Drawing on data from the RAND American School Leader Panel 2020 COVID-19 Distance Learning Surveys, we analyze principal perceptions of school preparedness for distance learning with a specific focus on how different school types (e.g., rural, urban, and suburban) and student groups (e.g., students with mild disabilities, English learner students) were impacted by rapid school closure. These findings have important implications for how state education agencies, policymakers, and districts plan to address the growth of opportunity gaps among student groups. In addition, findings have important implications for education leadership and policy researchers seeking to design and implement studies to inform next generation policy and practice. [ABSTRACT FROM AUTHOR] Copyright of Educational Policy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Principal Perceptions of the Distance Learning Transition During the Pandemic