Education Law and Policy in the Time of COVID-19: Using a Legal Framework to Expose Educational Inequity

Muñiz, Raquel

doi:10.1177/23328584211054107

Cited by 6 publications

(5 citation statements)

References 104 publications

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“…And while emergency funding (e.g., ESSER) does help, it likely cannot overcome the initial disparities for some districts (as CALL data showed). These organizational disparities in expertise or resources matter because vulnerable student populations have been impacted most during the pandemic ( Belsha et al, 2020 ; Domingue et al, 2022 ; Kuhfeld et al, 2022 ; Jackson et al, 2022 ; Lewis et al, 2022 ; Muñiz, 2021 ; NAE, 2020 ; OECD, 2021 ; Patrick et al, 2021 ). Notwithstanding, it is important to note that both districts have exhibited the same resolve; leaders with whom we spoke have become stalwarts for their respective communities, gracefully inheriting numerous roles and responsibilities.…”

Section: Discussionmentioning

confidence: 99%

“…Almost immediately, 50 million K-12 students were pulled from their physical classrooms, along with 3.5 million teachers ( National Academy of Education, 2020 ). While districts have returned to in-person instruction ( Grossmann et al, 2021 ), the pandemic has negatively impacted students’ learning opportunities and academic performance, particularly for those traditionally underserved (e.g., Belsha et al, 2020 ; Domingue et al, 2022 ; Jackson et al, 2022 ; Kuhfeld et al, 2022 ; Lewis et al, 2022 ; Muñiz, 2021 ; NAE, 2020 ; OECD, 2021 ; Patrick et al, 2021 ). There has also been increased turnover and burnout among administrators ( DeMatthews, 2021 ; Sawchuck, 2021 ) and teachers ( Bleiberg & Kraft, 2022 ; Kraft et al, 2020 ; Pressley, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic

Voto

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DeWit

2023

Educational Administration Quarterly

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Purpose: To examine how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a window into K-12 crisis leadership and policy sensemaking more broadly. Research: Investigating two districts over two years (2020–2022), data gathered include 39 hours of interviews with K-12 leaders (n = 41) and teachers (n = 18), federal/state-level policy documents (N = 64) governing these districts, and school staff responses to the Comprehensive Assessment of Leaders for Learning survey (N = 111). Drawing theoretically upon sensemaking, crisis leadership/management, law/policy implementation, and organizational theory, these data were analyzed using both inductive and deductive coding over several phases. Findings: In tracing the confluence of federal/state-level guidance and local capacities, we find both influenced K-12 leaders’ sensemaking and subsequent responses to COVID-19. However, districts that possessed adequate expertise and organizational resources were better positioned to respond to the crisis, whereas those lacking such capacities experienced increased anxiety/stress. Conclusion: We argue that the COVID-19 pandemic provides a new window into the critical external/internal factors influencing K-12 leader sensemaking and subsequent responses to crises more broadly. We also discuss the potential role intermediate service agencies might play in the development of a stronger crisis response infrastructure for associated districts and schools. Finally, we point out how principal preparation programs and professional development efforts could prospectively address such crisis-related challenges faced by K-12 leaders.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic

Voto

Superfine

DeWit

2023

Educational Administration Quarterly

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“…COVID-19 is an environmental factor that has led to xenophobia, anti-Asian hate crime and harassment, and racism targeted at AAPI students (Gover et al, 2020). It has also exacerbated the educational inequalities experienced by diverse students, including those on the fringes of society who have intersecting disadvantages and discrimination (Muñiz, 2021). The inequities identified in this study can thus be expected to have worsened during COVID-19, with the possibility that all AAPI students may perceive a lower sense of school belonging, and the diverse groups within them may experience significant intersectional disparities.…”

Section: Limitations and Future Studiesmentioning

confidence: 99%

Sense of School Belonging Among Asian American and Pacific Islander Students in U.S. High Schools: A Critical Quantitative Intersectionality Analysis

