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    COVID-19 School Closures Undermined Learning

    By Dan Walters

    Whether California’s schools should remain open or be closed was a hot issue when the COVID-19 pandemic was raging in 2020 and 2021.

    Although medical authorities quickly concluded that children had a much smaller risk of being infected or experiencing severe effects if infected, California schools were mostly closed, in large measure because teachers and their powerful unions insisted on it.

    With schools closed, local administrators scrambled to provide on-line classes, what became known as “zoom school,” but they were poor substitutes for the real thing — especially for English-learner students and those from poor families.

    Those children — roughly 60% of the state’s nearly 6 million public school students — were already trailing their more privileged contemporaries academically when the pandemic hit. The closures made it worse, for obvious reasons.

    They tended to lack internet access and proper equipment for on-line classes. Their parents were often compelled to work outside the home to make ends meet, so kids were often left to fend for themselves. Absenteeism from on-line classes was widespread.

    Affluent parents, particularly those who could easily work from home during the pandemic, made certain that their kids attended on-line classes, helped them with their school work, formed informal collaboration groups and/or hired tutors. Thus, the ill effects of closures were mitigated. And, of course, private schools, such as the one Gov. Gavin Newsom’s kids attend, either remained open or minimized closures.

    For months, politicians from Newsom downward quarreled over how the schools should function and angry parents formed the core of a movement to recall him from office. Newsom survived the recall, but the educations of millions of kids did not, as new data confirm.

    While the state Department of Education has not released 2022 academic test data that would allow comparisons with pre-pandemic results, individual school districts are doing so and the numbers from the state’s largest school district, Los Angeles Unified, are stunning.

    About 72% of the district’s students are not meeting state standards in math and 58% are behind in English, essentially wiping out five years of progress that it had recorded prior to the pandemic.

    “The pandemic deeply impacted the performance of our students,” LAUSD Supt. Alberto Carvalho said. “Particularly kids who were at risk, in a fragile condition, prior to the pandemic, as we expected, were the ones who have lost the most ground.”

    While the district released gross data, it did not break down the test results by ethnic or economic subgroups. The Los Angeles Times, however, gleaned the detail from a school board document marked “not for public release.”

    Why the secrecy? Apparently it was to mask the particularly disturbing data about Black and Latino kids.

    “About 81% of 11th-graders did not meet grade-level standards in math. About 83% of Black students, 78% of Latino students and 77% of economically disadvantaged students did not meet the math standards,” the Times reported.

    We won’t know how the state as a whole fared until — and unless — the Department of Education finally releases 2022 complete “Smarter Balance” test results. But there’s no reason to believe that what happened — or, more accurately, what didn’t happen — in Los Angeles isn’t also true of other systems, particularly those with large numbers of at-risk students.

    Click here to read the full article at CalMatters


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