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The Politics of School Reopening during COVID-19: A Multiple Case Study of Five Urban Districts in the 2020-21 School Year

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Title: The Politics of School Reopening during COVID-19: A Multiple Case Study of Five Urban Districts in the 2020-21 School Year
Language: English
Authors: Singer, Jeremy (ORCID 0000-0002-2666-2972), Marsh, Julie A., Menefee-Libey, David, Alonso, Jacob, Bradley, Dwuana, Tracy, Hanora
Source: Educational Administration Quarterly. Aug 2023 59(3):542-593.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 52
Publication Date: 2023
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C180025
Document Type: Journal Articles
Reports - Research
Descriptors: COVID-19, Pandemics, School Closing, Urban Schools, School Districts, Public Schools, Charter Schools, Administrator Role, Public Health, Decision Making, Parent Influence, Government Role, Leadership Responsibility, Political Influences, Cultural Influences, Institutional Characteristics, Context Effect, Parent Attitudes, Administrator Attitudes
Geographic Terms: Colorado (Denver), Michigan (Detroit), Louisiana (New Orleans), Oregon (Portland), District of Columbia
DOI: 10.1177/0013161X231168397
ISSN: 0013-161X
1552-3519
Abstract: Purpose: Nearly all schools in the United States closed in spring 2020, at the onset of the COVID-19 pandemic. We analyze traditional public and charter school reopenings for the 2020-21 school year in five urban districts. We provide a rich and theoretically grounded description of how and why educational leaders made reopening decisions in each of our case districts. Research Methods: We used data from a multiple-case study from March 2020 to July 2021. The research team conducted 56 interviews with school, district, and system-level leaders; triangulated with publicly available data; and also drew on interview data from a subsample of parents and guardians in each of our sites. We analyzed these data through qualitative coding and memo writing and conducted detailed single- and cross-case analyses. Findings: School system leaders in our case sites generally consulted public health authorities, accounted for state-level health and educational guidance, and engaged with and were responsive to the interests of different stakeholders. Districts' adherence to and strategic uses of public health guidance, as well as a combination of union-district relations and labor market dynamics, influenced reopening. Parents, city, and state lawmakers, and local institutional conditions also played a role, helping to explain differences across cases. Implications: In contrast to the "politics or science" framing that has dominated research and public discourse on school reopening, we show that local pandemic conditions and local political dynamics both mattered and in fact were interrelated. Our findings have some implications for how educational leaders might navigate future crises.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2023
Accession Number: EJ1383169
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: The Politics of School Reopening during COVID-19: A Multiple Case Study of Five Urban Districts in the 2020-21 School Year
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  Data: <searchLink fieldCode="AR" term="%22Singer%2C+Jeremy%22">Singer, Jeremy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2666-2972">0000-0002-2666-2972</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marsh%2C+Julie+A%2E%22">Marsh, Julie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Menefee-Libey%2C+David%22">Menefee-Libey, David</searchLink><br /><searchLink fieldCode="AR" term="%22Alonso%2C+Jacob%22">Alonso, Jacob</searchLink><br /><searchLink fieldCode="AR" term="%22Bradley%2C+Dwuana%22">Bradley, Dwuana</searchLink><br /><searchLink fieldCode="AR" term="%22Tracy%2C+Hanora%22">Tracy, Hanora</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. Aug 2023 59(3):542-593.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 52
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  Data: 2023
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Health%22">Public Health</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Responsibility%22">Leadership Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Influences%22">Political Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colorado+%28Denver%29%22">Colorado (Denver)</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan+%28Detroit%29%22">Michigan (Detroit)</searchLink><br /><searchLink fieldCode="DE" term="%22Louisiana+%28New+Orleans%29%22">Louisiana (New Orleans)</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon+%28Portland%29%22">Oregon (Portland)</searchLink><br /><searchLink fieldCode="DE" term="%22District+of+Columbia%22">District of Columbia</searchLink>
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  Data: 10.1177/0013161X231168397
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  Data: 0013-161X<br />1552-3519
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  Label: Abstract
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  Data: Purpose: Nearly all schools in the United States closed in spring 2020, at the onset of the COVID-19 pandemic. We analyze traditional public and charter school reopenings for the 2020-21 school year in five urban districts. We provide a rich and theoretically grounded description of how and why educational leaders made reopening decisions in each of our case districts. Research Methods: We used data from a multiple-case study from March 2020 to July 2021. The research team conducted 56 interviews with school, district, and system-level leaders; triangulated with publicly available data; and also drew on interview data from a subsample of parents and guardians in each of our sites. We analyzed these data through qualitative coding and memo writing and conducted detailed single- and cross-case analyses. Findings: School system leaders in our case sites generally consulted public health authorities, accounted for state-level health and educational guidance, and engaged with and were responsive to the interests of different stakeholders. Districts' adherence to and strategic uses of public health guidance, as well as a combination of union-district relations and labor market dynamics, influenced reopening. Parents, city, and state lawmakers, and local institutional conditions also played a role, helping to explain differences across cases. Implications: In contrast to the "politics or science" framing that has dominated research and public discourse on school reopening, we show that local pandemic conditions and local political dynamics both mattered and in fact were interrelated. Our findings have some implications for how educational leaders might navigate future crises.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1383169
RecordInfo BibRecord:
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        Value: 10.1177/0013161X231168397
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 52
        StartPage: 542
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: School Districts
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      – SubjectFull: Public Schools
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      – SubjectFull: Charter Schools
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      – SubjectFull: Administrator Role
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      – SubjectFull: Public Health
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      – SubjectFull: Decision Making
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      – SubjectFull: Parent Influence
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Michigan (Detroit)
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