The American Voices Project (AVP) relies on immersive interviews to deliver a comprehensive portrait of life across the country. Although this reproductive effect is well known, it is important to review a few key aspects of it, as doing so helps to explain why pandemic schooling was such an unequal experience. Despite the best efforts of teachers and school leaders, schools can contribute to the reproduction of long-term inequalities. 1 A significant majority of these children-71 percent-were children of color. Ten million children in the United States-or nearly 1 out of 7-lived in poverty in 2018. For many families of color and families living below or at the poverty line, high-quality educational experiences are often unavailable due to lack of funding, residential segregation, and inadequate housing. There is much to be proud of in these efforts, but there is also the need to recognize that access to educational opportunity still reflects in many ways the very inequities the society at-large hopes to minimize and even eliminate through education. Investments in education represent an enduring commitment by parents, taxpayers, and governments to making equality of educational opportunity available to all students. We then turn to the disparate impact of school closures on women and conclude with policy recommendations for dealing with school closures and digital learning.Įducation is often seen as an opportunity for learning, personal growth, and economic success. We next examine the challenge of teaching and learning from home and the difficult decision whether to return to the classroom. education system and then describe our data and analysis strategy. We begin with an overview of inequities in the U.S. This allows us to cast new light on a wide range of questions that have become part of the pandemic discourse about schooling: What is schooling like behind the screen? How did parents adapt to their new roles as teachers? What was the impact of social isolation on students? How did students with different learning needs fare when trying to learn online? How did parents evaluate the risk of returning to in-person schooling? What was the impact of the disruption on women who perform the majority of caregiving work? What should schools and school districts do in the future to mitigate the uncertainty and stress caused when schools close their doors for unforeseen reasons? Because our interviews embed a discussion of schooling in a larger conversation about family, religion, and work, we have an unusually rich backdrop with which to understand how pandemic schooling interacted with pandemic lives. In this report we use immersive interviews from the American Voices Project to hear directly from families who had to cope with the uncertainties of the new era. Without in-person schooling, many children lost access to an important support system that included regular meals, health services, and interaction with teachers, social workers, and learning specialists. Although this disruption affected all families with children, it imposed particular trauma and stress on families with limited resources, and magnified the educational inequities that existed before the pandemic. Teachers had to figure out how to deliver their curriculum virtually and parents had to manage both work and schooling responsibilities and troubleshoot technical problems. The Covid-19 pandemic abruptly halted in-person schooling and sent parents scrambling to manage their children’s education from home. There is just a lot of stuff.īlack man in Ohio with elementary school children … ‘Cause we can’t go to work and with the kids they can’t go to school, babysitters are not really taking no jobs….
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