EXAMINING THE IMPLEMENTATION OF A PROGRAM DESIGNED TO INCREASE EQUITABLE ACCESS TO ADVANCED ACADEMIC PATHWAYS IN THE COVID-ERA

Abstract

To help inform implementation of a program designed to increase equitable access to academic pathways in the wake of COVID-19, an epidemic caused by the novel coronavirus, the researcher of this mixed-methods study examined the program experience of 17 districts and 11 change-based facilitators across two school years from 2019-2021. Program experience was measured in four ways: (a) implementation fidelity, (b) supports and barriers, (c) context, and (d) disposition of program participants and change-based facilitators. The program experience indicators were tested using Cronbach’s alpha to confirm internal consistency, demonstrating reliability (α = 0.708). Early research provides evidence that COVID-19 has disproportionately impacted traditionally marginalized people and is projected to exacerbate existing educational inequities, therefore, given the focus of the API program, future implementation is likely to be markedly different and it is reasonable to hypothesize that the current crises will influence educator concerns and subsequent student outcomes. Key elements of program participant experience included relationship with consultant, flexibility, and utility of program tools. Recommendations are made emphasizing the importance of (a) studying the change-based facilitator (i.e., consultant), (b) using learning theory to develop a standard program model, (c) creating systems for program differentiation to support diverse school characteristics, and (d) maintaining a focus on student outcomes despite the abnormality of current times