[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587704-105":59,"doc-detail-587704-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","responding-to-crisis-virtual-schooling-in-oregon-during-the-covid-19-pandemic","Responding to Crisis - Virtual Schooling in Oregon during the COVID-19 Pandemic","","A policy brief examining how the COVID-19 pandemic reshaped virtual schooling in Oregon at both state and local levels between 2019 and 2022. Interviews with education leaders and advocates, analysis of policy documents and media, and observations of legislative proceedings inform the findings. Evidence shows state policy changes were temporary or limited, while some local practices expanded offerings and collaboration between districts and virtual operators. Equity remains complex due to remote-learning harms, with limited enforcement of guidance and few reported organizational shifts for students with disabilities.",{"@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/responding-to-crisis-virtual-schooling-in-oregon-during-the-covid-19-pandemic/587704/",{"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/responding-to-crisis-virtual-schooling-in-oregon-during-the-covid-19-pandemic/587704.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research methods were used to study virtual schooling in Oregon?","Question",{"text":112,"@type":113},"The brief interviewed state and local education leaders and advocates, analyzed policy documents, websites, and media, observed legislative proceedings, and examined organizational practices in a sample of schools from 2019 to 2022.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Did state policy changes in Oregon meaningfully improve virtual school performance and accountability?",{"text":117,"@type":113},"The findings indicate state policy changes were temporary or limited in scope, despite hopes for greater political will to address long-standing concerns.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the brief describe equity impacts of virtual learning?",{"text":121,"@type":113},"It explains that remote learning has adverse academic impacts for students who remained online, particularly racially minoritized students and those living in poverty. State leaders signaled intent to address equity but stopped short of creating enforceable accountability mechanisms.","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},587704,1792165627,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Responding to Crisis:  \nVirtual Schooling in Oregon during the COVID-19  \nPandemic  \nJulie Marsh, James Bridgeforth, Laura Mulfinger, Desiree O’Neal, & Tong Tong  \nPolicy Brief | September 2024  \nOverview  \nSince the peak of the pandemic in 2020, enrollment in virtual schools has steadily increased, with virtual schools now accounting for approximately 1.4% of the nation’s public school students. While the effects of the pandemic on student achievement and mental health have been extensively studied, research has yet to thoroughly examine the impact of the pandemic on state policies and local organizational practices related to virtual schooling. Although some believed the onset of the pandemic would fundamentally reshape virtual schooling options in K-12 education, others were more skeptical, believing expanded virtual learning options were merely a temporary fix. This study examines whether the pandemic shaped virtual schooling at both the local and state levels, and if the changes made are likely to last and/or improve equity.  \nTo answer these questions, we interviewed state and local education leaders and advocates, analyzed policy documents, websites, and media, observed legislative proceedings, and examined organizational practices ina sample of schools between 2019 and 2022 in Oregon. This state had an extensive history of virtual schooling before the pandemic, and enrollment continues to grow. The findings offer important lessons for policymakers and leaders to consider as the availability of virtual schools remains widespread across the country.  \nKey Findings  \n• Despite hopes that the crisis would bring new attention and political will to address long-standing concerns about virtual school performance and accountability, state policy changes were temporary or limited in scope.  \n• Some shifts in local-level organizational practices due to the health crisis notably expanded offerings and increased collaboration between traditional districts and virtual school operators. However, some of the changes that ocurred early in the pandemic may not be long-lasting.  \nThe equity implications of virtual learning are complicated by evidence that remote learning has adverse academic impacts for students who remained online—particularly racially minoritized students and those living in poverty. State leaders signaled strong intent to address equity concerns yet stopped short of creating accountability mechanisms. For example, the state issued guidance calling for inclusive enrollment processes and culturally relevant instruction in virtual schools, but did not enforce changes, leaving implementation to local leaders with no state enforcement. Some interviewees expressed strong fears that virtual schools were not meeting the needs of students with disabilities. Though local leaders recognized equity concerns, few reported shifts in organizational strategies to address them.  \nResponding To Crisis: Virtual Schooling in Oregon during the COVID-19 Pandemic | Page 1  \nBackground  \nVirtual Schools in Oregon  \nVirtual schooling has been an option since the late 1990s, and there are both district-run virtual schools and virtual charter schools. District-run virtual schools are managed and operated like brick and mortar schools in this jurisdiction. Virtual charter schools, however, are authorized by a state-approved entity, which may include state education agencies, state boards of education, charter school authorizers, local education agencies, and third-party providers. Both types of virtual schools can offer asynchronous, synchronous, and hybrid teaching formats. They are publicly funded and have no admission criteria.  \nIn Oregon, the first virtual charter school opened in 2003 to provide more innovation and flexibility in public school education. Like a number of other states, local school boards are the primary authorizers of charter schools in Oregon. (The state board of education may currently authorize charter schools statewid","cbCaisUXRLqRuHV7","https://ap.wps.com/l/cbCaisUXRLqRuHV7","pdf",397846,"English","# Overview\n# Key Findings\n# Background\n## Virtual Schools in Oregon\n## Virtual School Concerns Before the Pandemic","[{\"question\":\"What research methods were used to study virtual schooling in Oregon?\",\"answer\":\"The brief interviewed state and local education leaders and advocates, analyzed policy documents, websites, and media, observed legislative proceedings, and examined organizational practices in a sample of schools from 2019 to 2022.\"},{\"question\":\"Did state policy changes in Oregon meaningfully improve virtual school performance and accountability?\",\"answer\":\"The findings indicate state policy changes were temporary or limited in scope, despite hopes for greater political will to address long-standing concerns.\"},{\"question\":\"How does the brief describe equity impacts of virtual learning?\",\"answer\":\"It explains that remote learning has adverse academic impacts for students who remained online, particularly racially minoritized students and those living in poverty. State leaders signaled intent to address equity but stopped short of creating enforceable accountability mechanisms.\"}]","Responding to Crisis - Virtual Schooling in Oregon during the COVID-19 Pandemic | PDF",1792062753,23]