Policy and Planning in the Midst of Crisis: Supporting Student Learning during the COVID-19 Pandemic. Working Paper

Autor/inn/en	Hurtt, Alexandria; Reed, Sherrie; Dykeman, Kramer; Luu, Justin
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Policy and Planning in the Midst of Crisis: Supporting Student Learning during the COVID-19 Pandemic. Working Paper
Quelle	(2022), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Public Schools; Instruction; Educational Technology; Student Evaluation; Attendance; Well Being; Student Needs; Rural Urban Differences; School Closing; Elementary Secondary Education; State Policy; Planning; Student Characteristics; At Risk Students; Access to Education; Distance Education; Access to Computers; Internet; Progress Monitoring; Stress Variables; Student Participation; Mental Health; Social Emotional Learning; California + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Teaching process; Unterrichtsprozess; Unterrichtsmedien; Schulnote; Studentische Bewertung; Anwesenheit; Well-being; Wellness; Wohlbefinden; Stadt-Land-Beziehung; School closings; Schule; Schließung; Schließung (von Schulen); Ablaufplanung; Planungsprozess; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Psychohygiene; Kalifornien
Abstract	As the COVID-19 crisis disrupted schooling, recovery efforts to ensure educational continuity in California included the adoption of Senate Bill 98, which mandated local educational agencies (LEAs) to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking in the midst of crisis; however, their details have yet to be explored statewide, concealing the potential trends that arise in local planning when traditional schooling is disrupted by crisis. Through a multiphase, mixed methods approach, this study examines the legislative requirements of an educational policy that orchestrated large-scale local planning. Results suggest that, during a crisis, equity is centered in both policy and the plans of public school districts, threaded through accessibility to instruction as well as academic and social-emotional supports. [For the Policy Brief, see ED624610.] (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01