Paragraph changes - merge issues

website-code/aboutdata.html

@@ -45,22 +45,22 @@
             <div class="page-header">About the Data</div>
             <h2>American Community Survey </h2>
             <br>
-            <p>We use data from the
-              American Commuity Survey, a demographics survey regularly conducted by the Census Bureau. The ACS
+            <p>Our data is sourced from the
+              American Community Survey, a demographics survey regularly conducted by the Census Bureau. The ACS
               collected 3.2 million data points in 2018. We isolated 97 relevant variables for our analysis from
               the dataset using <a href="https://usa.ipums.org/usa/index.shtml" target="_blank">IPUMS USA</a>, which
               allows researchers to create custom datasets from census data. </p>
             <p>Limitations on ACS data are outlined in detail in <a href="https://usa.ipums.org/usa/doc.shtml"
                 target="_blank"> the IPUMS documentation</a>. The main limitation is that the records identify no
-              geographic areas with fewer than 100,000 inhabitants. As such, we were limited on data from small and sparse areas, for example, some rural areas. Furthermore, ACS data samples are weighted, meaning that
-              persons with some characteristics are over-represented in the samples, while others are underrepresented.
+              geographic areas with fewer than 100,000 inhabitants. As such, we have limited data from small and sparse areas, for example, some rural areas. Furthermore, ACS data samples are weighted, meaning that
+              people with some characteristics are over-represented in the samples, while others are underrepresented.
               To adjust for weight, we applied sample weights provided in the microdata. </p>
             <p>For most of the relevant analyses conducted to create our visualizations, we filtered out data for any persons not identified as being a K-12 student. The ACS data is dense: only 2.9% of entries did not include information relevant for filtering for K-12 students. As such, we are confident that filtering the dataset
               in this way preserves the information from the original data. </p>
 
             <h2> National Center for Education Statistics (NCES) </h2>
             <br>
-              <p>The data used in our Food Insecurity analysis was from the <a href = "https://nces.ed.gov/ccd/elsi/tableGenerator.aspx">National Center for Education Statistics</a>, the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. Some counties and were missing from the dataset and were left out of the county-level analysis. Additional state-level data was obtained from external sources to complete the state-level analysis.
+              <p>The data used in our Food Insecurity analysis was from the <a href = "https://nces.ed.gov/ccd/elsi/tableGenerator.aspx">National Center for Education Statistics</a>, the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. Some counties were missing from the dataset and were left out of the county-level analysis. Additional state-level data was obtained from external sources to complete the state-level analysis.
               </p>
 
             <br><br>

website-code/computer-access.html

@@ -115,8 +115,8 @@
 
             <p class="text add-top-margin">
             </p>
-            <p>Computers, the most integral tool for remote learning, aren't a given for all families. Survey data
-              reveals why such discrepancies across income might exist: one <a
+            <p>Computers, the most integral tool for remote learning, are not a given for all families. Survey data
+              reveals discrepancies across income: one <a
                 href="https://www.rand.org/pubs/research_reports/RRA168-1.html">survey</a> found that about a third of
               teachers in high-poverty schools described access to computers as a major limitation to class
               participation. A <a

website-code/food-insecurity-county.html

@@ -65,10 +65,10 @@
           <div class="flex-item flex-column">
             <div class="page-header">Food Insecurity</div>
             <p class="text add-top-margin">
-                Affecting an estimated 11% of American households in 2018, <b>food insecurity</b> is defined as the disruption of food intake resulting from a lack of money and other resources. 
+                Affecting an estimated 11% of American households in 2018, <b>food insecurity</b> is the disruption of food intake resulting from a lack of money and other resources. 
                 School lunch is critical to the health and well-being of students, especially for those affected by food insecurity.
                 In fact, for some children, school meals may be the only meal they have on a given day.
-                When schools transitioned to a remote format in the spring of 2020, many vulerable students were left without school meals. 
+                When schools transitioned to a remote format in the spring of 2020, many vulnerable students were left without school meals. 
                 By some estimates, only 15% of students who qualify for free or reduced-price school meals have been getting them.
                 Some school districts have created a pick-up system for school meals, but the need for a parent to come to the pick-up site is a barrier for families where parents are busy working or have disabilities.
                 As remote education continues, food insecurity is expected to continue to pose a challenge to students in food-insecure households.

