Crisis Response in California School Districts: Leadership, Partnership, and Community

Autor/inn/en	Marsh, Julie A.; Koppich, Julia E.; Humphrey, Daniel C.; Mulfinger, Laura S.; Allbright, Taylor N.; Alonso, Jacob; Bridgeforth, James; Daramola, Eupha Jeanne; Enoch-Stevens, Taylor; Kennedy, Kate E.; Nkansah-Amankra, Akua
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Crisis Response in California School Districts: Leadership, Partnership, and Community
Quelle	(2022), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Crisis Management; COVID-19; Pandemics; Barriers; Racism; Public Schools; State Policy; Stakeholders; Minority Group Students; Institutional Characteristics; Student Characteristics; Low Income Students; English Language Learners; Rural Schools; Suburban Schools; Coping; Safety; Food; Access to Computers; Instructional Materials; Mental Health; Student Needs; Learner Engagement; Grading; Graduation Requirements; Board of Education Role; Community Needs; Superintendents; Board Administrator Relationship; Political Issues; Teacher Associations; Teaching Conditions; Labor Relations; Burnout; Community Involvement; Partnerships in Education; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Krisenmanagement; Rassismus; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Bewältigung; Sicherheit; Lebensmittel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Psychohygiene; Notengebung; Schulnote; Abschlussordnung; Schulrat; Politischer Faktor; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsbeziehung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Hochschulpartnerschaft; Kalifornien
Abstract	Almost daily, media headlines draw attention to students struggling academically and emotionally from interrupted learning, high student absenteeism, declining enrollment, teacher and leader burnout, staffing shortages, polarized communities, and school boards at the center of broader political debates. How did we arrive at this current state of affairs? This study, conducted during the first 14 months of the COVID-19 pandemic, provides some answers to this question. In March 2020, the research team set out to understand how seven California school districts--varying in size, geographic location, urbanicity, and grade span--responded to the unfolding health crisis. As the research progressed, the authors began to explore not only the challenges posed by COVID-19 but also the unfolding national reckoning with issues of racial injustice. Later, as data was analyzed alongside a rapidly changing pandemic and set of conditions in public schools nationwide, the authors realized the research had much to say about the challenges currently facing school systems in general. This report: (a) highlights the ways in which particular relationships and conditions contributed to school districts' efforts to advance learning and support school stakeholders between March 2020 and May 2021 by examining patterns across study districts and calling out cases where strong relationships assisted districts' crisis response; and (b) presents evidence that points to some of the origins of the troubling state of affairs that are witnessed today. [This report was written with research support from Alison Bloomgarden and Monica Santander. For the Policy Brief, see ED624679.] (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01