Disparities in Educational Access in the Time of COVID: Evidence from a Nationally Representative Panel of American Families

Autor/inn/en	Haderlein, Shira K.; Saavedra, Anna Rosefsky; Polikoff, Morgan S.; Silver, Daniel; Rapaport, Amie; Garland, Marshall
Titel	Disparities in Educational Access in the Time of COVID: Evidence from a Nationally Representative Panel of American Families
Quelle	In: AERA Open, 7 (2021) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Haderlein, Shira K.) ORCID (Silver, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Access to Education; COVID-19; Pandemics; Electronic Learning; Access to Computers; Internet; Disadvantaged; Disproportionate Representation; Elementary Secondary Education; Children; Adolescents; Racial Differences; Ethnicity; Family Income; Political Attitudes; Equal Education; Rural Urban Differences; Parent Background; Family (Sociological Unit); Surveys + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rassenunterschied; Ethnizität; Familieneinkommen; Political attitude; Politische Einstellung; Stadt-Land-Beziehung; Elternhaus; Familie; Survey; Umfrage; Befragung
Abstract	We use data collected between April 2020 and March 2021 from the Understanding America Survey, a nationally representative internet panel of approximately 1,450 households with school-age children, to document the access of American households to K-12 education during the COVID-19 crisis. We also explore disparities by parent race/ethnicity, income, urbanicity, partisanship, and grade level (i.e., elementary school vs. middle/high school). Results shed light on the vectors of inequality that occurred throughout the pandemic in access to technology, instruction, services (e.g., free and reduced-price meals), and in-person learning opportunities. Our work highlights the equity implications of the pandemic and suggests the importance of encouraging widespread in-person learning opportunities and attendance by the beginning of the 2021-2022 school year for addressing COVID-19's educational effects. (As Provided).
Anmerkungen	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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01