Best Practices and the Whole Child: Authorizer Strategies for Accelerating Charter Sector Post-Pandemic Outcomes

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Stakeholder Perspectives in Charter Schools (Table 12)

Abstract

Educators in post-pandemic classrooms have identified means of engaging students through recentered best practices and through new pedagogies that support student learning, engagement, and outcome measures. This study utilizes qualitative methodologies to identify and examine best practices to accelerate learning in the charter sector. Based on interviews of teachers, this study focuses on the relationship between principles of whole child education, including Social Emotional Learning, and the perceived barriers to access interventions that accelerate student learning. In the context of institutions of higher education authorizers, the study identifies the characteristics that accelerate learning in post-pandemic charter schools, and how authorizers are uniquely positioned to support school and classroom level interventions that are targeted to increase student engagement and learning outcomes.

Authors

• Matthew Missias, Grand Valley State University

• Kiel McQueen, Basis Policy Research