New York charter schools kept students connected during closure through community events, multi-channel communication, and existing structures, with about two-thirds taking above-and-beyond steps for inactive students¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For students not regularly active in school, about two-thirds of schools took steps such as home visits, wifi hotspots, or reaching out to students' extended networks. → New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers 2020

Evidence¶

New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers 2020¶

New York Charter Schools: Remote Instruction During COVID Crisis (Spring 2020) – Results for All Authorizers. (2020). Survey slide report of New York State charter schools, May 2020. https://credo.stanford.edu/reports/item/report-3/

q2 · i? · associational · r2

Descriptive survey of engagement practices during remote instruction in New York charter schools. The report states that "about two-thirds of schools took ‘above and beyond’ steps" for students not regularly active, alongside the most commonly cited connection strategies: community events (184 schools), regular multi-mean communication (174), and existing structures like advisory or SEL programs (128).

"For students who were not regularly active in school, about two-thirds of schools took ‘above and beyond’ steps, such as conducting home visits, providing wifi hotspots, or reaching out to individual students’ extended networks of friends/family."

Discussion¶

Related Claims¶

• During COVID building closures, New York charter schools ranked sustaining student learning and engagement as their most urgent priority, while student well-being factors ranked lowest despite serious concern — 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
• Educators' knowledge of students' family and community contexts, including shared language and cultural background, helped schools reach and be reached by families — related
• COVID-19 school closures highlighted the need to understand promising remote learning strategies when no classroom alternatives exist — related