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Bridging the Gap: Policy Recommendations for Equitable Online Education

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Title: Bridging the Gap: Policy Recommendations for Equitable Online Education
Language: English
Authors: Kristine Webster
Source: Educational Research and Reviews. 2024 19(9):131-134.
Availability: Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Peer Reviewed: Y
Page Count: 4
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Secondary Education
Descriptors: Electronic Learning, Achievement Gap, COVID-19, Pandemics, Suburban Schools, High Schools, Access to Education, Access to Computers, Equal Education, Educational Environment, Minority Group Students, Disadvantaged Youth
ISSN: 1990-3839
Abstract: Online learning has profoundly transformed the educational landscape, providing greater flexibility, convenience, and tailored instructional opportunities. Despite these benefits, challenges and disparities have emerged, particularly highlighted by the COVID-19 pandemic. This policy brief examines findings from a study at a suburban high school in the Midwest, focusing on students who, before the pandemic, had minimal academic struggles but faced significant difficulties during the shift to online learning. By targeting this specific group, the brief addresses a critical gap in research concerning the impact of online learning on high school students who experienced new academic challenges due to the pandemic. The brief also provides actionable recommendations for policymakers to promote equitable access to resources, support, and successful outcomes in online education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447541
Database: ERIC
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  Data: Online learning has profoundly transformed the educational landscape, providing greater flexibility, convenience, and tailored instructional opportunities. Despite these benefits, challenges and disparities have emerged, particularly highlighted by the COVID-19 pandemic. This policy brief examines findings from a study at a suburban high school in the Midwest, focusing on students who, before the pandemic, had minimal academic struggles but faced significant difficulties during the shift to online learning. By targeting this specific group, the brief addresses a critical gap in research concerning the impact of online learning on high school students who experienced new academic challenges due to the pandemic. The brief also provides actionable recommendations for policymakers to promote equitable access to resources, support, and successful outcomes in online education.
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Suburban Schools
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      – SubjectFull: High Schools
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      – SubjectFull: Access to Computers
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      – SubjectFull: Equal Education
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Disadvantaged Youth
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