Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time

Bacher-Hicks, Andrew; Goodman, Joshua; Mulhern, Christine

doi:10.7249/wra811-1

Cited by 25 publications

(24 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Even before COVID-19, the United States had profound and persistent disparities in educational attainment and learning by race and social class ( York 2020 ). The results presented here concur with those of recent studies suggesting that COVID-19 may be further exacerbating existing gaps in schooling ( Bacher-Hicks, Goodman, and Mulhern 2020 ) and extends them to the fall 2020 school period. Children expected to participate in online learning without adequate technology are highly unlikely to achieve significant learning compared with their peers to whom more resources are available.…”

Section: Discussionsupporting

confidence: 91%

U.S. Children “Learning Online” during COVID-19 without the Internet or a Computer: Visualizing the Gradient by Race/Ethnicity and Parental Educational Attainment

Friedman

York

Mokdad

et al. 2021

Socius: Sociological Research for a Dynamic World

View full text Add to dashboard Cite

The coronavirus disease 2019 pandemic has caused unprecedented disruptions to education in the United States, with a large proportion of schooling moving to online formats, which has the potential to exacerbate existing racial/ethnic and socioeconomic disparities in learning. The authors visualize access to online learning technologies using data from the Household Pulse Survey from the early fall 2020 school period (August 19 to October 26). The authors find that 10.1 percent of children participating in online learning nationally did not have adequate access to the Internet and a computer. Rates of inadequate access varied nearly 20-fold across the gradient of parental race/ethnicity and education, from 1.9 percent for children of Asian parents with graduate degrees to 35.5 percent among children of Black parents with less than a high school education. These findings indicate alarming gaps in potential learning among U.S. children. Renewed investments in equitable access to distance-learning resources will be necessary to prevent widening racial/ethnic and class learning disparities.

show abstract

Section: Discussionsupporting

confidence: 91%

U.S. Children “Learning Online” during COVID-19 without the Internet or a Computer: Visualizing the Gradient by Race/Ethnicity and Parental Educational Attainment

Friedman

York

Mokdad

et al. 2021

Socius: Sociological Research for a Dynamic World

View full text Add to dashboard Cite

show abstract

“…While it is too soon to comprehensively measure the long-run impact of COVID-19 related school closures, early results suggest that student outcomes may su er, at least in the short run (Maldonado and De Witte, 2020;Chetty et al, 2020). Evidence also suggests that lower-income children may be more a ected than those from higher-income families, thus increasing inequality across children from di erent backgrounds (e.g., Grewenig et al, 2020;Chetty et al, 2020;Bacher-Hicks et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

School Closures During the 1918 Flu Pandemic

Ager

Eriksson

Karger

et al. 2020

View full text Add to dashboard Cite

The COVID-19 pandemic has reignited interest in responses to the 1918-19 influenza pandemic, the last comparable U.S. public health emergency. During both pandemics, many state and local governments made the controversial decision to close schools. We study the short-and long-run effects of 1918-19 pandemic-related school closures on children. We find precise null effects of school closures in 1918 on school attendance in 1919-20 using newly collected data on the exact timing of school closures for 168 cities in 1918-19. Linking affected children to their adult outcomes in the 1940 census, we also find precise null effects of school closures on adult educational attainment, wage income, non-wage income, and hours worked in 1940. Our results are not inconsistent with an emerging literature that finds negative short-run effects of COVID-19-related school closures on learning. The situation in 1918 was starkly different from today: (1) schools closed in 1918 for many fewer days on average, (2) the 1918 virus was much deadlier to young adults and children, boosting absenteeism even in schools that stayed open, and (3) the lack of effective remote learning platforms in 1918 may have reduced the scope for school closures to increase socioeconomic inequality.

show abstract

“…Monitoring tata kelola, kepala sekolah berkewajiban untuk selalu memonitor pembelajaran yang terlaksana dengan berbagai cara, adapun monitoring yang digunakan selama masa pandemi adalah memeriksa bahan ajar yang dipersiapkan guru; memastikan bahan ajar itu tersampaikan pada siswa dan mengecek hasil kerja siswa yg dikumpulkan/dikembalikan ke sekolah pada waktu yang ditentukan; buku penghubung dan buku monitoring kepada orang tua dan hasilnya dikirim kembali melalui agenda sekolah dan email; meminta hasil foto/vidio dari guru saat melaksanakan pembelajaran; melihat jurnal kegiatan guru; memonitor secara langsung ke rumah peserta didik, telepon, dan Whatsapp; mewawancarai guru; membagikan angket ke siswa melalui Google form; mendengarkan cerita dari orang tua; masuk dalam Whatsapp group kelas; random join masuk dalam pembelajaran online; mengadakan rapat internal Daring atau Luring dengan tetap memperhatikan protokol kesehatan; melalui laporan dan analisis oleh Wakil Ketua Kurikulum; melalui laporkan hasil kegiatan belajar mengajar secara online; memantau lewat CCTV untuk guru yang melaksanakan pembelajaran online di sekolah; memberdayakan paguyuban kelas dari orangtua; dan melalui webinar 3 bulan sekali (Bacher-Hicks, Goodman, & Mulhern, 2021).…”

Section: Monitoringunclassified

Kepemimpinan kepala sekolah dalam menjaga tata kelola sekolah selama masa pandemi Covid-19

Nadeak

Juwita

2020

JKP

View full text Add to dashboard Cite

This study aims to analyze the leadership of school principals in learning during the Covid-19 pandemic. This study used a quantitative descriptive research method with as many as 63 school principals as respondents who were scattered throughout Indonesia. Data collection was carried out online using an open questionnaire via the google form platform. The data were then analyzed using theme and percentage analysis to measure and analyze the conditions of learning governance during the Covid-19 pandemic. The results showed that 54.55% of the learning activities in schools were carried out online during the Covid-19 pandemic. Then in online learning activities 36.89% use google classroom, 20.39% use zoom, and 15.53% use Whatsapp. Most of the applications used to carry out online learning activities are Google classroom, Zoom and WhatsApp and a few others use other applications. Some of the governance processes in schools have been carried out well but some have not been maximized because they are constrained by the availability of facilities, networks, tools and the limited skills of teachers in using technological media. Learning strategies as well as discussions and strengthening between school principals and school personnel are needed to maximize school governance especially during the Covid-19 pandemic.

show abstract

Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time

Cited by 25 publications

References 6 publications

U.S. Children “Learning Online” during COVID-19 without the Internet or a Computer: Visualizing the Gradient by Race/Ethnicity and Parental Educational Attainment

U.S. Children “Learning Online” during COVID-19 without the Internet or a Computer: Visualizing the Gradient by Race/Ethnicity and Parental Educational Attainment

School Closures During the 1918 Flu Pandemic

Kepemimpinan kepala sekolah dalam menjaga tata kelola sekolah selama masa pandemi Covid-19

Contact Info

Product

Resources

About