In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that…

The COVID-19 pandemic has dramatically impacted the delivery of nutrition education through Cooperative Extension. This study aimed to identify a Cooperative Extension audience's attitudes towards virus prevention behaviors, preferred sources of information regarding COVID-19, and nutrition education preferences during the pandemic. We distributed…

State correctional education leaders responded to cancellations of in-person programs due to the COVID-19 pandemic by using technology to provide and expand access to high-quality educational content. This response both allowed participants to continue their learning and provided them with equitable access to technology they will use to navigate…

Regular attendance is essential to providing students with opportunities to learn. State and local education agencies (SEAs and LEAs) play a crucial role in tracking, measuring, and addressing student attendance. The coronavirus disease (COVID-19) pandemic affected the way that many SEAs and LEAs collect attendance data. This resource highlights…

Employing phenomenology as a methodological framework, this study sought to capture and understand, from a first-person point of view, what parents, teachers, and administrators in U.S. high-needs K-12 schools experienced related to online learning during the COVID-19 pandemic. Individual interviews were conducted on a video conferencing platform…

The COVID-19 pandemic has created unprecedented events that impacted all walks of life, including education. A significant shift in all levels of education, including K-12, happened quickly and abruptly. All classes transitioned from traditional, face-to-face to virtual teaching using a Learning Management System (LMS) such as Google Classroom™ to…

The Coronavirus Disease 2019 (COVID-19) pandemic may be the greatest disruptor to higher education in over a century. This interruption touched every aspect of campus life - residence halls shuttered, dining facilities turned to take-out only, and academic classes had to find a way to continue to be delivered with accuracy and efficiency in a…

One year after the COVID-19 pandemic forced state and school leaders across the nation and around the world to immediately close school buildings, the lasting impact on students is increasingly evident: Months of online learning and limited in-person interaction with educators, coaches and mentors have led to gaps in learning, and unknown…

This paper presents the results of a nationwide survey of educators for grades 6-12 who specialize in family and consumer sciences education (N=380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they…

A primary motivation for this study was to compare student perceptions and performance within a virtual learning environment to the traditional in-person learning experience for the General Chemistry II course taught during a 5-week summer session at Xavier University of Louisiana, a minority serving institution. The authors present quantitative…

Last spring, the Covid-19 pandemic upended routines for over 56 million students and challenged more than 3.7 million teachers in over 130,000 schools nationwide to continue educating kids in an online format. This transition to "virtual learning" was understandably trying for all educators, schools, and districts, but some managed to do…

COVID-19 shuttered schools across the United States, upending traditional approaches to education. We examine teachers' experiences during emergency remote teaching in the spring of 2020 using responses to a working conditions survey from a sample of 7,841 teachers across 206 schools and 9 states. Teachers reported a range of challenges related to…

Background: The COVID-19 pandemic shuttered schools across the United States, upending traditional approaches to education and requiring large scale school transformation on a pace never before seen. Though prior research on organizational change has emphasized the importance of working conditions for teacher satisfaction and student achievement…

When the nation shut down in March because of the COVID-19 pandemic, states had to figure out what education would look like for the remainder of the academic year. These abrupt changes affected not only students' ability to learn but also their access to the support system that would help prepare them for steps beyond high school. This Policy…

COVID-19 shuttered schools across the United States, upending traditional approaches to education. We examine teachers' experiences during emergency remote teaching in the spring of 2020 using responses to a working conditions survey from a sample of 7,841 teachers across 206 schools and 9 states. Teachers reported a range of challenges related to…