Education Law and Policy in the Time of COVID-19: Using a Legal Framework to Expose Educational Inequity

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

18

Educational Legislation; Educational Policy; Court Litigation; COVID-19; Pandemics; Low Income Students; Minority Group Students; Equal Education; Elementary Secondary Education; Postsecondary Education; Social Justice; Student Rights; Legal Responsibility

Rodriguez v San Antonio Independent School District; Brown v Board of Education; Parents Involved in Community Schools v Seattle School District No 1; Gratz et al v Bollinger et al; Fisher v University of Texas at Austin

2332-8584

Empirical data show that the COVID-19 pandemic deepened and exacerbated social inequalities, to the detriment of low-income communities of color. Using the law as a conceptual framework and legal research methodology, this study examines education law against the exacerbated social inequalities low-income students of color faced during the pandemic. Considering the bounds of the law against the exacerbated social inequalities surfaces the limitations of the law in a time of large-scale crisis and thereby exposes issues of educational inequity. In this context, policymakers bear the responsibility to adopt policies that promote educational equity. The study brings educational law and policy issues in the COVID-19 context to the fore of the educational equity discourse within the educational research community and has implications for policy and practice as well. The study is of import as educational researchers continue to examine the impact of COVID-19 across numerous social contexts and disciplines.

As Provided

2022

EJ1323933