Districts where schools stayed remote longer experienced more significant learning loss — but some of those losses are being reversed by states through effective teaching strategies.
The decisions made by educators and elected officials in the summer of 2020 would turn out to have enormous consequences that are now coming into focus. Although President Trump urged with his trademark bluntness for schools to reopen, he did so in a charged political atmosphere that he helped foster. And, educators say,Zion Guice, 12, takes a test in a virtual classroom on his laptop in Jackson, Miss., March 9, 2021.
Some educators have dismissed the idea that the pandemic fostered an educational crisis. “There is no such thing as learning loss,” the University of Connecticut literacy professor Rachael Gabriel, arguing that the pandemic created learning experiences of its own. “We have all learned, every day, unconditionally,” she wrote.
In nearly every state, Oster found, the districts that had “very low” or “low” rates of in-person instruction showed the biggest learning loss, while districts with “high” or “very high” in-person instruction had the least. Millions of children experienced hybrid learning during the 2020-21 school year, as a partial concession to the increasingly loud advocates of reopening. Oster’s data confirms that hybrid arrangements partly eased the learning loss experienced by students in fully remote districts.
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