Student Well-Being and Learning Conditions during the Pandemic: Evidence from the CORE Districts

Autor/inn/en	Wang, Caroline; Pier, Libby; Meyer, Robert H.; Webster, Nichole
Institution	Stanford University, Policy Analysis for California Education (PACE); CORE Districts
Titel	Student Well-Being and Learning Conditions during the Pandemic: Evidence from the CORE Districts
Quelle	(2021), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Well Being; Pandemics; COVID-19; Partnerships in Education; School Districts; Mental Health; Student Surveys; Student Attitudes; Interpersonal Relationship; Distance Education; School Closing; Developmental Stages; Elementary School Students; Secondary School Students; Student Needs; Risk; Educational Benefits; Educational Environment; Correlation; Academic Achievement; California + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Hochschulpartnerschaft; School district; Schulbezirk; Psychohygiene; Schülerbefragung; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Sekundarschüler; Risiko; Bildungsertrag; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Schulleistung; Kalifornien
Abstract	The research featured in this paper is part of the CORE-PACE Research Partnership, which is focused on producing research that informs continuous improvement in the CORE districts as well as policy and practice in California and beyond. Since spring 2020, the COVID-19 pandemic has been abruptly interrupting regular instruction in almost all schools in the U.S. One year later, policymakers, district administrators, and educators are still balancing the benefits and risks of returning K-12 students to fully in-person school. Many are concerned about the pandemic's disruption to students' academic progress. In California, educators have been focused equally on students' mental and emotional health, social relationships, and learning environment, given that many students have been learning remotely since the onset of the pandemic. Anticipating the need for schools and districts to understand their students' social-emotional well-being, the CORE Districts in California developed survey instruments to collect such information in the 2020-21 school year. The surveys were administered remotely, as all participating districts offered distance-only instruction. This report draws on data from the "Student well-being and learning conditions diagnostic survey" taken by 32,000 students in Grades 4-12 from three districts at the beginning of the 2020-21 school year. The results from 15,000 students who also responded to the "Comprehensive interim survey" a few months later are also highlighted. This report brings data to bear on the areas of student well-being that are most relevant at each developmental stage, so that all education stakeholders are able to focus their efforts on meeting the most pressing needs of each group of students. (ERIC).
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