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Politics, Markets, and Pandemics: Public Education's Response to COVID-19. EdWorkingPaper No. 20-304

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Title: Politics, Markets, and Pandemics: Public Education's Response to COVID-19. EdWorkingPaper No. 20-304
Language: English
Authors: Hartney, Michael T., Finger, Leslie K., Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2020.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Peer Reviewed: N
Page Count: 45
Publication Date: 2020
Document Type: Reports - Research
Descriptors: COVID-19, Pandemics, Public Education, Government Role, Local Government, School Closing, School Schedules, School Districts, Online Courses, Electronic Learning, Distance Education, Politics of Education, Unions, Counties, Institutional Characteristics, Decision Making, Public Health, Catholic Schools, Geographic Location, Racial Differences, Ethnicity, Socioeconomic Influences, Expenditure per Student
Abstract: The COVID-19 pandemic presents a unique opportunity to examine how local governments respond to a public health crisis amid high levels of partisan polarization and an increasing tendency for local issues to become nationalized. As an arena that has, in recent years, been relatively separate from national partisan divides, public schools provide a useful window into these dynamics. Leveraging the fact that all of the nation's school districts had to adopt a reopening plan for the fall, we test what factors best predict whether a district chose to return students to the classroom or educate them remotely. Contrary to the conventional understanding of school districts as localized and non-partisan actors, we find evidence that politics, far more than science, shaped school district decision-making. Mass partisanship and teacher union strength best explain how school boards approached reopening. Additionally, we find evidence that districts are sensitive to the threat of private school exit. Districts located in counties with a larger number of Catholic schools were less likely to shut down and more likely to return to in-person learning. These findings have important implications for our understanding of education policy and the functioning of American local governments.
Abstractor: As Provided
Entry Date: 2021
Accession Number: ED610254
Database: ERIC
FullText Text:
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  Data: Politics, Markets, and Pandemics: Public Education's Response to COVID-19. EdWorkingPaper No. 20-304
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
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  Data: The COVID-19 pandemic presents a unique opportunity to examine how local governments respond to a public health crisis amid high levels of partisan polarization and an increasing tendency for local issues to become nationalized. As an arena that has, in recent years, been relatively separate from national partisan divides, public schools provide a useful window into these dynamics. Leveraging the fact that all of the nation's school districts had to adopt a reopening plan for the fall, we test what factors best predict whether a district chose to return students to the classroom or educate them remotely. Contrary to the conventional understanding of school districts as localized and non-partisan actors, we find evidence that politics, far more than science, shaped school district decision-making. Mass partisanship and teacher union strength best explain how school boards approached reopening. Additionally, we find evidence that districts are sensitive to the threat of private school exit. Districts located in counties with a larger number of Catholic schools were less likely to shut down and more likely to return to in-person learning. These findings have important implications for our understanding of education policy and the functioning of American local governments.
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  Data: ED610254
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED610254
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 45
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Public Education
        Type: general
      – SubjectFull: Government Role
        Type: general
      – SubjectFull: Local Government
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: School Schedules
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Politics of Education
        Type: general
      – SubjectFull: Unions
        Type: general
      – SubjectFull: Counties
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Public Health
        Type: general
      – SubjectFull: Catholic Schools
        Type: general
      – SubjectFull: Geographic Location
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Socioeconomic Influences
        Type: general
      – SubjectFull: Expenditure per Student
        Type: general
    Titles:
      – TitleFull: Politics, Markets, and Pandemics: Public Education's Response to COVID-19. EdWorkingPaper No. 20-304
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