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This book examines how COVID-19 pandemic affected U.S. teachers, students, parents, teaching practices, enrolments, and institutional innovations, offering first empirical findings exploring educational impacts likely to last for decades.
List of contents
Introduction 1. COVID-19 and Schooling in the U.S.: Disruption, Continuity, Quality, and Equity 2. We're All Teachers Now: Remote Learning During COVID-19 3. Parent-Created "Schools" in the U.S. 4. Reopening America's Schools: A Descriptive Look at How States and Large School Districts Navigated Fall 2020 5. Are School Reopening Decisions Related to Funding? Evidence from over 12,000 Districts During the COVID-19 Pandemic 6. The Longer Students were Out of School, the Less They Learned 7. COVID-19 and School Closures: A Narrative Review of Pediatric Mental Health Impacts 8. The Pre-Pandemic Growth in Online Public Education and the Factors that Predict It 9. This Time Really Is Different: The Effect of COVID-19 on Independent K-12 School Enrollments 10. Opting Out: Enrollment Trends in Response to Continued Public School Shutdowns 11. COVID-19 Safety Concerns, School Governance Models, and Instructional Modes: An Exploration of School Quality Perspectives During the Pandemic 12. Teacher Morale, Job Satisfaction, and Burnout in Schools
About the author
Robert Maranto holds the 21st Century Chair in Leadership in the Department of Education Reform at the University of Arkansas, Fayetteville, Arkansas, USA. He has produced 15 books including
Educating Believers: Religion and School Choice (2021) and
President Obama and Education Reform (2012), while serving on his local school board.
David T. Marshall is an Associate Professor in the College of Education at Auburn University, Auburn, Alabama, USA. His research focuses on COVID-19 pandemic and K-12 education, as well as charter schools and school choice. Dr. Marshall is a former teacher and previously served as Chair of the Alabama Public Charter School Commission.
Summary
This book examines how COVID-19 pandemic affected U.S. teachers, students, parents, teaching practices, enrolments, and institutional innovations, offering first empirical findings exploring educational impacts likely to last for decades.
