High School Students' Experiences in March during the Coronavirus Pandemic. ACT Research & Policy. Insights in Education and Work

Autor/inn/en	Croft, Michelle; Moore, Raeal; Guffy, Gretchen; Hayes, Shannon; Gragnaniello, Katie; Vitale, Dan
Institution	ACT Center for Equity in Learning
Titel	High School Students' Experiences in March during the Coronavirus Pandemic. ACT Research & Policy. Insights in Education and Work
Quelle	(2020), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; School Closing; High School Students; Online Courses; Electronic Learning; Educational Technology; Student Experience; Student Needs; Equal Education; Access to Computers; Internet; Educational Quality; Hunger; Coping; Mental Health; Student Attitudes; Student Responsibility; Racial Differences; Ethnicity; Disproportionate Representation; At Risk Students; Minority Group Students; First Generation College Students; Stress Variables; Employed Parents; Exercise; Eating Habits + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Online course; Online-Kurs; Unterrichtsmedien; Studienerfahrung; Quality of education; Bildungsqualität; Bewältigung; Psychohygiene; Schülerverhalten; Rassenunterschied; Ethnizität; Übung; Ernährungsgewohnheit; Essgewohnheit
Abstract	At least 55 million students ended the school year learning at home after approximately 124,000 public and private schools closed their doors due to the coronavirus pandemic. This "new normal" created uncertainty among high school students about their futures as many struggled with the pandemic's compounding effects as they also worried about basic needs such as food and housing. This brief summarizes students' responses to survey questions that asked them to document their experiences during the pandemic. Students provided information related to the technological devices and quality of the internet they could access at home for school-related activities, learning at home and online compared to their in-school experiences, and whether their basic needs were being met during the pandemic. As states contemplate the future of reopening schools, the authors offer recommendations for policymakers and educators: (1) Resolve inequities in access to technological devices and the internet; (2) Scale up and improve online education instruction and materials; (3) Consider the whole learner; and (4) Address food insecurity. (ERIC).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01