Examining State and District Policy and Resource Allocation to Support Digital Learning

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  • Author(s): Bowden, A. Brooks (ORCID Bowden, A. Brooks (ORCID 0000-0001-6079-5456); Danks, Amanda (ORCID Danks, Amanda (ORCID 0000-0003-2894-9560); Rodriguez, Viviana (ORCID Rodriguez, Viviana (ORCID 0000-0003-4829-8101); Yang, Haisheng (ORCID Yang, Haisheng (ORCID 0000-0002-7469-3941); Davis, Rebecca (ORCID Davis, Rebecca (ORCID 0000-0001-6171-702X)
  • Language:
    English
  • Source:
    Peabody Journal of Education. 2023 98(1):6-25.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      20
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305B200035
    • Subject Terms:
      Educational Policy; School Districts; Resource Allocation; Electronic Learning; State Policy; Teacher Participation; Parent Participation; Community Organizations; Community Involvement; Family Involvement; Educational Practices; Curriculum Development
    • Subject Terms:
      North Carolina
    • Accession Number:
      10.1080/0161956X.2023.2160105
    • ISSN:
      0161-956X
      1532-7930
    • Abstract:
      In the wake of the COVID-19 pandemic, many districts sought digital learning solutions to recover from learning loss, improve equity, and prepare for future interruptions. With this paper, we aim to provide information to policymakers and legislators regarding the value of resources needed to successfully implement comprehensive digital learning programing. We focus on the policies and resource allocation decisions made in North Carolina, one of the first states to launch a statewide digital learning initiative. First, we demonstrate the effects of state policy on school practices, then we turn the focus of the paper to how districts and schools allocated resources to implement digital learning. We apply the ingredients method to examine the costs of digital learning during the 2018-2019 school year. We close with recommendations for future policy and resource allocation.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1382330