Reopening K-12 Schools in the Era of COVID-19: Review of State-level Guidance Addressing Equity Concerns

Li, Alice; Harries, Michael; Ross, Lainie Friedman

OBJECTIVE: To determine how state guidance documents address equity concerns in K-12 schools during the COVID-19 pandemic. STUDY DESIGN: Using online searches, we collected state-level documents from all 50 states and the District of Columbia discussing reopening plans for K-12 schools in the 2020-2021 academic year. We examined whether these documents explicitly mentioned equity as a concern, as well as if and how they addressed the following equity issues: food insecurity and child nutrition, homelessness or temporary housing, lack of access to Internet/technology, students with disabilities or special needs, English language learners, students involved with or on the verge of involvement with the Department of Children and Family Services (DCFS) or an equivalent agency, mental health support, students/staff at higher risk of severe illness from SARS-CoV-2 infection, and students/staff living with someone at higher risk of severe illness from SARS-CoV-2 infection. RESULTS: Forty-four of 51 states (86%) explicitly mentioned equity as a concern or guiding principle. At least 90% of states offered guidance for 7 equity issues. Fewer than 75% states addressed homelessness or temporary housing, students involved with or on the verge of involvement with DCFS or an equivalent agency, and students/staff living with someone at higher risk of severe illness from SARS-CoV-2 infection. CONCLUSIONS: Wide variability exists in state-level guidance to help K-12 schools develop re-opening plans that protect those who are most vulnerable to learning loss or reduced access to basic needs. Interpretation and implementation by local educational agencies will need to be assessed.