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Framing the Pandemic: Tracking Educational Problem Formulation, Spring 2020-Fall 2021. EdWorkingPaper No. 24-1048

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Title: Framing the Pandemic: Tracking Educational Problem Formulation, Spring 2020-Fall 2021. EdWorkingPaper No. 24-1048
Language: English
Authors: Thurston Domina, Elinor Williams, Cole Smith, Matthew G. Springer, Peyton Powers, Ethan Hutt, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
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: 51
Publication Date: 2024
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Public Schools, Charter Schools, Elementary Secondary Education, Emergency Programs, Pandemics, Grants, Federal Aid, COVID-19, Public Health, Achievement Gap, Student Welfare, Community Characteristics, Access to Education, Decision Making, Instructional Leadership, Crisis Management
Geographic Terms: North Carolina
Laws, Policies and Program Identifiers: Elementary and Secondary School Emergency Relief Fund
Abstract: We use data from the applications North Carolina public school districts and charter schools submitted for Elementary and Secondary School Emergency Relief (ESSER) to investigate the sense that educational leaders made of the pandemic as it unfolded. LEAs understood the pandemic as a multifaceted problem. Nearly all applications addressed four problems: (1) public health, (2) academics and learning loss, (3) student and community well-being, and (4) instructional access. However, we document considerable variation in problem emphasis over time, across LEAs, and across organizational sector. The pandemic was not a single organizational problem, but many simultaneous problems posed in varying and shifting combinations. We argue this multi-faceted organizational view should be a starting point for assessments of LEAs' pandemic response.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED661570
Database: ERIC
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  Data: Framing the Pandemic: Tracking Educational Problem Formulation, Spring 2020-Fall 2021. EdWorkingPaper No. 24-1048
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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: We use data from the applications North Carolina public school districts and charter schools submitted for Elementary and Secondary School Emergency Relief (ESSER) to investigate the sense that educational leaders made of the pandemic as it unfolded. LEAs understood the pandemic as a multifaceted problem. Nearly all applications addressed four problems: (1) public health, (2) academics and learning loss, (3) student and community well-being, and (4) instructional access. However, we document considerable variation in problem emphasis over time, across LEAs, and across organizational sector. The pandemic was not a single organizational problem, but many simultaneous problems posed in varying and shifting combinations. We argue this multi-faceted organizational view should be a starting point for assessments of LEAs' pandemic response.
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  Data: ED661570
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      – Text: English
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        PageCount: 51
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      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Emergency Programs
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      – SubjectFull: Pandemics
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      – SubjectFull: Grants
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      – SubjectFull: Federal Aid
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      – SubjectFull: COVID-19
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      – SubjectFull: Public Health
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Student Welfare
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      – SubjectFull: Community Characteristics
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      – SubjectFull: Access to Education
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      – SubjectFull: Decision Making
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Crisis Management
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      – SubjectFull: North Carolina
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      – TitleFull: Framing the Pandemic: Tracking Educational Problem Formulation, Spring 2020-Fall 2021. EdWorkingPaper No. 24-1048
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