Nearly 80 percent of surveyed charter schools operated fully remotely in April 2020, falling to about half by the 2020-21 school year¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? About 80 percent of responding schools used a fully remote model in April 2020 (70 percent in New York, 85 percent in California), and roughly a year later half were remote and half hybrid. → The Center for Research on Education Outcomes (CREDO) 2022

Evidence¶

The Center for Research on Education Outcomes (CREDO) 2022¶

The Center for Research on Education Outcomes (CREDO), Stanford University. (2022). Charter Schools' Response to the Pandemic in California, New York and Washington State. https://credo.stanford.edu/reports/item/charter-schools-response-to-the-pandemic-in-california-new-york-and-washington-state/

q2 · i? · associational · r1

Descriptive survey results on instructional modes over time (Figure 3). The report adds that "Nearly a year later, half of responding schools were operating remotely with the other half using a hybrid model."

"The vast majority of schools, nearly 80 percent, had a fully remote learning model in April 2020, with New York having the lowest at 70 percent and California having the highest at 85 percent."

Discussion¶

Related Claims¶

• Surveyed charter schools transitioned to remote education delivery in less than a week after physical closure in March 2020, averaging 3.5 days — related
• Schools reported that about 40 percent of their students experienced considerable or major academic losses since March 2020 — related
• Most New York charter schools reported decreases in learning time across subjects during closure, with low prior reading proficiency associated with larger ELA/Reading time losses — related
• Nearly all surveyed charter schools provided remote-learning professional development to teachers, compared with under half of district reopening plans — related
• Immediately after closure, New York charter students lacked adequate devices (44.4% on average) more often than adequate internet access (27.0%), while teachers were almost universally equipped — related
• Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties — related
• Just under half of New York charter schools (45.8%) reported no challenges supporting ELL/MLL students remotely; high-poverty schools were more likely to report challenges — related
• Self-directed and blended learning time increased for nearly all New York charter schools during remote instruction, regardless of whether those modes were part of their prior models — related