences; Institutional Characteristics; Public Schools; Charter Schools; Private Schools; Educational Vouchers; Rural Schools; Urban Schools; Parent Attitudes; Satisfaction; Responses; Comparative Analysis; Elementary Secondary Education; Colorado (Denver); Michigan (Detroit); Louisiana (New Orleans); Oregon (Portland); District of Columbia + Suchen Sie Ihr Suchwort? Bildungsreform; Rassismus; Rasse; Abstammung; Soziale Gerechtigkeit; Unterscheiden; Public school; Öffentliche Schule; Charter school; Charter-Schule; Private school; Privatschule; Educational voucher; Bildungsgutschein; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Elternverhalten; Zufriedenheit
Abstract	In the spring of 2020, the COVID-19 virus shuttered schools across the country and world and calls for racial justice expanded into nearly every sphere of social and political life as the nation reeled at another life violently taken at the hands of a police officer. School system leaders faced difficult decisions about delivering instruction while maintaining the safety and well-being of students, families, faculty, and staff. Moreover, the spotlight on racial injustice also drew attention to the need for educational reform to better serve historically marginalized students with academic, social, emotional, and other special needs. This research explores how educational institutions and their systems responded to two sudden disruptions, the COVID-19 pandemic and increased awareness of racial inequity. This research compared responses from traditional, charter, voucher-receiving private schools and rural and urban districts. The findings were based on 68 interviews with district, school, and community leaders and 46 interviews with parents, plus website, social media, and document analysis across four states and Washington, DC. [For the "School System Responses to Racial Injustice. Technical Report," see ED629491. For the "System Responses to Crisis: Organizational Perspectives. Technical Report," see ED629492.] (ERIC).
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