Trends, Innovations and Policy Recommendations: Digital Learning in Mississippi During COVID-19

Framework

This research study uses a phenomenological framework to understand the lived experiences of educators, students, and parents during the COVID-19 pandemic and their experiences with technology and learning. A phenomenological framework (Groenewald, 2004) involves examining data regarding a phenomenon, interviewing participants who experienced the phenomenon and observing practices during the phenomenon. This study evaluated data available during the pandemic. Examples of data included state technology surveys from parents, educators, and students during multiple semesters of the pandemic and Mississippi student outcomes data such as state assessment scores, graduation rates, and absenteeism. Case study data on three Mississippi schools were collected through focus groups, individual interviews, and policy reviews. Experts in the field also reviewed the data collected and provided policy recommendations.

Methods

This study includes qualitative research in three Mississippi school districts to explore the impact of the pandemic on student learning in Spring 2020 and in the 2020-2021 school year as well as a follow-up in 2021-2022 school year. Focus groups and interviews were conducted with educators, administrators, and parents in the case study districts. Participants were asked to share challenges, innovations, and lessons learned. District policies were also examined.

A second qualitative research portion involved the Mississippi Digital Learning Coaches (DLC) program. The DLC program began in the 2021-2022 school year serving districts throughout the state. This was the first time a state-level digital learning coaching program was implemented in Mississippi. Focus groups and survey data was collected from coaches and teachers who participated in coaching.

Also included is an examination of available quantitative data from 2018-2019 through 2021-2022 for Mississippi public PK-12 schools. Data was analyzed in the areas of graduation rates, state assessment scores, absenteeism, and device and technology purchases, and surveys by parents, educators, and students. Both the qualitative and quantitative research portions were reviewed by an expert peer panel of Mississippi leaders. Policy recommendations were provided and reviewed by the expert panel.

Results

The following were key findings:
1. Mississippi transformed its educational technology infrastructure.
2. Mississippi developed and adapted state virtual learning policies.
3. Mississippi school districts adjusted to changing conditions.
• The greatest overall areas of challenge included: Attendance; Instruction; Academic policies; Student well-being; and Virtual and family engagement.
o Stakeholders consistently described learning loss and social and emotional challenges for students despite improvements to delivery of instruction. They were consistently concerned about the need to sustain technology and connectivity supports for families and many were also concerned about screen time for students and teachers.
• Innovative practices were found in the following general areas: Staffing; Training; Assignments; Scheduling; Devices; and Family engagement.
o Districts with stronger technology systems and supports in place already were better prepared at the onset of the pandemic but still faced issues.
o Stakeholders reported a variety of perspectives about resources and policies, most commonly pointing to online platforms or learning management systems (LMS) as well as improved training being the most helpful.
o Districts noted significant improvements to reduce the digital divide; while more support will be needed to sustain these improvements, much progress has been made. These results suggest technology in education is here to stay.
4. Statewide data academic loss and rebounds.
-Initially in 2020-2021 school year MS state assessment scores indicated learning loss in the areas of math and ELA. The greatest losses were in the area of math.
-Preliminary data from the 2021-2022 state assessments indicated that students had a significant rebound in student achievement.

Recommendations for How State Leaders Can Help to Shape the Future of Digital Learning
This research project indicates the following themes that policymakers should consider when examining options for digital learning and education recovery post-pandemic:
• A need to focus on students most impacted according to available evidence;
• The need and potential for cross-sector collaboration;
• The importance of effective communication and dissemination of information;
• The critical role of high-quality curriculum and training;
• Identification of ongoing funding to support education technology and other innovations; and
• Support for continued and coordinated data collection and research.

Importance

States across the country have documented learning loss in PK-12 students due to the pandemic. This presentation examines the impact of COVID-19 on technology and learning in Mississippi, a small rural high poverty state. Information learned in Mississippi may be beneficial for other states with regards to learning gaps, policy recommendations, and instructional practices.

References

Groenewald, T. (2004). A phenomenological research design illustrated. International journal of qualitative methods, 3(1), 42-55.

United State Census Data (2020). Mississippi Quick Facts. Retrieved on September 30, 2022 from https://www.census.gov/quickfacts/MS.