View in EDS

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

Saved in:
Bibliographic Details
Title: Shocking the System? The COVID Crisis and Virtual Schooling in Oregon. Technical Report
Language: English
Authors: Julie Marsh, James Bridgeforth, Laura Mulfinger, Desiree O’Neal, Tong Tong, National Center for Research on Education Access and Choice (REACH)
Source: National Center for Research on Education Access and Choice. 2024.
Availability: 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/
Peer Reviewed: Y
Page Count: 67
Publication Date: 2024
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: COVID-19, Pandemics, Virtual Schools, Distance Education, Elementary Secondary Education, Educational Policy, Educational Change, State Policy, School Demography, Public Policy, Educational Practices, Charter Schools, Public Schools, Equal Education
Geographic Terms: Oregon
Abstract: In this paper, the authors draw on evolutionary theories of change and qualitative data from 2019-2022, to explore the impact of the pandemic on K-12 virtual education in a state with a long history of virtual schooling by asking: "How has the ongoing COVID pandemic influenced virtual schooling in Oregon?" A virtual school in this study is a public charter school -- affiliated with either a nonprofit or for-profit education management organization, or a non-profit or district board and approved by the district, state or governing body -- or a district-run school, that offers instruction only via technology, in which students and teachers are physically separated, and interact synchronously or asynchronously (Barbour & Reeves, 2009; Keaton, 2021; Nowicki, 2022). In particular, the authors examine how the health crisis affected state-level virtual schooling policies and local organizational practices, whether there is evidence of deep and lasting changes, why, and the implications for equity.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED660600
Database: ERIC
Description
Abstract:In this paper, the authors draw on evolutionary theories of change and qualitative data from 2019-2022, to explore the impact of the pandemic on K-12 virtual education in a state with a long history of virtual schooling by asking: "How has the ongoing COVID pandemic influenced virtual schooling in Oregon?" A virtual school in this study is a public charter school -- affiliated with either a nonprofit or for-profit education management organization, or a non-profit or district board and approved by the district, state or governing body -- or a district-run school, that offers instruction only via technology, in which students and teachers are physically separated, and interact synchronously or asynchronously (Barbour & Reeves, 2009; Keaton, 2021; Nowicki, 2022). In particular, the authors examine how the health crisis affected state-level virtual schooling policies and local organizational practices, whether there is evidence of deep and lasting changes, why, and the implications for equity.