scholarly journals Research Note: School Reopenings During the COVID-19 Pandemic and Implications for Gender and Racial Equity

Demography ◽  
2021 ◽  
Author(s):  
Liana Christin Landivar ◽  
Leah Ruppanner ◽  
Lloyd Rouse ◽  
William J. Scarborough ◽  
Caitlyn Collins
Keyword(s):  
Elementary School ◽  
School Districts ◽  
White Students ◽  
Research Note ◽  
Racial Equity ◽  
Elementary School Districts ◽  
Critical Data ◽  
School Year ◽  
Data Source

Abstract In the fall of 2020, school districts across the country reopened under a variety of instructional modes. Some districts returned to in-person instruction and some operated remotely. Others reopened under hybrid models, wherein students alternated times, days, or weeks of in-person instruction. To capture this variation, we developed the Elementary School Operating Status (ESOS) database. ESOS provides data on elementary school districts' primary operating status in the first grading period of the 2020–2021 school year, covering 24 million students in more than 9,000 school districts in all states. In this research note, we introduce these data and offer two analytical examples. We show that school districts with greater representation of Black and Hispanic students were less likely to offer in-person instruction than were districts with greater representation of White students. These racial disparities remained after accounting for geographic locale and COVID-19 prevalence. We also show that the number of in-person elementary school instruction days was associated with mothers' labor force participation relative to fathers and to women without children—that is, the fewer days of instruction, the less likely that mothers were employed. ESOS is a critical data source for evaluating the mid- and long-term implications for students who experienced reduced in-person learning and for mothers who exited employment in the absence of in-person instruction and care.

scholarly journals Research Note: School Reopenings During the COVID-19 Pandemic and Implications for Gender and Racial Equity

2021 ◽  
Author(s):  
Liana Christin Landivar ◽  
Leah Ruppanner ◽  
Lloyd Rouse ◽  
William Scarborough ◽  
Caitlyn Collins
Keyword(s):  
Elementary School ◽  
School Districts ◽  
White Students ◽  
Research Note ◽  
Racial Equity ◽  
Elementary School Districts ◽  
Critical Data ◽  
School Year ◽  
Data Source

In the fall of 2020, school districts across the country reopened under varied instructional modes. Some school districts returned to in-person instruction; some operated remotely. Others reopened under hybrid models, wherein students alternated times, days, or weeks of in-person instruction. To capture this variation, we developed the Elementary School Operating Status (ESOS) database. ESOS provides data on elementary school districts’ primary operating status in the first grading period of the 2020-2021 school year, covering 24 million students in over 9,000 school districts in all states. In this research note, we introduce these data and offer two analytical examples. We show that school districts with greater representation of Black and Hispanic students were less likely to offer in-person instruction compared to districts with greater representation of White students. These racial disparities remained after accounting for geographic locale and COVID-19 prevalence. We also show that fewer in-person elementary school instruction days was negatively associated with mothers’ labor force participation relative to fathers and women without children. ESOS is a critical data source to evaluate the mid- and long-term implications for students who experienced reduced in-person learning and for mothers who exited employment in the absence of in-person instruction and care.

scholarly journals Public School Operating Status During the COVID-19 Pandemic and Implications for Parental Employment

2021 ◽  
Author(s):  
Liana Christin Landivar ◽  
Leah Ruppanner ◽  
Lloyd Rouse ◽  
William Scarborough ◽  
Caitlyn Collins
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
School Districts ◽  
Maternal Employment ◽  
Elementary School Districts ◽  
Parental Employment ◽  
School Year ◽  
Critical Resource ◽  
Source Of Information

