Remote interventions were being considered as a means to support equity and inclusion during COVID disruptions¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Remote interventions were discussed as a way to support equity and inclusion during COVID disruptions. → Matthew Soldner 2020

Evidence¶

Matthew Soldner 2020¶

Matthew Soldner, Megan Kuhfeld, Dan Goldhaber, Constance Lindsay, Allison Crean Davis. (2020). A “Lost Year” of Data? What Disruptions From COVID-19 Mean For Education Research. NWEA Research presentation. https://www.nwea.org/research/publication/a-lost-year-of-data-what-disruptions-from-covid-19-mean-for-education-research/

q1 · i? · theoretical · r?

The webinar description asks “What interventions can be used remotely to support equity and inclusion?”, indicating remote interventions were a panel topic for supporting equity and inclusion during disruptions. No specific intervention or effectiveness evidence is named.

"What interventions can be used remotely to support equity and inclusion?"

Discussion¶

Related Claims¶

• During COVID-19 school disruptions, schools can take steps to ensure students continue to progress academically whether at home or at school — a broader claim this one bears on
• COVID-19 school closures highlighted the need to understand promising remote learning strategies when no classroom alternatives exist — a broader claim this one bears on
• 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 — a narrower finding that bears on this claim
• High-poverty schools were overrepresented among New York charter schools that had not provided devices to students before building closure (86.8% of non-providers vs 79.3% of the sample) — 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
• Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households — related