{"id":13659,"date":"2020-11-13T08:49:24","date_gmt":"2020-11-13T13:49:24","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=news_post&p=13659"},"modified":"2020-11-13T08:49:24","modified_gmt":"2020-11-13T13:49:24","slug":"how-can-states-and-districts-define-what-counts-as-attendance-during-remote-learning","status":"publish","type":"news_post","link":"https:\/\/aurora-institute.org\/news\/how-can-states-and-districts-define-what-counts-as-attendance-during-remote-learning\/","title":{"rendered":"How Can States and Districts Define What Counts as Attendance During Remote Learning?"},"content":{"rendered":"
<\/a><\/p>\n WASHINGTON, D.C., November 13, 2020\u2014An analysis by the Aurora Institute (@Aurora_Inst<\/a>) has yielded recommendations for how states can allow more flexibility in how schools and districts determine what attendance means in the COVID-19 era of remote learning.<\/p>\n