Parents rely on public schools to maintain paid work outside the home. The COVID-19 pandemic caused unprecedented closures of this critical resource in spring 2020. In the fall of 2020, school districts across the country reopened under varied instructional modes. Some school districts returned to in-person instruction; some operated remotely. Others reopened under hybrid models, wherein students alternated times, days, or weeks of in-person instruction. To capture this variation, we developed the Elementary School Operating Status (ESOS) database. ESOS provides data on elementary school districts’ primary operating status in the first grading period of the 2020-2021 school year, covering 25 million students in over 9,000 school districts in all 50 states, the District of Columbia, and Puerto Rico. In this research note, we introduce these data and show extensive variation in school operating status at the state and school district levels. We show that school districts with greater representation of Black and Hispanic students were less likely to offer in-person instruction. We also show that fewer in-person elementary school instruction days was associated with reductions in maternal employment. ESOS is a critical source of information to support plans to address long-term implications for students who experienced less in-person learning over the past year, and reentry support for mothers who exited employment in the absence of in-person instruction and care.

Missing School-Based Data due to COVID-19: Some Guidelines

2020 ◽  
Author(s):  
Jessica A. R. Logan
Keyword(s):  
Missing Data ◽  
Data Collection ◽  
Educational Research ◽  
Research Note ◽  
School Buildings ◽  
Research Strategies ◽  
Critical Data ◽  
School Year ◽  
School Based ◽  
Global Pandemic

In the wake of a global pandemic, most school buildings closed for the 2019-2020 school year two or three months early, while universities and research firms forced all in-person data collection to stop. Education scientists testing the efficacy or effectiveness of particular interventions were forced to abruptly stop data collection prior to collecting the critical data on children’s end-of school year progress. Methodological researchers have spent years developing ways to accommodate missing data into research strategies, both retrospectively and prospectively. In this research note, I discuss the potential educational research scenarios, and how missing data theory and methods can be applied to data collected during COVID-19 school year, allowing researchers to maximize the time, effort, and resources invested in their previously collected data.

Efektivitas Metode Belajar Mandiri Dalam Mengembangkan Kreativitas Berpikir Siswa Pada Mata Pelajaran Pendidikan Agama Islam Di SD Negeri Kedungwaras Modo Lamongan

AKADEMIKA ◽  
2017 ◽  
Vol 11 (1) ◽  
pp. 92-102
Author(s):  
Siti Maunah
Keyword(s):  
Elementary School ◽  
School Districts ◽  
Creative Thinking ◽  
Field Research ◽  
Further Education ◽  
Student Response ◽  
Islamic Education ◽  
Learning Method ◽  
Elementary School Districts ◽  
Self Learning

Has become a self-learning potential of children born with underdeveloped due to formal-traditional pendidikian system which emphasizes the role of the teacher (teacher center). But with the development of the times, the education system turns into a student center point is more emphasis on the activity and creativity of the students to develop their identity or ability. From the above background, appears formulation of the problem to be discussed: first how the application of self-learning method on subjects PAI (Islamic Education) in Elementary School Kedungwaras districts Modo Lamongan, both how the development of creative thinking of students on subjects PAI (Religious Education Islam) in elementary school districts Kedungwaras Modo Lamongan, third how the effectiveness of self-learning method in developing the creative thinking of students on subjects PAI (Islamic Education) in elementary school districts Kedungwaras Modo Lamongan. Lots of methods applied in the world of learning, related to curriculum diterapkanya 2013 which has general purpose is to improve the competence manifested in intelligence, knowledge, personality, character, and skills to live independently and to follow further education. This research is a field research (field research) with a qualitative descriptive approach and to obtain data on the effectiveness of self-learning method in developing the creative thinking of students on subjects PAI (Islamic Education) in Elementary School Kedungwaras districts Modo Lamongan, after the collected data analysis research the percentage technique, then study dideskriptifkan to the conclusion by using the method of observation, documentation, interviews and questionnaires. The study concluded that the self-learning method is quite effective at all in developing creative thinking of students on subjects PAI (Islamic Education) in elementary school districts Kedungwaras Modo Lamongan with indicators as follows; the percentage calculation above may take the average value of 69.05%, which is between 40-70%, and 50-82% student response was very positive in the category enough. So many students are more responsible, the students were able to argue in accordance with their own ideas, students are more confident, students more easily solve the problem, happy to discuss, more and more skilled active.

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