COVID-19 Educational Inequities Roundtable Series, Summary Report.
Based on the public health necessity presented by the COVID-19 pandemic, most U.S. schools closed their physical spaces in March 2020. Early evidence suggests that the closing of schools and migration to online learning has had harmful effects on children's academic performance. Moreover, the h...
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Full Text (via ERIC) |
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| Format: | eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2020.
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| Subjects: |
MARC
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| 110 | 2 | |a National Academy of Education. | |
| 245 | 1 | 0 | |a COVID-19 Educational Inequities Roundtable Series, Summary Report. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2020. | |
| 300 | |a 1 online resource (12 pages) | ||
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| 500 | |a Availability: National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org. |5 ericd. | ||
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| 520 | |a Based on the public health necessity presented by the COVID-19 pandemic, most U.S. schools closed their physical spaces in March 2020. Early evidence suggests that the closing of schools and migration to online learning has had harmful effects on children's academic performance. Moreover, the health crisis has surfaced for a broader public what many educators and policy makers have known for decades, namely growing disparities of resources and educational outcomes for historically marginalized, disadvantaged, and underserved students. Historic inequities make it all the more important to focus attention not only on the near-term needs of America's 55 million public school students, but on whether and how the education system can continue the struggle for access and opportunity. The National Academy of Education (NAEd) convened groups of scholars, policy leaders, and educators to address the fundamental question: how do educators address educational inequities in the face of the COVID-19 emergency, a challenge made even more urgent in the context of the resurgent American crisis of racial justice. Over a two-week period in July 2020, experts in reading, mathematics, and well-being wrestled with the following six questions: (1) What inequities in reading/mathematics/whole person well-being have been exacerbated by the pandemic?; (2) What are the biggest challenges for addressing unfinished curricular learning in reading and mathematics instruction?; (3) What strategies are being used/recommended/discussed that may be "best bets" for reading/mathematics learning?; (4) What are the biggest challenges in addressing the effects of trauma on student well-being and social-emotional health with emphasis on the most vulnerable student groups?; (5) For schools using different modes of learning, including in-person, online, and a hybrid, what strategies would be recommended for bolstering/supporting well-being through these different platforms?; and (6) If schools continue online learning, what are possible strategies for making the experience as successful as possible? | ||
| 524 | |a National Academy of Education. |2 ericd. | ||
| 650 | 0 | 7 | |a COVID-19. |2 ericd. |
| 650 | 0 | 7 | |a Pandemics. |2 ericd. |
| 650 | 0 | 7 | |a School Closing. |2 ericd. |
| 650 | 0 | 7 | |a Online Courses. |2 ericd. |
| 650 | 0 | 7 | |a Distance Education. |2 ericd. |
| 650 | 0 | 7 | |a Educational Technology. |2 ericd. |
| 650 | 0 | 7 | |a Public Schools. |2 ericd. |
| 650 | 0 | 7 | |a Access to Education. |2 ericd. |
| 650 | 0 | 7 | |a Racial Bias. |2 ericd. |
| 650 | 0 | 7 | |a Social Justice. |2 ericd. |
| 650 | 0 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Well Being. |2 ericd. |
| 650 | 0 | 7 | |a Barriers. |2 ericd. |
| 650 | 0 | 7 | |a Intervention. |2 ericd. |
| 650 | 0 | 7 | |a Trauma. |2 ericd. |
| 650 | 0 | 7 | |a Mental Health. |2 ericd. |
| 650 | 0 | 7 | |a Blended Learning. |2 ericd. |
| 650 | 0 | 7 | |a Student Needs. |2 ericd. |
| 650 | 0 | 7 | |a Family Needs. |2 ericd. |
| 650 | 0 | 7 | |a Access to Computers. |2 ericd. |
| 710 | 2 | |a National Academy of Education. | |
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