This post is part of our series entitled Teaching and Learning During a Pandemic, in which we invite guest authors to reflect on the challenges of the Coronavirus pandemic for teaching and learning. Our guests today are Matthew A. Kraft, Associate Professor of Education and Economics at Brown University and Research Director at Upbeat, and Nicole S. Simon, director in the Office of K-16 Initiatives at the City University of New York. Other posts in the series are compiled here.
The COVID-19 pandemic has shuttered schools across the United States, upending traditional approaches to education. The health threats posed by the Coronavirus, a sudden shift to remote teaching, and added caretaking responsibilities at home have created a uniquely stressful and demanding context for teachers’ work. Major concerns exist about teachers’ wellbeing during the pandemic and their ability to successfully deliver instruction remotely. Teachers have also expressed apprehension about their willingness to return to the classroom when schools are able to reopen. Even more troubling are projections of substantial student learning loss and the likelihood that differential access to technology and learning supports at home are exacerbating longstanding achievement gaps along racial and socio-economic lines.
We developed the “Teaching From Home Survey” for Upbeat to support districts in better understanding and responding to teachers’ experience in working remotely. Between April 27 and May 26, 2020, a diverse sample of 7,195 teachers working across nine southern, midwestern and eastern states answered the survey. 78% of teachers responded to the survey, including teachers working across 8 districts and 3 charter school networks in rural, suburban, and urban areas. Our analyses complement and extend recent findings by smaller, nationally representative surveys by USA Today, Educators for Excellence, Ed Week, and RAND. The large and diverse sample of respondents allow us to explore how teachers’ experiences working remotely differ across both individual and school characteristics.