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It highlights how school closures affected millions of K-12 students, with greater impact on underserved communities, including families lacking home internet access. The brief defines distance learning, emphasizes learning-centered approaches such as project-based work and supportive relationships, and provides strategies for reaching students without internet, plus examples on WiFi support, hotspot distribution, free internet partnerships, and device access.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/7-equity-considerations-for-schools-and-districts-issue-brief-april-2020/586555/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/7-equity-considerations-for-schools-and-districts-issue-brief-april-2020/586555.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the difference between distance learning and online learning?","Question",{"text":112,"@type":113},"Distance learning may include online learning, but it can also involve other components such as printed packets for students and families or teacher instruction through online platforms plus communication tools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is technology alone not enough to ensure learning during closures?",{"text":117,"@type":113},"Providing laptops and materials does not guarantee learning occurs. 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By the end of March, statewide school closures affected 55.1 million K-12 public school students across our country.1 Over 20 million of these students live within the seventeen states covered by the Southern Education Foundation, and a majority of these students live in poverty.2  \nWhile school closures affect all students, students from underserved communities feel this impact even greater. Data on digital disparities reveal that nearly 20 percent of African American children ages 3-18 and 21 percent of families earning less than $40,000 per year have no access to the internet at home.3 The Southern Education Foundation is working to bring awareness to digital equity issues and provide state and district leaders with resources and promising practices as they make quick and difficult decisions to ensure that all students have access to learning opportunities during this crisis.  \nWhat is Distance Learning?  \nDistance or remote learning is often thought to be synonymous with online learning. In fact, they are different. Distance learning may incorporate online learning, but it may also include other components. For example, some school districts have opted to create packets for students and families to pick up which include learning materials and exercises. In other districts, teachers are using online platforms to provide instruction for students  \nand to communicate with students and their families. Districts should keep in mind the needs of their students and families when choosing how to implement distance learning during school closures.  \nKeeping Learning at the Center  \nDistrict and school leaders are turning to remote or distance learning in an effort to minimize COVID-19’s disruptions to instruction. While technology is important, providing laptops and materials are not enough to ensure that learning is taking place. Research on the science of learning highlights the importance of collaborative project work, real-world problem solving, and supportive and safe relationships with adults and peers.4 Schools and districts should keep learning at the center by engaging in developmentally appropriate, project-based learning, and by supporting teachers and families with training and guidance on distance learning practices. Instructors should interact and communicate with students by creating active and collaborative ways to learn that differ from the traditional classroom setting. In addition, schools and districts should be especially mindful of grade transitions during this time and leverage curricular or community resources to provide additional social, emotional and academic support to students who are moving from preschool to elementary school, from elementary to middle school, from middle school to high school, and from highschool to college or career.  \n(404) 991-6760 • [info@southerneducation.org](info@southerneducation.org) • [SouthernEducation.org](SouthernEducation.org)  • Follow us on social media   1  \n7 Distance Learning Equity Considerations  \nWe have reviewed publicly available digital learning plans for the seventeen states covered by the Southern Education Foundation to see how schools and districts are meeting the needs of their most vulnerable students and families. They have taken different approaches for distance learning based on the needs of their student populations, grade level, and current technology or infrastructure. To help schools and districts determine what is best for their students and communities, we provide these equity considerations along with examples of how some districts are addressing these issues now.  \n1  \nHow is your district reaching students and families who don’t have internet access?  \nIn addition to providing di","cbCaifjKS8ekHkm5","https://ap.wps.com/l/cbCaifjKS8ekHkm5","pdf",1473953,"English","# 7 Equity Considerations for Schools and Districts\n## What is Distance Learning?\n## Keeping Learning at the Center\n## How is your district reaching students and families who don’t have internet access?\n## WiFi & Internet Access\n## Equipment Rentals & Distribution","[{\"question\":\"What is the difference between distance learning and online learning?\",\"answer\":\"Distance learning may include online learning, but it can also involve other components such as printed packets for students and families or teacher instruction through online platforms plus communication tools.\"},{\"question\":\"Why is technology alone not enough to ensure learning during closures?\",\"answer\":\"Providing laptops and materials does not guarantee learning occurs. Research on learning emphasizes collaborative project work, real-world problem solving, and safe supportive relationships with adults and peers.\"},{\"question\":\"What strategies can districts use to reach students and families without internet access?\",\"answer\":\"Districts can provide printed materials and partner with libraries, community organizations, and local television stations. They should also consider partnerships with shelters and community organizations for families experiencing homelessness.\"}]","7 Equity Considerations for Schools and Districts - Issue Brief - April 2020 | PDF",1792058325,15]