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¶

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? Navigating technology was not a frequently cited teacher issue; the most frequently reported issues were keeping students' attention, monitoring engagement, and managing home lives. → 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 teachers' challenges with online instruction during building closure. The report prints that "66% of schools said that less than a quarter of their teachers reported challenges with technology," and lists the three most frequently reported issues as keeping students' attention, monitoring student engagement, and managing their own home/personal lives.

"66% of schools said that less than a quarter of their teachers reported challenges with technology."

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
• 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 — 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
• Nearly all surveyed charter schools provided remote-learning professional development to teachers, compared with under half of district reopening plans — related
• Academic and test disengagement are connected through a common association with poor self-management — related
• Studies in which students used familiar online-learning software reported positive achievement effects during school closures — 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
• Maintaining student engagement is the greatest challenge reported by online charter school principals, identified nearly three times as often as any other challenge — related
• Nearly 80 percent of surveyed charter schools operated fully remotely in April 2020, falling to about half by the 2020-21 school year — related