父母对COVID学校教育政策的反应中的种族差异
Micah Y Baum1, Brian A Jacob1,2
1Gerald R. Ford School of Public Policy, University of Michigan, Ann Arbor, MI 48109.
概括
学校的COVID-19政策影响了学生的入学不同基于种族. 白人学生在虚拟环境中更容易拒绝,而非白人的学生在面对面的环境中更容易拒绝.
科学领域:
- 教育政策 教育政策
- 公共卫生 公共卫生
- 社会学 社会学 社会学
背景情况:
- 随着COVID-19大流行,学校政策发生了变化,包括远程和面对面学习.
- 与种族和种族相关的教育经验和结果的差异是一个持续的担忧.
研究的目的:
- 调查学校COVID-19政策如何影响不同年龄和种族/种族群体的学生入学情况.
- 分析学区内的入学趋势,以隔离子组异质性.
主要方法:
- 对超过9,000个美国公立学校区的入学数据进行分析,涵盖了2020-2021和2021-2022学年.
- 区内招生趋势的比较,以控制区级特征.
- 将地区选择纳入不同的学习模式 (虚拟与面对面).
主要成果:
- 对COVID-19政策的招生反应因种族/种族而异.
- 在从虚拟开始的地区,白人入学率下降了更多;在从实体开始的地区,非白人入学率下降了更多.
- 与白人家庭相比,黑人,西班牙裔和亚洲裔家庭对更高的COVID-19死亡率的招生反应更大.
结论:
- 学校的COVID-19政策对学生入学产生了不同的影响,特别是影响了种族和少数民族群体.
- 报名差异持续到2021-2022学年,突出显示了流行病政策的长期影响.
- 调查结果强调了疫情期间有色人种社区面临的不成比例风险.
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