Introduction to a special section on COVID-19 and schooling in the U.S. disruption, continuity, quality, and equity

Robert Maranto*, Rodrigo Queiroz e Melo, Charles Glenn

*Autor correspondente para este trabalho

Resultado de pesquisarevisão de pares


Globalization brings benefits such as economic growth and exposure to new products and people. Yet it also brings risks, as shown most recently by the COVID-19 pandemic. Here, we introduce a special section on how American k-12 schooling is responding to that pandemic. While media coverage has arguably overstated the dangers of COVID-19, this introduction and the three papers in this special section offer more empirical takes, which together suggest more pragmatism than partisanship in public responses. In the introduction, we compare U.S. and international schooling responses to the pandemic, in part using a survey of informants in 21 nation-states. Generally, the U.S. is taking a more cautious approach than most other developed countries regarding school reopening. Second, in a short white paper, Angela Watson of Johns Hopkins University offers a summary of the extant knowledge of learning pods in the U.S., a fascinating innovation flourishing during the pandemic. Third, in “Reopening America’s Schools: A Descriptive Look at How States and Large School Districts are Navigating Fall 2020,” David Marshall of Auburn University and Martha Bradley-Dorsey of the University of Arkansas discuss how the 50 U.S. states and 120 largest school districts are reopening, largely online. Finally, in “We’re All Teachers Now: Remote Learning During COVID-19,” Dick Carpenter and Joshua Dunn of the University of Colorado/Colorado Springs report results from a national survey of parents, including comparisons of public, charter, and private schools.

Idioma originalEnglish
Páginas (de-até)527-533
Número de páginas7
RevistaJournal of School Choice
Número de emissão4
Estado da publicaçãoPublished - 2020

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