疫情后公立学校招生和流动性:来自弗吉尼亚州的证据

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-07-03 DOI:10.3102/01623737231178299
Beth E. Schueler, Luke C. Miller
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引用次数: 0

摘要

在疫情期间,公立学校的入学人数急剧下降,但下降的模式和学校之间的学生流动尚不清楚。使用弗吉尼亚州的全州学生水平数据,我们发现从2019年秋季到2020年疫情后的第一个秋季,K-12年级前的入学人数下降了4%。幼儿园前和幼儿园的变化最大,主要是由于新入学人数的减少,尽管退出人数也有所增加。K-12年级的入学人数在白人和经济优势学生中下降幅度最大(但在黑人和经济劣势的幼儿园前学生中下降最大)。我们还观察到(区内和区间)转学人数有所下降,主要集中在黑人和经济弱势学生以及残疾学生中。研究结果对公平、学校资助和学生福祉都有影响。
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Post-Pandemic Onset Public School Enrollment and Mobility: Evidence From Virginia
Public school enrollment dramatically decreased during the pandemic, but the patterns of decline and student movement across schools are not yet well understood. Using statewide student-level data from Virginia, we find pre-K–12 enrollment dropped by 4% between fall 2019 and the first post-pandemic fall of 2020. The changes were the largest in pre-kindergarten and kindergarten and explained mostly by decreases in new enrollees, though exits also increased. K–12 enrollment declines were the largest among White and economically-advantaged students (but largest for Black and economically-disadvantaged pre-kindergartners). We also observe a decline in school transfers (both within and between districts), concentrated among Black and economically-disadvantaged students and students with disabilities. Findings have implications for equity, school funding, and student well-being.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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