Report
Virginia School Division Operations during SY 2020-21: In-Person Learning. SY 2020-21 School Divisions' Operations Research Brief Series No. 3
| العنوان: | Virginia School Division Operations during SY 2020-21: In-Person Learning. SY 2020-21 School Divisions' Operations Research Brief Series No. 3 |
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| اللغة: | English |
| المؤلفون: | Sachs, Erica N., Miller, Luke C., Schueler, Beth E., University of Virginia, EdPolicyWorks (EPW), Virginia Department of Education (VDOE) |
| المصدر: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305S210009 R305B200005 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | In Person Learning, COVID-19, Pandemics, Instructional Program Divisions, Public Schools, School Schedules, Attendance, Elementary Secondary Education, Blended Learning, Time on Task, Attendance Patterns, Student Characteristics, School Closing |
| مصطلحات جغرافية: | Virginia |
| مستخلص: | During the 2020-21 school year, COVID-19 forced Virginia's school divisions to adapt to unprecedented circumstances, which led many divisions to deviate from the typical five-day-a-week pre-pandemic school schedule with all students attending school in person each day. In-person learning is superior to remote learning in promoting student achievement for the average student, according to the most rigorous research. It is, therefore, vital to quantify how much in-person learning occurred if we are to understand COVID's educational impact. A full understanding of these impacts requires that we document how in-person learning varied across grade levels, student demographics, and division characteristics. Together this information is key to taking an essential step toward helping divisions recover from this extended period of educational disruption. To that end, we compiled and analyzed day-by-day data on the in-person learning of each grade level in Virginia's 132 public school divisions for the entire 2020-21 school year. We use these data to describe learning and teaching in Virginia along four dimensions: (1) learning modality (fully remote, hybrid, or fully in person); (2) attendance rotation patterns; (3) days students learned in person; and (4) days teachers taught in person. We find the following: (1) Learning Modality: The average student spent almost half the year in the hybrid modality, less than half the year in the fully remote modality, and only a small portion of the year in the fully in-person modality. Over the year, despite some fluctuations, the share of students in the fully remote modality decreased, while the share in both the hybrid and fully in-person modalities increased. (2) Attendance Rotation Patterns: Throughout the year, divisions' changes to students' attendance rotation patterns altered the number and order of days in a week that students could learn in person. The average student experienced two changes to their attendance rotation pattern, though earlier grades experienced more disruptions than later grades. (3) In-Person Learning: The average student spent a third of the school year learning in person in either the hybrid or fully in-person modality. Earlier grades spent more time in person than later grades. (4) In-Person Learning: Asian students attended schools in divisions that offered the least in-person learning, while White students attended schools in divisions that offered the most. English Learner (EL) students learned in person for a smaller share of the year than non-ELs. (5) In-Person Learning: There were no differences in learning in person across students' disability (SWD) or economic disadvantage (ED) statuses. (6) In-Person Learning: Divisions in communities with greater broadband access tended to offer their students more in-person learning. Rural divisions provided more in-person learning than divisions in towns, suburbs, or cities. There was no consistent relationship between a division's COVID-19 death rate and the amount of in-person learning. (7) In-Person Teaching: The average teacher spent just under half of the school year teaching in person. Overall, as with student learning, the percentage of teachers teaching in person grew as the school year progressed. The amount of in-person learning provided to students and in-person teaching required of teachers could have impacted students' enrollment decisions, students' academic performance, teacher retention, and teacher job satisfaction. In this brief, we describe divisions' decisions regarding in-person learning, but we will examine how these decisions relate to student and teacher outcomes in future analyses. [For "SY 2020-21 School Divisions' Operations Research Brief Series No. 1," see ED627663.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| URL الوصول: | https://bit.ly/EdPolicyWorksRB1 |
| رقم الانضمام: | ED627661 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |