Location
COVID-19 and Education (Session 2 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
The quandary of how to deliver quality instruction in the midst of a virulent and unabated pandemic for which there are no medications or vaccination is the greatest educational dilemma of our age. Using modified interpretive policy analysis (IPA), the paper reports the results of a study that examined the challenges, responsiveness, and efficacy of policies initiated during the early outbreak of the coronavirus pandemic in three sectors of the education community: (1) Historically Black Colleges and Universities (HBCUs), (2) public schools offering services to disabled students, and (3) research universities in four geographic locations. Specific attention is given to policy formulations, implementations, and modifications during the early advent of COVID-19 in the U.S. The paper concludes with recommendation for moving forward.
Keywords
Policy Analysis, COVID-19, Public Schools Universities, Students with Disabilities
Professional Bio
Dr. Olivia Boggs is an associate professor of Education at Mercer University and a registered civil mediator with the state courts of Georgia. She has a bachelor’s degree in mathematics from Hampton University, master’s degree in rehabilitation counseling from Boston University, and doctorate in administration, planning, and policy studies from Harvard University where she was elected to the editorial board of the Harvard Educational Review.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Boggs, Olivia M.; Bellamy, Brittany; Eavenson, Julie; and McBride, Tiffany, "Building the Plane While Flying It: School and College Policy Responses to the Covid-19 Pandemic" (2020). Georgia Educational Research Association Conference. 21.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/21
Building the Plane While Flying It: School and College Policy Responses to the Covid-19 Pandemic
COVID-19 and Education (Session 2 Breakouts)
The quandary of how to deliver quality instruction in the midst of a virulent and unabated pandemic for which there are no medications or vaccination is the greatest educational dilemma of our age. Using modified interpretive policy analysis (IPA), the paper reports the results of a study that examined the challenges, responsiveness, and efficacy of policies initiated during the early outbreak of the coronavirus pandemic in three sectors of the education community: (1) Historically Black Colleges and Universities (HBCUs), (2) public schools offering services to disabled students, and (3) research universities in four geographic locations. Specific attention is given to policy formulations, implementations, and modifications during the early advent of COVID-19 in the U.S. The paper concludes with recommendation for moving forward.