website-code/food-insecurity-state.html

@@ -106,10 +106,10 @@
             </div>
 
             <p class="text add-top-margin">
-                Affecting an estimated 11% of American households in 2018, <b>food insecurity</b> is defined as the disruption of food intake resulting from a lack of money and other resources. 
+                Affecting an estimated 11% of American households in 2018, <b>food insecurity</b> is the disruption of food intake resulting from a lack of money and other resources. 
                 School lunch is critical to the health and well-being of students, especially for those affected by food insecurity.
                 In fact, for some children, school meals may be the only meal they have on a given day.
-                When schools transitioned to a remote format in the spring of 2020, many vulerable students were left without school meals. 
+                When schools transitioned to a remote format in the spring of 2020, many vulnerable students were left without school meals. 
                 By some estimates, only 15% of students who qualify for free or reduced-price school meals have been getting them.
                 Some school districts have created a pick-up system for school meals, but the need for a parent to come to the pick-up site is a barrier for families where parents are busy working or have disabilities.
                 As remote education continues, food insecurity is expected to continue to pose a challenge to students in food-insecure households.

website-code/high-speed-internet-access-state.html

@@ -92,7 +92,7 @@
         <div class="flex-row">
           <div class="flex-item flex-column">
             <div class="page-header">Lack of Internet Access: High-Speed</div>
-            <p>The “digital divide” refers to the gap between those who do and those who do not have access to technology. In the context of COVID-19, the digital divide <a href = “https://www.pewresearch.org/internet/2020/04/30/53-of-americans-say-the-internet-has-been-essential-during-the-covid-19-outbreak/ ” target = “_blank”>exacerbates</a> and will continue to exacerbate differences in academic outcomes between those who have better technological access to essential tools such as the internet. Not surprisingly, having some access to internet is crucial to the most basic of academic tasks in the age of remote learning, such as accessing course materials and submitting homework. Principals <a href = “https://www.rand.org/pubs/research_reports/RRA168-2.html” target = “_blank”>reported</a> home internet access as the top issue limiting distance instruction. Moreover, unlike in years prior to COVID-19, high-speed internet access has been especially crucial to attending class through video conferencing platforms that aim to replicate in-person learning environments. </p><br>
+            <p>The digital divide refers to the gap between those who do and those who do not have access to technology. The digital divide negatively impacts learning outcomes, and remote learning due to Covid-19 has exacerbated <a href = “https://www.pewresearch.org/internet/2020/04/30/53-of-americans-say-the-internet-has-been-essential-during-the-covid-19-outbreak/ ” target = “_blank”>exacerbated</a> the differences in academic outcomes between students who have and do not have access to essential technology tools such as the internet. Not surprisingly, having some access to internet is crucial to the most basic of academic tasks, such as accessing course materials and submitting homework, in the age of remote learning. Principals <a href = “https://www.rand.org/pubs/research_reports/RRA168-2.html” target = “_blank”>reported</a> home internet access as the top issue limiting distance instruction. Moreover, unlike in years prior to COVID-19, high-speed internet access has been especially crucial to attending class through video conferencing platforms that aim to replicate in-person learning environments. </p><br>
             <p>
                 <a href="internet-access-state.html"><button class="custom-button-flat pulse-primary"><span>View internet access: all</span></button></a>
             </p>

website-code/index.html

@@ -81,16 +81,16 @@
                 There are currently 56 million K-12 students in the United States.<br><br>
               </div>
               <div class="col-md-3 home-box" style="background-color: #fff4fe"><br>
-                The COVID-19 epidemic has already disrupted the education of 98% of American students.
+                The COVID-19 pandemic has already disrupted the education of 98% of American students.
                 <div style="font-size: 70px;"><i class="fas fa-user-friends"></i> 98%</div>
               </div>
               <div class="col-md-3 home-box" style="background-color: #edf7ff">
                 <div style="font-size: 12vh; text-align: center; color: #5f0f40"><i class="fas fa-laptop-house"></i>
                 </div>
-                In districts across the country, students are starting the fall in hybrid and remote classrooms.
+                In districts across the country, students are starting the fall semester in hybrid and remote classrooms.
               </div>
               <div class="col-md-2 home-box" style="background-color: #f9f0ff">
-                <p>Cases of COVID-19 are still going up in 1 out of 3 states. The problem isn't going away.</p><br>
+                <p>COVID-19 cases are still going up in 1 out of 3 states. The problem isn't going away.</p><br>
                 <p style="text-align: center;"><img style="width: 85%;" src="img/oneofthree.png"></p>
               </div>
             </div>
@@ -163,48 +163,52 @@
 
