Broadband Access, District Policy, and Student Opportunities for Remote Learning during COVID-19 School Closures

Autor/inn/en	Patrick, Susan Kemper; Grissom, Jason A.; Woods, S. Colby; Newsome, UrLeaka W.
Titel	Broadband Access, District Policy, and Student Opportunities for Remote Learning during COVID-19 School Closures
Quelle	In: AERA Open, 7 (2021) 1, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Patrick, Susan Kemper) ORCID (Grissom, Jason A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Access to Education; Educational Opportunities; COVID-19; Pandemics; School Closing; Distance Education; Teaching Methods; Teacher Surveys; Teacher Attitudes; Predictor Variables; School Districts; Economically Disadvantaged; Rural Areas; Virtual Classrooms; Educational Policy; Internet; Policy Analysis; Kindergarten; Elementary Secondary Education; Equal Education; Tennessee + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Prädiktor; School district; Schulbezirk; Rural area; Ländlicher Raum; Politics of education; Bildungspolitik; Politikfeldanalyse
Abstract	We conceptualize students' opportunities to learn remotely during the initial school closures associated with the COVID-19 pandemic. We then examine variation in remote instruction using an original statewide survey of teachers in Tennessee, deployed just a few weeks into the closures. Using three-level logistic regression models, we explore potential predictors of regular remote instruction, including prepandemic measures of broadband access, the demographic composition of schools, and measures of district policy responses created from districts' public COVID-19 plans. We find that teachers in schools serving more economically disadvantaged students and in rural districts are less likely to report regular remote instruction, especially via providing digital resources and holding virtual classes or tutoring. Fewer opportunities for Tennessee's rural students appear driven in part by lower community access to high-speed broadband, but district policies to distribute technology may partially mitigate this gap in access. (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