Date of Conferral

8-7-2026

Date of Award

August 2026

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Gregory Campbell

Abstract

The COVID-19 pandemic intensified existing educational inequities among marginalized student populations, prompting unprecedented federal investments through the Coronavirus, Aid, Relief, and Economic Security (CARES) Act to support educational continuity. Existing literature findings consistently demonstrated that collaborative leadership, equitable resource allocation, family engagement, and community partnerships improved educational continuity, which reduced learning disparities during the COVID-19 pandemic. Despite substantial resource allocations, limited research has examined parent perceptions regarding the equity and effectiveness of CARES Act-supported educational interventions. The purpose of this generic qualitative study was to explore Virginia high school parents' perceptions of pandemic educational equity, CARES Act financial disbursement strategies, best practices, and challenges affecting marginalized students through the lens of the equity theory. Thematic analysis revealed that participants viewed CARES Act-funded resources as beneficial for maintaining instructional continuity. However, communication barriers, inconsistent implementation, and limited accommodations reduced equitable outcomes for marginalized students. Findings further indicated that students with disabilities and economically disadvantaged students experienced disproportionate educational barriers despite receiving available resources. Implications for positive social change include informing policymakers and educational leaders on strategies to improve emergency response planning, resource accessibility, and educational equity for vulnerable student populations during future crises.

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