Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19

2020 ◽  
Author(s):  
Mark Johnson ◽  
◽  
John Wachen ◽  
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
School Year ◽  
State Education Agencies ◽  
State Education ◽  
Technical Report ◽  
Education Agencies ◽  
Learning Plans ◽  
State Responses ◽  
Remote Learning

In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.

A Content Analysis of State Education Agencies' Policies/Position Statements on Inclusion

1999 ◽  
Vol 20 (6) ◽  
pp. 367-378 ◽  
Author(s):  
Laurel M. Garrick Duhaney
Keyword(s):  
Content Analysis ◽  
Inclusive Education ◽  
Reform Movement ◽  
Court Decisions ◽  
State Education Agencies ◽  
State Education ◽  
Number Of Factors ◽  
Potential Impact ◽  
Education Agencies ◽  
Inclusion Results

In keeping with the inclusive reform movement, several state education departments have adopted policies/position statements on inclusion. Despite the existence of these policies/ position statements, no studies have been found that have examined their content and characteristics. In light of the potential impact of state education agencies' policies/position statements on inclusive education practices in schools, this study was designed to examine their content and characteristics. Seventeen state education agencies were found to have adopted official policies/position statements on inclusion. Results of the investigation revealed that the state education agencies' policies/position statements on inclusion address a number of factors, including considerations concerning the meaning of the term inclusion, the philosophy of inclusion, laws and court decisions pertaining to inclusion, instructional issues, assessment issues, personnel issues, and placement issues. Implications and limitations of the study are discussed.

scholarly journals Opening the black box of data-based school monitoring: Data infrastructures, flows and practices in state education agencies

2019 ◽  
Vol 6 (1) ◽  
pp. 205395171985331 ◽  
Author(s):  
Sigrid Hartong ◽  
Annina Förschler
Keyword(s):  
Black Box ◽  
School Governance ◽  
Digital Data ◽  
Critical Data ◽  
State Education Agencies ◽  
State Education ◽  
The Us ◽  
Different Types ◽  
Data Infrastructures ◽  
Education Agencies

Contributing to a rising number of Critical Data Studies which seek to understand and critically reflect on the increasing datafication and digitalisation of governance, this paper focuses on the field of school monitoring, in particular on digital data infrastructures, flows and practices in state education agencies. Our goal is to examine selected features of the enactment of datafication and, hence, to open up what has widely remained a black box for most education researchers. Our findings are based on interviews conducted in three state education agencies in two different national contexts (the US and Germany), thus addressing the question of how the datafication and digitalisation of school governance has not only manifested within but also across educational contexts and systems. As our findings illustrate, the implementation of data-based school monitoring and leadership in state education agencies appears as a complex entanglement of very different logics, practices and problems, producing both new capabilities and powers. Nonetheless, by identifying different types of ‘doing data discrepancies’ reported by our interviewees, we suggest an analytical heuristic to better understand at least some features of the multifaceted enactment of data-based, increasingly digitalised governance, within and beyond the field of education.

Highlighted & Underlined

2018 ◽  
Vol 99 (6) ◽  
pp. 6-7
Keyword(s):  
High Schools ◽  
Summer Institute ◽  
Racial Groups ◽  
Actual Cost ◽  
Online Tool ◽  
State Education Agencies ◽  
State Education ◽  
Elite Colleges ◽  
Education Agencies ◽  
Integrated Schools

State education agencies are coping with new responsibilities under ESSA. A new survey reveals differences in how members of different racial groups view U.S. schools. A consortium of high schools is developing a mastery-based transcript. A summer institute will help educators create more racially, ethnically, and socio-economically integrated schools. An online tool helps families understand the actual cost of elite colleges.

Steps for Implementing a State-Level Professional Development Plan for Secondary Transition

2017 ◽  
Vol 41 (1) ◽  
pp. 56-62
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Monica Simonsen ◽  
Bonnie Boaz ◽  
Cynthia VanAvery
Keyword(s):  
Professional Development ◽  
Local Level ◽  
State Level ◽  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices ◽  
State Education Agencies ◽  
State Education ◽  
Education Agencies ◽  
Quality Professional Development

To scale up and sustain the use of evidence-based practices, it is imperative that state education agencies systematically implement professional development that represents best practice. By delivering quality professional development to local districts, it is more likely that transition personnel will implement transition programs and practices with fidelity to sustain implementation over time. To do this, it is important for state education agencies to develop a state-level stakeholder team to determine professional development needs across districts and develop a plan to systematically deliver professional development. This article describes seven steps for using data-based decision-making to develop and implement quality professional development at the local level to ensure districts across a state effectively and sustainably implement secondary transition evidence-based practices.

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