Politics, Markets, and Pandemics: Public Education's Response to COVID-19. EdWorkingPaper No. 20-304

Autor/inn/en	Hartney, Michael T.; Finger, Leslie K.
Institution	Annenberg Institute for School Reform at Brown University
Titel	Politics, Markets, and Pandemics: Public Education's Response to COVID-19. EdWorkingPaper No. 20-304
Quelle	(2020), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Public Education; Government Role; Local Government; School Closing; School Schedules; School Districts; Online Courses; Electronic Learning; Distance Education; Politics of Education; Unions; Counties; Institutional Characteristics; Decision Making; Public Health; Catholic Schools; Geographic Location; Racial Differences; Ethnicity; Socioeconomic Influences; Expenditure per Student + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Gemeindeverwaltung; School closings; Schule; Schließung; Schließung (von Schulen); Schulzeiteinteilung; School district; Schulbezirk; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Educational policy; Bildungspolitik; Decision-making; Entscheidungsfindung; Gesundheitswesen; Katholische Schule; Rassenunterschied; Ethnizität; Sozioökonomischer Faktor
Abstract	The COVID-19 pandemic presents a unique opportunity to examine how local governments respond to a public health crisis amid high levels of partisan polarization and an increasing tendency for local issues to become nationalized. As an arena that has, in recent years, been relatively separate from national partisan divides, public schools provide a useful window into these dynamics. Leveraging the fact that all of the nation's school districts had to adopt a reopening plan for the fall, we test what factors best predict whether a district chose to return students to the classroom or educate them remotely. Contrary to the conventional understanding of school districts as localized and non-partisan actors, we find evidence that politics, far more than science, shaped school district decision-making. Mass partisanship and teacher union strength best explain how school boards approached reopening. Additionally, we find evidence that districts are sensitive to the threat of private school exit. Districts located in counties with a larger number of Catholic schools were less likely to shut down and more likely to return to in-person learning. These findings have important implications for our understanding of education policy and the functioning of American local governments. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01