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It addresses how inequities intensified for low-income students, students of color, English learners, students with disabilities, and other underserved groups as remote learning expanded. Using three district cases—Glendale, Sanger, and Long Beach Unified—the brief analyzes responses to safe and supportive learning environments, social-emotional supports, and consistently high-quality instruction.",{"@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/policy-and-practice-brief-reflecting-back-and-looking-forward-educational-equity-in-the-era-of-covid-19/582590/",{"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/policy-and-practice-brief-reflecting-back-and-looking-forward-educational-equity-in-the-era-of-covid-19/582590.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","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 event does the brief mark in 2021?","Question",{"text":112,"@type":113},"It marks the one-year anniversary of California’s statewide shelter-in-place order, which forced school closures and pushed learning into distance formats.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which student groups faced heightened inequities during remote learning?",{"text":117,"@type":113},"Low-income students, students of color, English learners, students with disabilities, and other underserved student populations experienced disproportionate impacts.",{"name":119,"@type":110,"acceptedAnswer":120},"What three educational challenges does the brief focus on across districts?",{"text":121,"@type":113},"Access to safe and supportive learning environments, adequate supports for students’ social-emotional needs, and delivery of consistently high-quality instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582590,1792189241,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Policy and Practice Brief  \nReflecting Back and Looking Forward  \nEducational Equity in the Era of COVID-19  \nAPRIL 2021  \nAuthors  \nLinda Choi Candice Handjojo Joel Knudson Jennifer O’Day  \nAmerican Institutes for Research  \nAbout the California Collaborative on District Reform  \nThe California Collaborative on District Reform was formed in 2006 to join researchers, practitioners, policymakers, and funders in ongoing, evidence-based dialogue to improve instruction and student learning for all students in California’s urban school systems.  \nAcknowledgments  \nThe authors would like to thank the superintendents of Glendale, Sanger, and Long Beach Unified School Districts, along with members of their administrative staff, for their willingness to share their districts’work and their support in the development of this brief.  \nIntroduction  \nMarch 16, 2021, marked the 1-year anniversary of California’s statewide shelter-in-place order that prompted the forced closure of school buildings and the transition to distance learning. Issues of equity were pulled into sharp focus as the pandemic’s disparate impact on the health and safety of some of our most vulnerable student populations could not be overlooked. With schools closed, students who relied on school lunches as the only meal of their day faced the prospect of losing that sole source of nourishment. Huge numbers of students lacked the electronic devices and internet connections needed to participate in virtual classrooms. And far too many lost their only safe and stable environment for learning.  \nInto this void stepped individual schools and school districts determined to respond to these and other fundamental student needs. According to the Public Policy Institute of California, schools organized more than 4,700 grab-and-go meal sites across the state1 to replace on-site school lunches for students—and often for their families as well. School districts distributed hundreds of thousands of Chromebooks, tablets, and hot spots to ensure access to virtual instruction.2 Most recently, many districts have been involved in organizing and administering COVID-19 vaccination clinics for their employees and communities. With such actions, California school districts have demonstrated nimbleness and have further highlighted the essential role they play in the care of students and their families.  \nBeyond these immediate needs, however, lies the more difficult and complex task of ensuring that all students have access to high-quality learning opportunities, whether instruction is delivered in person, virtually, or in a hybrid model. The pandemic has highlighted the profound inequities faced by California’s low-income students and students of color, English learners, students with disabilities,  \nand other underserved student populations. The persistent achievement disparities across income levels and among White students, African American, and Latinx students had been well documented prior to the pandemic. After a year of school closures, remote instruction, and variable access to safe learning environments and supports to meet individual academic and social-emotional needs, early evidence suggests that the deleterious effects of the pandemic on student learning are likely to be greatest among these vulnerable student populations.3  \nTo understand how districts have responded to these educational inequities, we focus on three systemic educational challenges that have been exacerbated during the pandemic and examine how three different districts have placed equity at the center of their response. The three challenges—ensuring that all students have access to safe and supportive learning environments, providing adequate supports to meet students’ socialemotional needs, and delivering consistently high-quality instruction—are fundamental to the educational enterprise. All three have been intensified during the pandemic, with particularly severe consequences for traditionally underserved st","cbCaidFExoGrqpy3","https://ap.wps.com/l/cbCaidFExoGrqpy3","pdf",472237,12,"English","# Introduction\n## COVID-19 closure and equity impacts\n## District responses and learning access\n# Systemic educational challenges\n## Safe and supportive learning environments\n## Social-emotional support adequacy\n## Consistently high-quality instruction\n# Case study: Glendale USD\n## Technology learning pods during distance learning","[{\"question\":\"What event does the brief mark in 2021?\",\"answer\":\"It marks the one-year anniversary of California’s statewide shelter-in-place order, which forced school closures and pushed learning into distance formats.\"},{\"question\":\"Which student groups faced heightened inequities during remote learning?\",\"answer\":\"Low-income students, students of color, English learners, students with disabilities, and other underserved student populations experienced disproportionate impacts.\"},{\"question\":\"What three educational challenges does the brief focus on across districts?\",\"answer\":\"Access to safe and supportive learning environments, adequate supports for students’ social-emotional needs, and delivery of consistently high-quality instruction.\"}]","Policy and Practice Brief - Reflecting Back and Looking Forward - Educational Equity in the Era of COVID-19 | PDF",1792043991]