DOI: 10.3886/e216202v1
title: Study of State and Local-Level Educational Leaders COVID-19 Equity Approaches in Michigan, 2021-22

description: The COVID-19 pandemic exacerbated equity issues in education spanning race, disability, language, and socio-economic status. However, few studies examine the ways that district or state educational leaders consider equity in their decision-making during a crisis. This study examines how K-12 state and local leaders conceptualized equity and actualized equitable policies and practices during the pandemic. We conducted a multi-level case study, interviewing state and local-level educational leaders (n=64) from five school districts in the state of Michigan. Our findings reveal that leaders formed equity visions focused on meeting students’ individual needs, which were enacted differently at the state and local levels. Interview questions focused on leaders’ priorities and efforts to support staff, students, and families during the height of the COVID-19 pandemic. For example, interview questions prompted leaders to share their specific approaches for promoting student learning and engagement amidst the pandemic, key collaborators in this work, relevant successes and challenges, and any initiatives designed to support specific student populations (e.g., English learners, students receiving special education services, etc.). Additional topics include reflections on any lessons learned about equity during the 2019-20 and 2020-21 school years, including how leaders' thoughts on equity may have shifted due to the pandemic.<b><br></b>
description: The district and school level interviews spanned five districts. Following mutually defined guidelines developed with the Michigan Department of Education, we identified a purposive sample of Michigan school districts that adopted different instructional modalities (in-person, hybrid, and remote) and performed better-than-expected on statewide assessments during the 2020-21 school year. This sampling was part of a broader mixed-methods study exploring pandemic response across the state, which was reviewed and approved by IRB. Importantly, the broader study focused on district-level (as opposed to school-level) comparisons.<br><br>The five districts selected varied in size, geographic contexts (e.g., urban, suburban, and rural), and instructional modalities during COVID-19 school closings (e.g., in-person, hybrid, or remote).
description: Data for this study included interviews with 18 state-level leaders and 46 district and school leaders.State leaders as those involved in state-wide governance and educational administration (e.g., the governor’s office, state department of education), as well as representatives from professional associations (e.g., teachers’ unions, administrator associations) and student advocacy groups. Local-level leaders includes district superintendents and administrators (e.g., special education directors, curriculum directors) as well as school principals and teacher leaders..
description: other; Project Principal Investigators: Ayesha K. Hashim and Hayley WeddleThe study uses multi-level case study methods. The study includes interview data. Interviews were semi-structured as the interviews followed a protocol.