How Special Interests and Entrenched Bureaucracy Drove the COVID-19 Response to Education: The Case of Washington State. Backgrounder. No. 3553

Autor/in	Finne, Liv
Institution	Heritage Foundation
Titel	How Special Interests and Entrenched Bureaucracy Drove the COVID-19 Response to Education: The Case of Washington State. Backgrounder. No. 3553
Quelle	(2020), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; School Closing; State Government; Government Role; Student Needs; Financial Support; Parent Role; Educational Finance; Emergency Programs; Administrative Organization; Public Schools; Access to Education; Distance Education; Electronic Learning; Blended Learning; Funding Formulas; Elementary Secondary Education; Budgets; Unions; Online Courses; Parent Attitudes; Equal Education; Washington + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Bund-Länder-Beziehung; Finanzielle Förderung; Parental role; Elternrolle; Bildungsfonds; Hilfsprogramm; Public school; Öffentliche Schule; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Funding; Finanzierung; Finanzhaushalt; Online course; Online-Kurs; Elternverhalten
Abstract	When Governor Jay Inslee (D) closed the public and private schools of Washington State's 1.1 million students on March 13, 2020, state education leaders made several key decisions that influenced the state's attempt to deliver education services during the COVID-19 crisis. These decisions reflected the political priorities of the large, unwieldy, and inflexible bureaucracies and unions that run the public schools, not the needs of the parents whose children saw one-third of their 2019-2020 school year cancelled. This "Backgrounder" is a case study of Washington State's response to COVID-19, and maps an alternative path forward that would serve students and parents better. Providing direct aid to parents would help to shift control over public funding to families, and increase the capacity and the flexibility of the state to respond to emergencies, such as COVID-19. Such a change would loosen the control that school bureaucracies and unions enjoy over public school funding. Providing parents with direct aid would also help children to maintain their learning progress after COVID-19 by enabling them to access learning environments that are the right fit for them. (ERIC).
Anmerkungen	Heritage Foundation. 214 Massachusetts Avenue NE, Washington, DC 20002-4999. Tel: 202-546-4400; Fax: 202-546-8328; e-mail: info@heritage.org; Web site: http://www.heritage.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01