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Shocking the System? The COVID Crisis and Virtual Schooling in Oregon.

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Title: Shocking the System? The COVID Crisis and Virtual Schooling in Oregon.
Authors: Marsh, Julie A.1 (AUTHOR) julie.marsh@usc.edu, Bridgeforth, James C.1 (AUTHOR), Steen Mulfinger, Laura1 (AUTHOR), O'Neal, Desiree1 (AUTHOR), Tong, Tong1 (AUTHOR)
Source: Educational Evaluation & Policy Analysis. Sep2025, Vol. 47 Issue 3, p873-906. 34p.
Subject Terms: *Virtual schools, *Education policy, *Distance education, *Compulsory education, *Low-income students, COVID-19, Equality
Geographic Terms: Oregon
Abstract: Although the COVID pandemic dramatically expanded K–12 remote learning in its first years, little is known about the lasting effects on virtual schooling policies and practices. Drawing on evolutionary theories of change and qualitative data from 2019 to 2022, we explore this topic in Oregon, a state with a long history of virtual schools. We find that the pandemic contributed to limited change in state virtual schooling policy and some shifts in local organizational practices. Our data also raise questions about the durability of any changes and the implications for marginalized students. Ultimately, this study provides much-needed insights on the impact of the pandemic on policy and practice, and the utility of multi-disciplinary, equity-oriented theory to understand change processes in K–12 education. [ABSTRACT FROM AUTHOR]
Copyright of Educational Evaluation & Policy Analysis is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Shocking the System? The COVID Crisis and Virtual Schooling in Oregon.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Evaluation+%26+Policy+Analysis%22">Educational Evaluation & Policy Analysis</searchLink>. Sep2025, Vol. 47 Issue 3, p873-906. 34p.
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  Data: *<searchLink fieldCode="DE" term="%22Virtual+schools%22">Virtual schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Compulsory+education%22">Compulsory education</searchLink><br />*<searchLink fieldCode="DE" term="%22Low-income+students%22">Low-income students</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink>
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  Data: Although the COVID pandemic dramatically expanded K–12 remote learning in its first years, little is known about the lasting effects on virtual schooling policies and practices. Drawing on evolutionary theories of change and qualitative data from 2019 to 2022, we explore this topic in Oregon, a state with a long history of virtual schools. We find that the pandemic contributed to limited change in state virtual schooling policy and some shifts in local organizational practices. Our data also raise questions about the durability of any changes and the implications for marginalized students. Ultimately, this study provides much-needed insights on the impact of the pandemic on policy and practice, and the utility of multi-disciplinary, equity-oriented theory to understand change processes in K–12 education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Evaluation & Policy Analysis is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3102/01623737241255324
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        Text: English
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        PageCount: 34
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      – SubjectFull: Virtual schools
        Type: general
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      – SubjectFull: Distance education
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      – SubjectFull: COVID-19
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      – SubjectFull: Equality
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      – SubjectFull: Oregon
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      – TitleFull: Shocking the System? The COVID Crisis and Virtual Schooling in Oregon.
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              Text: Sep2025
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