ELL Parent and Teacher Perspectives on Education Policy and Equitable Education for ELL Students in a COVID Context

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Situating the COVID Educational Response Across Contexts and Stakeholders

Abstract

The COVID-19 pandemic increased existing inequalities in education experienced by minority students, including English Language Learner (ELL) students. Research suggests teacher preparation, parent communication, and access to educational technology can positively affect student educational attainment, but little research investigates the impact of COVID-era equitable education policy changes on student learning. As a result, this study investigates stakeholder reports on the effects of equity-oriented state policies related to educational access and opportunity to learn for English Language Learner (ELL) students during the 2020-2021 academic year in Ohio. Interviews with 20 teachers and parents provide evidence of the ways that policies focused on equitable education varied in their alignment with ELL teachers, parents, and students needs during modified education models.

Authors

• Alexander W. Wiseman, Texas Tech University

• Guadalupe Bright, Texas Tech University