EAB’s latest take on the coronavirus crisis and what it means for K-12 schools

EAB’s latest take on the coronavirus crisis and what it means for K-12 schools

Distance Learning

EAB researchers identified publicly available information on distance learning plans from districts in the Washington Area Board of Education (WABE) and from the 10 largest school districts in the U.S. (by enrollment, according to the U.S. Census Bureau) to explore allocations of instructional time within distance learning plans and associated technology (i.e., learning management system […]

EAB researchers identified publicly available information on high school grading policies during COVID-19 from districts in the Washington Area Board of Education (WABE) and from the 10 largest school districts in the U.S. (by enrollment, according to the U.S. Census Bureau). Specifically, this report focuses on how administrators plan to assign Quarter 3, Quarter 4, and final grades for credit-bearing courses at the high school level.

EAB researchers identified publicly available information on distance learning plans from 10 districts in the Washington Area Board of Education (WABE). Specifically, we reported on these factors: instructional time guidelines, availability of printed instructional packets, resources for parents/caregivers, grading, assessment, and attendance.

In response to a partner’s institution request for information on determining instructional time for distance learning in the midst of the COVID-19 crisis, EAB researchers identified distance learning instructional minute allocations at districts, charter school networks, and international independent schools. This report provides a number of state requirements to consider as well as examples and recommendations from K-12 institutions across the country.

Nearly 12 million K-12 students live in households without reliable access to broadband and/or a 1:1 device. The problem has grown increasingly concerning now that schools are relying almost entirely on the internet to deliver remote instruction. Here are several temporary suggestions from school leaders who are finding ways to bridge technology gaps and deliver remote instruction.

Remote learning strategies that work for older students do not translate to younger students who rely heavily on adult facilitation and cannot pay attention for long periods. In addition, many early childhood learning activities require one-on-one facilitation or small-group interaction, which is difficult to deliver in a distance learning environment.

Today’s K-12 students experiencing "coronavirus slide” are tomorrow’s rising college students, who will require more support to be successful once they arrive on college campuses or log in to their first virtual orientation session. While the education sector’s disjointed ecosystem has long created roadblocks for students, COVID-19 and its impact on learning loss highlights an urgent need to reform developmental education now to best support learning for incoming students and improve equity in student success.

Equity and Wraparound Services

Financial Sustainability

Independent schools’ small size, agility, and freedom from stringent academic requirements have allowed them to successfully transition to digital learning during the COVID-19 pandemic. As they work to ensure all seats are filled in next year’s class, enrollment managers have an opportunity to use targeted ads and content marketing to generate new leads.

Legality, Logistics, and Operations

To keep their school communities well-informed about the effects of theCOVID-19 crisis, school and district leadership must execute crisis communication basics with fidelity. EAB researchers outline three strategies below to help leadership execute those basics and equip families with the right information at the right time.

SEL and Mental Health

Even prior to the COVID crisis, teachers reported high levels of stress and burnout. Unfortunately, the pressures of the job lead many teachers to leave the profession altogether. Teachers have been asked to make an unprecedented shift to online and distance learning amidst a global health crisis that may be creating significant anxiety on top of job-related stress.

Student Engagement and Community

Although teachers are experimenting with hands-on learning assignments and online break-out sessions to engage students during online classes, many teachers still notice only a handful of students actively participate on a regular basis. Here are three easy to implement—yet often overlooked—ways to help boost students’ engagement in a synchronous virtual classroom.

Teacher and Staff Workforce

Since schools cannotbring candidates to campuses to do classroom demonstrations and interviews, theyare turning to virtual options. The Pingry School in New Jersey -whichEAB originally profiled for their Priority Focused Interview Schedule-is approaching interviewing in a way that provides an opportunity to get to know the candidate, while making the most efficient use of everyone’s scarce time.

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