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

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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
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink>
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  Data: 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.
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      – Text: English
    PhysicalDescription:
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        PageCount: 67
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Virtual Schools
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      – SubjectFull: Distance Education
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Change
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      – SubjectFull: Educational Practices
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      – SubjectFull: Charter Schools
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      – SubjectFull: Oregon
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      – TitleFull: Shocking the System? The COVID Crisis and Virtual Schooling in Oregon. Technical Report
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