               <div class="row">
                 <div class="col-md-5 homepage-text" style="margin-left: 110px;">
-                  <h1 style="font-size: 30px; color: #5f0f40; font-family: 'Overpass Mono', Helvetica, Arial, sans-serif;">Why is remote learning a problem?
+                  <h1 style="font-size: 30px; color: #5f0f40; font-family: 'Overpass Mono', Helvetica, Arial, sans-serif;">Problems of Remote Learning
                   </h1>
                   <p>Summer learning loss, also called the summer slide, is a well-documented problem in K-12 education
-                    where students lose academic progress over the summer months, which are usually the longest break
-                    from in-person education. COVID-19 school closures beginning in early March have led to what is
+                    in which students lose academic progress over the summer months, which are usually the longest break
+                    from in-person education. Summer learning loss particularly affects students in under-resourced communities. COVID-19 school closures, most of which began in early March, have led to what is
                     effectively <a
                       href="https://districtadministration.com/summer-learning-loss-covid-19-slide-equity-inequality/"
-                      target="_blank"><b>an unusually long summer</b></a>, which in turn have caused growing concerns
-                    about an extension of summer learning loss: the "Covid-19" slide. </p>
+                      target="_blank"><b>an unusually long summer</b></a>. <b>Many students do not have the adequate space, internet, or computer access necessary in order to maintain an in-person standard of education.</b> 
+                      This is the covid-19 learning loss. </p>
+                  <h2 style="font-size: 30px; color: #5f0f40; font-family: 'Overpass Mono', Helvetica, Arial, sans-serif;">Negative Effects of Remote Learning
+                  </h2>
                   <p><a href="https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf"
                       target="_blank">New research from NWEA</a>, a nonprofit research organization, predicts major
                     academic impacts from COVID-19 school closures for the average student, who will begin the next
                     school year having lost as much as a third of the expected progress from the previous year in
                     reading and half of the expected progress in math. <b>To put it shortly, remote learning has the
                       potential to severely disrupt the futures of all K-12 students affected.</b></p>
+                  <h3 style="font-size: 30px; color: #5f0f40; font-family: 'Overpass Mono', Helvetica, Arial, sans-serif;">Disproportionate Impact of Remote Learning
+                  </h3>
                   <p>Even so, remote learning affects some students more than others. For example, when <a
                       href="https://opportunityinsights.org/wp-content/uploads/2020/05/tracker_paper.pdf"
                       target="_blank">researchers</a> from Brown and Harvard tracked performance since late April (after
-                    mass school closures) in an online math program, they found that student progress in math decreased
+                    mass school closures) in an online math program, <b>they found that student progress in math decreased
                     by about half in classrooms located in low-income ZIP codes, by a third in classrooms in
-                    middle-income ZIP codes and not at all in classrooms in high-income ZIP codes. Survey data reveal
-                    why such discrepancies across income might exist: one survey found that about a third of teachers in
-                    high-poverty schools described access issues (eg. access to computers) as a major limitation, and,
-                    in another, principals reported home internet access as the top issue limiting distance instruction.
+                    middle-income ZIP codes and not at all in classrooms in high-income ZIP codes.</b> Survey data reveal
+                    why such discrepancies across income might exist. About a third of teachers in
+                    high-poverty schools described access issues (eg. access to computers) as a major limitation, and
+                    principals reported home internet access as the top issue limiting distance instruction.
                   </p>
                 </div>
                 <div class="col-md-1"></div>
                 <div class="col-md-4 homepage-text">
-                  <h1 style="font-size: 30px; color: #5f0f40; font-family: 'Overpass Mono', Helvetica, Arial, sans-serif;"> What are we doing about it?
+                  <h1 style="font-size: 30px; color: #5f0f40; font-family: 'Overpass Mono', Helvetica, Arial, sans-serif;"> Our Mission
                   </h1>
-                  <p>Using federal open-source data (see <a href="aboutdata.html"> About the Data</a>), we present interactive data
-                    visualizations to expose multiple hidden barriers to remote education. In doing so, we hope to
-                    reveal where and how severe barriers such as lack of access to computers and quiet spaces exist. Our
+                  <p>Using federal open-source data (see <a href="aboutdata.html"> About</a>), we present interactive data
+                    visualizations to expose some of the many hidden barriers to remote education. We hope to
+                    reveal the location and severity of barriers such as lack of access to computers and quiet spaces. Our
                     user-oriented and interpretable data visualizations are designed to help policymakers,
-                    administrators, and researchers understand how widespread the problem is and gain insight into
-                    questions such as: </p>
+                    administrators, and researchers understand institutional social failures are disrupting equal access to K-12 remote education. 
+                    Questions our data probes: </p>
                   <ul>
-                    <li>What obstacles to remote learning do students face in the United States?</li>
+                    <li>What obstacles to remote learning do students in the United States face?</li>
                     <li>Which students are most affected by which barriers? </li>
                     <li>How do multiple barriers, such as  access to computers, access to internet, and access to study space,
                       interact with each other? </li>
-                    <li>How might the geographic communities tackling COVID-19 take on obstacles to remote learning?</li>
+                    <li>How might communities tackling COVID-19 take on obstacles to remote learning?</li>
                   </ul>
                 </div>
               </div>