From Policy to Plans: Supporting Students during COVID-19

Autor/inn/en	Hurtt, Alexandria; Reed, Sherrie; Dykeman, Kramer; Luu, Justin
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	From Policy to Plans: Supporting Students during COVID-19
Quelle	(2022), (16 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	In the wake of COVID-19, the California legislature mandated that local educational agencies (LEAs) develop detailed Learning Continuity and Attendance Plans (LCPs) to address student learning and progress during the 2020-21 academic year. This brief summarizes results of an analysis of nearly 1,000 LCPs from public school districts across the state to understand how they intended to support students in critical areas like instruction, technology, assessment, attendance, and well-being. Overall, districts planned to provide technology, assess student learning, employ tiered levels of support, and prioritize services for special student populations. However, the practices described in the plans varied across districts, with the most notable differences between urban and rural areas. This analysis exposes broader opportunities for wide-scale reform in both education policymaking and implementation accountability postpandemic. [For the Working Paper, see ED624611.] (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