Learning from Successful COVID-19 Academic Recovery: Policies, Practices, and Equity-Oriented Beliefs of District Leaders

• In Event: Equity Leadership in Challenging Contexts: Recovery, Reform, & Gender Policy Implementation

Abstract

For this study, we sought to gain insight into the policies, practices, and beliefs related to academic and socio-emotional/behavioral recovery following disruptions due to the COVID-19 pandemic in five public school districts in a northeastern state. These five districts were selected based on quantitative analysis, which revealed positive academic recovery overall and/or for key student subgroups of interest (students facing economic, cultural, or language barriers or receiving specialized services) when compared to other districts in the state. We conducted interviews with 11 district leaders across the five districts. Subsequent analysis, informed by historical and racialized social justice frameworks, revealed similar policies and practices across the districts. Of important note, we also noticed heightened levels of equity-oriented language in one district.

Authors

• Britney L. Jones, Fairfield University

• Shannon Holder, Central Connecticut State University