التفاصيل البيبلوغرافية
| العنوان: |
Extending understanding of the relationship between school district COVID-19 reopening plan signals and enrollment decline ; Ampliar la comprensión de la relación entre las señales del plan de reapertura COVID-19 de los distritos escolares y la disminución de las inscripciones ; Ampliando a compreensão da relação entre os sinais do plano de reabertura COVID-19 do distrito escolar e o declínio nas matrículas |
| المؤلفون: |
Diemer, Andrew R., Shelton, Amy J., Park, Aaron, Langley, Paula, Anglum, J. Cameron |
| المصدر: |
Education Policy Analysis Archives; Vol. 31 (2023) ; Archivos Analíticos de Políticas Educativas; Vol. 31 (2023) ; Arquivos Analíticos de Políticas Educativas; v. 31 (2023) ; 1068-2341 |
| بيانات النشر: |
Mary Lou Fulton Teachers College, Arizona State University |
| سنة النشر: |
2023 |
| المجموعة: |
Education Policy Analysis Archives (E-Journal - Arizona State University) |
| مصطلحات موضوعية: |
PK-12 education, COVID-19 pandemic, reopening, enrollment, masking, educación PK-12, pandemia de COVID-19, reapertura, inscripción, enmascaramiento, educação PK-12, pandemia do COVID-19, reabertura, inscrição, mascarar |
| الوصف: |
Preceding the 2020-21 school year, school districts engaged their communities by sharing pandemic school reopening plans, outlining the learning modalities and support services to be made accessible to students. Existing research has highlighted a connection between a district’s primary reopening method and changes in student enrollment—a crucial aspect for gauging responsiveness to different learning environments. Conversely, limited research has established the relationship between new health and safety procedures, provisions for vulnerable students, learning support services, or the level of community engagement undertaken by a district in creating reopening plans and student enrollment change, independent of the method of reopening (e.g., in-person or distanced). We do so using two methodological approaches. First, we use differences-in-differences approaches to estimate the impact of reopening method on enrollment changes. Second, we leverage granular data of reopening plans for a representative sample of Missouri school districts in a triple-differences approach. We find that signaling the intent to begin the school year with distanced instruction generated a 3% decline in enrollment beyond pandemic-era declines, concentrated among the youngest students. Extending existing reopening findings, we also estimate that enrollment declined an additional 5% in middle schools where districts did not require masking. ; Antes del año escolar 2020-21, los distritos escolares involucraron a sus comunidades compartiendo planes de reapertura de escuelas pandémicas, describiendo las modalidades de aprendizaje y los servicios de apoyo que se pondrían a disposición de los estudiantes. Las investigaciones existentes han destacado una conexión entre el método de reapertura primaria de un distrito y los cambios en la inscripción de estudiantes—un aspecto crucial para medir la capacidad de respuesta a diferentes entornos de aprendizaje. Por el contrario, una investigación limitada ha establecido la relación entre los nuevos ... |
| نوع الوثيقة: |
article in journal/newspaper |
| وصف الملف: |
application/pdf; text/xml |
| اللغة: |
English |
| العلاقة: |
https://epaa.asu.edu/index.php/epaa/article/view/8111/3255Test; https://epaa.asu.edu/index.php/epaa/article/view/8111/3256Test; https://epaa.asu.edu/index.php/epaa/article/view/8111/3314Test; https://epaa.asu.edu/index.php/epaa/article/view/8111Test |
| الإتاحة: |
https://epaa.asu.edu/index.php/epaa/article/view/8111Test |
| حقوق: |
Copyright (c) 2023 Andrew R. Diemer, Amy J. Shelton, Aaron Park, Paula Langley, J. Cameron Anglum ; https://creativecommons.org/licenses/by-sa/4.0Test |
| رقم الانضمام: |
edsbas.894D13E6 |
| قاعدة البيانات: |
BASE |
