The Impact of COVID-19 on Science Education: Early Evidence from California
Saved in:
| Title: | The Impact of COVID-19 on Science Education: Early Evidence from California |
|---|---|
| Language: | English |
| Authors: | Gao, Niu, DiRanna, Kathy, Fay, Maria T. Chang, Public Policy Institute of California (PPIC) |
| Source: | Public Policy Institute of California. 2022. |
| Availability: | Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org |
| Peer Reviewed: | N |
| Page Count: | 34 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2128789 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Science Education, State Standards, Scientific Literacy, COVID-19, Pandemics, Educational Change, School Districts, Counties, Equal Education, Distance Education, Teaching Methods, Accountability, Educational Equity (Finance), Elementary School Students, Middle School Students, High School Students, Curriculum Implementation, Science Curriculum, Alignment (Education), Barriers |
| Geographic Terms: | California |
| Abstract: | The California Next Generation Science Standards (CA NGSS)--adopted in 2013--have the potential to improve scientific literacy and strengthen the global competitiveness of California's workforce. However, longstanding underinvestment in science education and the unprecedented disruptions caused by COVID-19 have heightened challenges faced by California's districts, schools, and students. In this report, the authors use data from multiple sources to understand the impact of COVID-19 on science education when schools were mainly virtual. The authors found that: (COVID-19 derailed science education in most; (2) Support for science education was limited; (3) County offices of education received fewer requests for science-related assistance; (4) Most district recovery plans do not prioritize science education; and (5) California can take steps to support equitable investments in science education. [For "The Impact of COVID-19 on Science Education. Policy Brief," see ED623555. For "The Impact of COVID-19 on Science Education. Technical Appendices," see ED623557.] |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Access URL: | https://www.ppic.org/publication/the-impact-of-covid-19-on-science-education/ |
| Accession Number: | ED623554 |
| Database: | ERIC |
| Abstract: | The California Next Generation Science Standards (CA NGSS)--adopted in 2013--have the potential to improve scientific literacy and strengthen the global competitiveness of California's workforce. However, longstanding underinvestment in science education and the unprecedented disruptions caused by COVID-19 have heightened challenges faced by California's districts, schools, and students. In this report, the authors use data from multiple sources to understand the impact of COVID-19 on science education when schools were mainly virtual. The authors found that: (COVID-19 derailed science education in most; (2) Support for science education was limited; (3) County offices of education received fewer requests for science-related assistance; (4) Most district recovery plans do not prioritize science education; and (5) California can take steps to support equitable investments in science education. [For "The Impact of COVID-19 on Science Education. Policy Brief," see ED623555. For "The Impact of COVID-19 on Science Education. Technical Appendices," see ED623557.] |
|---|
