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Research Note: School Reopenings During the COVID-19 Pandemic and Implications for Gender and Racial Equity
Liana Christin Landivar1,2, Leah Ruppanner3, Lloyd Rouse3
1Women's Bureau, U.S. Department of Labor, Washington, DC, USA.
Demography
|November 15, 2021
Summary
School districts offered varied instructional modes in fall 2020. Racial disparities in in-person learning access were observed, and fewer in-person school days impacted mothers' employment.
Area of Science:
- Education Policy
- Sociology of Education
- Public Health
Background:
- School districts reopened with diverse instructional models in fall 2020, including in-person, remote, and hybrid options.
- The Elementary School Operating Status (ESOS) database was created to track these variations in elementary school districts.
- Understanding these differences is crucial for assessing impacts on students and families.
Purpose of the Study:
- To introduce the Elementary School Operating Status (ESOS) database.
- To analyze racial disparities in access to in-person instruction.
- To examine the relationship between in-person instruction and maternal labor force participation.
Main Methods:
- Development of the Elementary School Operating Status (ESOS) database.
- Analysis of elementary school districts' primary operating status in the 2020-2021 school year.
- Statistical examination of racial representation, geographic locale, COVID-19 prevalence, and maternal employment data.
Main Results:
- School districts with higher proportions of Black and Hispanic students were less likely to offer in-person instruction compared to districts with more White students.
- These racial disparities persisted even after controlling for geographic location and COVID-19 prevalence.
- A decrease in the number of in-person elementary school instruction days correlated with lower labor force participation among mothers.
Conclusions:
- The ESOS database provides critical data on instructional modes during the 2020-2021 school year.
- Significant racial disparities existed in access to in-person learning, disproportionately affecting minority students.
- Reduced in-person schooling negatively impacted mothers' employment, highlighting the intersection of education policy and economic well-being.
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