Minnesota Safe Learning Survey: Winter and Spring 2021 Subgroup Analysis by Geography and Student Race/Ethnicity
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| Title: | Minnesota Safe Learning Survey: Winter and Spring 2021 Subgroup Analysis by Geography and Student Race/Ethnicity |
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| Language: | English |
| Authors: | Parr, Alyssa, Potter, Laura, Pekel, Katie, Gibbons, Kim, Schantz, Joe, Evenson, Alex, Region 10 Comprehensive Center, University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), University of Minnesota, Center for Applied Research and Educational Improvement (CAREI), Education Analytics, Inc., Minnesota Department of Education |
| Source: | Region 10 Comprehensive Center. 2021. |
| Availability: | Board of Regents of the University of Wisconsin System, University of Wisconsin-Madison, Research and Sponsored Programs, 21 North Park Street Suite 6401, Madison, WI 53715. Web site: https://wmcc10.org |
| Peer Reviewed: | N |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Office of Elementary and Secondary Education (OESE) (ED), Office of Program and Grantee Support Services (PGSS) |
| Contract Number: | S283B190048 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | State Surveys, COVID-19, Pandemics, Elementary School Students, Secondary School Students, Race, Ethnicity, Disproportionate Representation, Student Attitudes, Student School Relationship, Rural Urban Differences, Access to Computers, Racial Differences, School Demography, Teacher Student Relationship, Outcomes of Education, Racial Bias, Distance Education, Blended Learning |
| Geographic Terms: | Minnesota |
| Abstract: | Seeking to understand the experiences of educators, families, and students in K-12 public schools during the COVID-19 pandemic, the Wisconsin-Minnesota Comprehensive Center (WMCC)--working with the Minnesota Department of Education (MDE)--has developed the Safe Learning Survey that is being conducted at three intervals: Winter (February), Spring (May-June), and Fall (October-November), 2021. To date, two public reports have been published sharing the results of the Safe Learning Surveys conducted in the Winter (February) and Spring (May-June) of 2021. These reports provide a comprehensive description of the findings for each survey: (1) Winter 2021 Minnesota Safe Learning Survey (ED615428); and (2) Spring 2021 Minnesota Safe Learning Survey (ED615427). The purpose of this companion brief is to provide additional information disaggregated (i.e., broken down) by district geography and student race/ethnicity on five key themes and potential areas for policy and practice improvement: learning, connectedness, engagement, technology, and racism and racial microaggressions. Such disaggregation of data is an important step in understanding how to provide equitable supports that are tailored to the needs of particular communities. [The following people collaborated on this report: Heather Muller, Wendy Hatch, Denise Specht, Deborah Henton, Jon Millerhagen, and Kirk Schneidawind.] |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | ED618757 |
| Database: | ERIC |
| Abstract: | Seeking to understand the experiences of educators, families, and students in K-12 public schools during the COVID-19 pandemic, the Wisconsin-Minnesota Comprehensive Center (WMCC)--working with the Minnesota Department of Education (MDE)--has developed the Safe Learning Survey that is being conducted at three intervals: Winter (February), Spring (May-June), and Fall (October-November), 2021. To date, two public reports have been published sharing the results of the Safe Learning Surveys conducted in the Winter (February) and Spring (May-June) of 2021. These reports provide a comprehensive description of the findings for each survey: (1) Winter 2021 Minnesota Safe Learning Survey (ED615428); and (2) Spring 2021 Minnesota Safe Learning Survey (ED615427). The purpose of this companion brief is to provide additional information disaggregated (i.e., broken down) by district geography and student race/ethnicity on five key themes and potential areas for policy and practice improvement: learning, connectedness, engagement, technology, and racism and racial microaggressions. Such disaggregation of data is an important step in understanding how to provide equitable supports that are tailored to the needs of particular communities. [The following people collaborated on this report: Heather Muller, Wendy Hatch, Denise Specht, Deborah Henton, Jon Millerhagen, and Kirk Schneidawind.] |
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