The US Educational Response to the COVID-19 Pandemic
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| Title: | The US Educational Response to the COVID-19 Pandemic |
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| Language: | English |
| Authors: | Storey, Nathan, Slavin, Robert E. |
| Source: | Best Evidence in Chinese Education. 2020 5(2):617-633. |
| Availability: | Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_bece@bonoi.org; Web site: http://bonoi.org/index.php/bece |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | COVID-19, Pandemics, State Government, Federal Government, School Closing, Disease Control, School Schedules, Online Courses, Racial Bias, Ethnicity, Socioeconomic Status, Social Bias, Equal Education, Access to Computers, Access to Education, Parent School Relationship, Disadvantaged Youth, Barriers, Government Role |
| ISSN: | 2639-5312 |
| Abstract: | This paper examines the United States federal and state educational responses to the spread of the COVID-19 pandemic, as well as states' plans for reopening schools. The virus entered the United States in January 2020. As the virus spread, most school districts began to close in March. At the end of June, the United States has experienced the highest number of cases and deaths due to COVID-19 in the world, and infection rates appear to be rising once again. Given the great physical and socioeconomic diversity of the United States, the federal and state response to COVID-19 and plans to reopen schools in the autumn have emphasized flexibility and adaptation. However, the implementation of remote (online) learning has highlighted and exacerbated long-standing racial and economic inequalities in US society related to technology access, school engagement, and school-parent relationships. These inequalities may be exacerbated as schools attempt to reopen and students continue to face inconsistent access to learning, learning loss during the spring semester and summer, and COVID-19 spread among the most at-risk population groups. Further research and practical interventions, such as tutoring, should be implemented to address educational equality issues and improve access, whether to in-person or remote instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1288109 |
| Database: | ERIC |
| Abstract: | This paper examines the United States federal and state educational responses to the spread of the COVID-19 pandemic, as well as states' plans for reopening schools. The virus entered the United States in January 2020. As the virus spread, most school districts began to close in March. At the end of June, the United States has experienced the highest number of cases and deaths due to COVID-19 in the world, and infection rates appear to be rising once again. Given the great physical and socioeconomic diversity of the United States, the federal and state response to COVID-19 and plans to reopen schools in the autumn have emphasized flexibility and adaptation. However, the implementation of remote (online) learning has highlighted and exacerbated long-standing racial and economic inequalities in US society related to technology access, school engagement, and school-parent relationships. These inequalities may be exacerbated as schools attempt to reopen and students continue to face inconsistent access to learning, learning loss during the spring semester and summer, and COVID-19 spread among the most at-risk population groups. Further research and practical interventions, such as tutoring, should be implemented to address educational equality issues and improve access, whether to in-person or remote instruction. |
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| ISSN: | 2639-5312 |
