Schools' Readiness for Online Education: Using PISA 2018 U.S. Results

• In Event: Developing and Sustaining Strong Online Learning Programs

Abstract

This study examined whether school-level readiness for online education varied among schools, focusing on schools' capacity and policy for using digital devices; and what school characteristics were associated with the variation of the school subgroups. From a latent class analysis of the PISA 2018 U.S. data, we found that three discernible subgroups of schools (i.e., strong-, moderate-, and weak- online-readiness schools) differed in readiness for online education; and a shortage of educational resources and the proportion of female students acted as significant predictors of the school subgroup membership identified. The study has implications for researchers and stakeholders who invest in mitigating the lack of schools’ capacity and policy for online education pertaining to the use of digital devices.

Authors

• Jeeyoung Min, Korea University, Sejong

• Young S. Seo, Roswell Park Comprehensive Cancer Center