COVID-19 Impacts and Responses

2020-05-29, 2020-05-29
Schuchs Carr, Isla
Borges Quadros, Cristiane
DeFrancesco, Phillip
Falcon, Marlene
Garcia, John
Gayle, Theresa
Hinojosa, René
Jimenez, Adriana
Kozak, Renée
Miller, Samantha
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In the following report, two MPA students—Cristiane Borges Quadros and Marlene Falcon—analyzed the COVID-19 response in China, Italy, Spain, and the United States. Theresa Gayle wrote an introduction to Federalism and created a timeline of state responses to provide context for her classmates reports on several key localities including Washington, California, New York, Texas, and Florida—written by MPA students John Garcia, Luisa Salazar, and Adriana Jimenez. Monica Tryon wrote a comparative analysis of the COVID-19 response in two or the largest U.S. cities, Los Angeles, California and Chicago, Illinois, and New Orleans, Louisiana—one of the hardest hit in the early days of the pandemic in the United States. Sandra Sanchez and Renee Kozak provided an analysis of the COVID-19 response in six major Texas cities—Houston, Dallas-Fort Worth, San Antonio, Austin, El Paso and, Corpus Christi, the city in which our university is located. Several students contributed questions to a survey: The Educational Impacts of COVID-19 in the United States. Samantha Miller reported on some of the higher education institutional responses to COVID-19 and the impacts on students. Ariana Rodriguez provided an analysis on the COVID-19 educational impacts on communities of color. René Hinojosa analyzed both higher education and K-12 access to technology and training prior to and during the COVID-19 institutional responses. Paula Szczepanek reported on the impacts of K-12 schools closing in reaction to the pandemic. John Garcia analyzed the challenges associated with the changes in instruction for K-12 students during this time and Cristiane Borges Quadros reported on the general perceptions of risk and the federal government response to COVID-19.

COVID-19 Impact Education Pandemic Response
Attribution-NonCommercial 4.0 International, This report was written by graduate students in the Master of Public Administration program at TAMUCC as part of their graded work in their Capstone Seminar, in fulfillment of their degree requirements. These Students were responsible for writing and editing their contributions. Dr. Schuchs Carr gave suggested revisions to each student as part of the report development process, but not all of the final submissions reflect those suggestions. All students submitted written permission for their pictures, contributor information, and report to be shared publicly in this final report document.