Weekly Review: Schools, Students, and COVID-19 – January 25, 2021

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Weekly Review: Schools, Students, and COVID-19 – January 25, 2021

Weekly Review: Schools, Students, and COVID-19 – January 25, 2021

To date in the COVID-19 pandemic, there has not been reliable, nationwide data on parent experiences with their children’s schooling. Last week, however, researchers released results from a large, nationally representative parent survey, conducted from November to early December 2020. The findings offer insights about families’ varying schooling experiences during the pandemic. The survey queried a nationally representative sample of U.S. parents of school-age children (n=2,155) about how their children’s schools have adapted to COVID-19, their views about school responses, and their perceptions of their children’s learning. More information about survey methodology is available here.

Main findings include:

  • The majority of students are receiving fully remote instruction, and only 28% are fully in person. Whether students receive remote, in-person, or hybrid instruction varied by type of school and by family and household characteristics. For instance, in-person instruction is most common for private schools (60% of these students are in person, compared to 24% of public school students and 18% of charter school students). Younger children, children from high-income families, children of white parents, and children from Republican households are more likely to be participating in in-person instruction.
  • Among the students for whom in-person instruction is an option, the majority chose it (69%), but it varies by race and ethnicity with 56% of Black students and 67% of Hispanic students opting for in-person schooling, compared to 76% of white students.
  • Students in areas where COVID-19 is spreading more rapidly are more likely to be attending school in-person. This relationship between an area’s infection rates and type of instruction (i.e., remote, hybrid, in-person) was not observed in survey data from early in the 2020–21 school year.
  • Parents largely report being satisfied with their schools’ responses to COVID-19 (71% of public school parents, 73% of charter school parents, and 83% of private school parents), despite a majority of parents overall (60%) perceiving less learning for their children relative to an undisrupted school year.
|2021-01-25T08:40:46-05:00January 25th, 2021|COVID-19 Literature|0 Comments

About the Author: Chloe Gibbs

Chloe Gibbs
Chloe Gibbs, Ph.D., is an assistant professor of economics at the University of Notre Dame where she is also a faculty affiliate of the Institute for Educational Initiatives, the William J. Shaw Center for Children and Families, and the Wilson Sheehan Lab for Economic Opportunities. Professor Gibbs studies the effectiveness of policies and programs outside of the regular school day and year and beyond the traditional classroom to understand how different investments affect children's educational trajectories. Some of her recent projects investigate the impact of Head Start, parenting interventions, virtual summer school in the middle grades, and comprehensive supports for high school students at-risk of dropping out. Her work has been supported by the National Science Foundation and cited by the President's Council of Economic Advisers.

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