Abstract

Online learning has profoundly transformed the educational landscape, providing greater flexibility, convenience, and tailored instructional opportunities. Despite these benefits, challenges and disparities have emerged, particularly highlighted by the COVID-19 pandemic. This policy brief examines findings from a study at a suburban high school in the Midwest, focusing on students who, before the pandemic, had minimal academic struggles but faced significant difficulties during the shift to online learning. By targeting this specific group, the brief addresses a critical gap in research concerning the impact of online learning on high school students who experienced new academic challenges due to the pandemic. The brief also provides actionable recommendations for policymakers to promote equitable access to resources, support, and successful outcomes in online education.

Key words: Online learning, equitable access, pandemic education.