Virtual School Meanderings

July 5, 2021

Report – Disparities in Learning Mode Access Among K–12 Students During the COVID-19 Pandemic, by Race/Ethnicity, Geography, and Grade Level — United States, September 2020–April 2021

This report may be of interest to some readers.

Disparities in Learning Mode Access Among K–12 Students During the COVID-19 Pandemic, by Race/Ethnicity, Geography, and Grade Level — United States, September 2020–April 2021

On June 29, 2021, this report was posted online as an MMWR Early Release.

Emily Oster, PhD1,2; Rebecca Jack, MPP1; Clare Halloran, PhD1; John Schoof1; Diana McLeod1,5; Haisheng Yang, PhD1,3; Julie Roche4; Dennis Roche4


What is already known about this topic?

Reduced access to in-person learning is associated with poorer learning outcomes and adverse mental health and behavioral effects in children.

What is added by the report?

Although access to in-person, hybrid, and virtual learning modes varied throughout the school year, during January–April 2021, access to full-time in-person learning for non-Hispanic White students increased by 36.6 percentage points, 31.1 percentage points for non-Hispanic Black students, 22.0 percentage points for Hispanic students, and 26.6 percentage points for students of other race/ethnicities.

What are the implications for public health practice?

To increase equitable access to full-time in-person learning for the 2021–22 school year, school leaders should focus on providing safety-optimized in-person learning options across grade levels in all geographic areas. Vaccination and other efforts to reduce levels of community transmission should be intensified.

Related Materials

June 22, 2021

Survey Results for State of Michigan Teachers and Parents: K-12 Teacher and K-12 Parent Experiences with Remote Learning During COVID

This is an interesting slide deck (all 113 slides) that came across my electronic desk.

Visit at

June 17, 2021

New Report Released on Effects of the COVID-19 Pandemic on Undergraduate Student Experiences in Spring of 2020

While not K-12 focused, I suspect that this report has lots of common themes that readers of this blog would find interesting.

 Institute of Education Sciences

New Report Released on Effects of the COVID-19 Pandemic on Undergraduate Student Experiences in Spring of 2020

2021456In the spring of 2020, 84 percent of all undergraduates experienced some or all their classes moving to online-only instruction due to the coronavirus (COVID-19) pandemic. Twenty-seven percent of students reported receiving a tuition refund from their institution, and 38 percent a room-and-board refund.

A new and unique National Center for Education Statistics report, 2019–20 National Postsecondary Student Aid Study (NPSAS:20): First Look at the Impact of the Coronavirus (COVID-19) Pandemic on Undergraduate Student Enrollment, Housing, and Finances (Preliminary Data), is released. The population included in this report is approximately 61,000 undergraduate students from the nationally representative NPSAS:20 sample. The data used in this report provide the first national estimates of the impact of COVID-19 on postsecondary students in the first academic semester of the pandemic. This First Look describes early pandemic disruptions to students’ enrollment, housing, and finances, as well as how institutions supported and informed students on these and other impacts.

Some key findings from this report include:

  • Thirty-four percent of undergraduates received technology or technical services from their institution to aid in transitioning to online instruction.
  • Twenty-eight percent of undergraduates experienced a housing disruption due to COVID-19: moving back to their permanent address, moving to another living situation, or having difficulty finding safe and stable housing.
  • Twenty-nine percent of undergraduates lost a job or lost income as a result of the pandemic.
  • Seventy percent of undergraduates agreed that their institution provided helpful communication on changes to accessing coursework due to the pandemic.

To view the full report, please visit

The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.
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May 24, 2021

#DLAC21 Session Highlight – Remote Teaching – Emergency or Not: Examining Pandemic Pedagogy in Canada

The first of two conference highlights.

Michael Barbour of Touro University California, Randy LaBonte of the Canadian eLearning Network, and Joelle Nagle of the University of Windsor will be presenting at DLAC Online on June 16.

Check out out all the presentations Online and On-site at!

May 17, 2021

Article: Calculating the cost of e-learning – Winnipeg Free Press

Filed under: virtual school — Michael K. Barbour @ 11:04 am
Tags: , , , , , ,

This was an interesting article that was originally published in the Winnipeg Free Press.

Calculating the cost of e-learning

Local Journalism Initiative Reporter By: Maggie Macintosh
Posted: 6:17 AM CDT Friday, Apr. 16, 2021

Bruno de Oliveira Jayme, assistant professor in the Faculty of Education at The University of Manitoba, is photographed in a near empty student study area at the Rady College of Medicine in Winnipeg Thursday, April 15, 2021. He is leading a study on the impacts of remote learning on teacher strategies and the use of Edtech in classrooms.


Bruno de Oliveira Jayme, assistant professor in the faculty of education at the University of Manitoba, is leading a study on the impacts of remote learning on teacher strategies.

One year after an emergency pivot to remote learning provincewide, a trio of academics at the University of Manitoba wants to find out how teachers have adopted educational technology into classrooms and adjusted their roles in response.

Bruno de Oliveira Jayme, Shannon Moore and Joanna Black are seeking teacher recruits for a new research project on online learning throughout the COVID-19 pandemic.

“While we recognize there are some benefits for some students, we are worried about how COVID might be used as an opportunity to push for more online learning without substantive research about it,” said Moore, an assistant professor of education and co-investigator on the project.

To continue reading, click here.

The original article was authored by Bruno de Oliveira Jayme, Shannon Moore and Joanna Black and is available at:

Disaster Capitalism, Rampant EdTech Opportunism, and the Advancement of Online Learning in the Era of COVID19


  • Shannon Dawn Maree Moore, University of Manitoba
  • Bruno De Oliveira Jayme, University of Manitoba
  • Joanna Black, University of Manitoba


COVID19, pandemic, Disaster Capitalism, neoliberalism, online learning, public education, educational technology, pedagogy


The authors consider the ways in which educational responses to COVID19 exemplify  opportunistic disaster capitalism. Prior to the pandemic, neoliberal influence increasingly impacted education systems all over the world, pushing for increased privatization in/of schools.  COVID19 has created conditions for private technology companies to push for increased participation in public schools. That is, corporations are using this health crisis to further mobilize the neoliberal agenda, and encourage policies, practices, and technological infrastructure that will be used to rationalize ongoing online learning. In turn, we ask: What are the motivations and implications of inviting private EdTech into public education? How does EdTech encourage a move to online learning; c) what are the overall impacts of online learning? Under the veil of the panic of a global health crisis, our public education systems in Canada are being put at risk.

In looking through the references, it is mainly popular media articles and ideologically-driven think tanks.  While I agree with much of what they have written, it is unfortunate that there isn’t really much literature related to K-12 distance and online learning – given that the focus of the article is K-12 online learning.

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