Learn more about the EdExchange  

Search and Filter

Submit a paper

Not yet affiliated? Have a paper you wish to post? Check out the EdWorkingPapers' scope and FAQs, and then submit your manuscript here.

Framing the pandemic: Tracking educational problem formulation, Spring 2020-Fall 2021

Thurston Domina,
Elinor Williams,
Cole Smith,
Matthew G. Springer,
Peyton Powers,
Ethan Hutt

We use data from the applications North Carolina public school districts and charter schools submitted for Elementary and Secondary School Emergency Relief (ESSER) to investigate the sense that educational leaders made of the pandemic as it unfolded. LEAs understood the pandemic as a multifaceted problem. Nearly all applications addressed four problems: (1) public health, (2) academics and learning loss, (3) student and community well-being, and (4) instructional access. However, we document considerable variation in problem emphasis over time, across LEAs, and across organizational sector. The pandemic was not a single organizational problem, but many simultaneous problems posed in varying and shifting combinations. We argue this multi-faceted organizational view should be a starting point for assessments of LEAs’ pandemic response.

Keywords
COVID, ESSER, sense-making, problem formulation
Education level
K-12 Education
Topics
Staffing, Finance, and Operations
Tags
Covid-19 recovery,
Philanthropy,
Student supports
Download 09/2024
Document Object Identifier (DOI)
10.26300/mf4z-5094
EdWorkingPaper suggested citation:
Domina, Thurston, Elinor Williams, Cole Smith, Matthew G. Springer, Peyton Powers, and Ethan Hutt. (). Framing the pandemic: Tracking educational problem formulation, Spring 2020-Fall 2021. (EdWorkingPaper: -1048). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/mf4z-5094

Machine-readable bibliographic record: RIS, BibTeX