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Direct linkGoldhaber, Dan; Imberman, Scott A.; Strunk, Katharine O.; Hopkins, Bryant; Brown, Nate; Harbatkin, Erica; Kilbride, Tara – National Bureau of Economic Research, 2021
The decision about how and when to open schools to in-person instruction has been a key question for policymakers throughout the COVID-19 pandemic. The instructional modality of schools has implications not only for the health and safety of students and staff, but also student learning and the degree to which parents can engage in job activities.…
Descriptors: School Closing, Educational Change, COVID-19, Pandemics
Goldhaber, Dan; Imberman, Scott A.; Strunk, Katharine O.; Hoptkins, Bryant; Brown, Nate; Harbatkin, Erica; Kilbride, Tara – Center for Education Data & Research, 2020
The decision about how and when to open schools to in-person instruction has been a key question for policymakers throughout the COVID-19 pandemic. The instructional modality of schools has implications not only for the health and safety of students and staff, but also student learning and the degree to which parents can engage in job activities.…
Descriptors: COVID-19, Pandemics, Educational Practices, Distance Education
Download full textGoldhaber, Dan; Imberman, Scott A.; Strunk, Katharine O.; Hopkins, Bryant; Brown, Nate; Harbatkin, Erica; Kilbride, Tara – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2021
The decision about how and when to open schools to in-person instruction has been a key question for policymakers throughout the COVID-19 pandemic. The instructional modality of schools has implications not only for the health and safety of students and staff, but also student learning and the degree to which parents can engage in job activities.…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
Choate, Kathryn; Goldhaber, Dan; Theobald, Roddy – Center for Education Data & Research, 2020
COVID-19 profoundly impacted teacher preparation during the close of the 2019-20 school year. Based on survey responses from nearly all Washington State teacher education programs (TEPs), we find that the pandemic had predictable but concerning effects on teacher preparation; most notably, student teaching requirements were greatly reduced or…
Descriptors: COVID-19, Pandemics, School Closing, Teacher Education Programs
Goldhaber, Dan; Imberman, Scott A.; Strunk, Katharine O.; Hopkins, Bryant G.; Brown, Nate; Harbatkin, Erica; Kilbride, Tara – Center for Education Data & Research, 2021
The decision about how and when to open schools to in-person instruction has been a key question for policymakers throughout the COVID-19 pandemic. The instructional modality of schools has implications not only for the health and safety of students and staff, but also student learning and the degree to which parents can engage in job activities.…
Descriptors: School Closing, School Schedules, Pandemics, COVID-19
Goldhaber, Dan; Kane, Thomas J.; McEachin, Andrew; Morton, Emily; Patterson, Tyler; Staiger, Douglas O. – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2022
Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