Jang

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: The sense of belonging to a school is important for students, in terms of various short- and long-term developmental and academic outcomes. The inequities in the sense of school belonging among Asian American and Pacific Islander (AAPI) students may reveal a severe lack of opportunities or serious process gaps for these students. Purpose/Objective: This study investigated the nuances and complexities involved in the sense of school belonging among AAPI students in U.S. high schools, and particularly how such perceptions relate to various demographic characteristics (i.e., ethnicity, gender, socioeconomic status, and immigration status) and their intersectionalities. The study disaggregated this group into subgroups based on their ethnicities, with the aim of challenging the model minority stereotype that generalizes the experiences of AAPI students. Research Design: This study used base-year data of the High School Longitudinal Study of 2009 (HSLS:09) provided by the National Center for Education Statistics (NCES). Linear mixed-effects modeling was used to analyze a nationally representative sample. Multiple statistical interaction terms were used to identify the specific contributions (intersectionality) of AAPI students’ converging demographic characteristics. Findings/Results: This study found that the sense of school belonging was stronger for South Asian students and weaker for East Asian students when compared to the overall level, with other demographic characteristics held constant. The intersectionality model using disaggregated data revealed that the convergence of AAPI students’ ethnicity and gender creates additional nuances in their sense of school belonging, particularly for Southeast Asian and East Asian students. Conclusions/Recommendations: The findings support the call for more accurate narratives and a deeper understanding of intersectionality among AAPI students. The study suggests to policymakers and school leaders that a universal strategy for encouraging students’ sense of school belonging may not effectively address the nuanced intersectional disparities that AAPI students experience. Instead, the intersection of students’ ethnicity and gender indicates that responsive strategies that address their unique needs can better promote their perceptions of belonging to their schools.

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“…This proposal could be combined with earlier efforts to aid schools, districts, and states committed to school desegregation (Ujifusa, 2020), 23 and could be strengthened through the ESSA reauthorization and linked to other areas like regional metrics and infrastructure funding. As Muniz (2021) pointed out, "because the legal bounds are substantially limited...Recruiting students from ethnoracial minorities for educational programs require additional capacity and targeted efforts" (p. 6).…”

Section: Recommendation 3: Policy Targets For Public Education Systemsmentioning

confidence: 99%

Re-centering civil rights in the reauthorization of ESEA: An equitable, ecological, evidence-based framework

DeBray,

Finnigan,

George

et al. 2023

EPAA

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This article considers the reauthorization of the Elementary and Secondary Education Act (ESEA) in light of current educational inequities and the impact of the pandemic. The reauthorization presents an opportunity to center equity and justice and revitalize the civil rights aspects of the law. The authors review recent studies about the myriad ways the COVID-19 pandemic affected students, teachers and school systems and situates the reauthorization within the broader political context, including federal aid to states and districts during the pandemic. The authors present overarching policy recommendations: (1) a restructuring of the law’s titles to focus on students, teachers, and systems (i.e. schools and districts); (2) a focus on the principles of racial equity, an ecosystem approach to serve students’ needs across policy silos (i.e., housing and health), and a focus on research evidence; (3) policy targets for students; (4) policy targets for educators, including professional renewal and retention; (5) policy targets for the education system as a whole, including a focus on fiscal equity and facilitating regional approaches to cross-sector collaborations. The article presents a coherent conceptual framework for a redesign of ESEA with an emphasis on equity, evidence use, and ecosystems that is argued would directly address the needs of students, teachers, and systems.

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Education Law and Policy in the Time of COVID-19: Using a Legal Framework to Expose Educational Inequity

Cited by 6 publications

References 104 publications

Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic

Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic

Sense of School Belonging Among Asian American and Pacific Islander Students in U.S. High Schools: A Critical Quantitative Intersectionality Analysis

Re-centering civil rights in the reauthorization of ESEA: An equitable, ecological, evidence-based framework

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