Across much of the Northeast, Midwest and West Coast, school buildings stayed closed and classes remained online for months.
These differences created a huge experiment, testing how well remote learning worked during the pandemic. Academic researchers have since been studying the subject, and they have come to a consistent conclusion: Remote learning was a failure.
In today’s newsletter, I’ll cover that research as well as two related questions: How might the country help children make up the losses? And should schools have reopened earlier — or were the closures a crucial part of the country’s Covid response?
“It’s too early to debate whether long term school closures hurt kids, let’s wait for all the data to come in.”
[Data comes in, research is published.]
“Why are we debating this now? Stop looking backward. Those decisions are in the past.”
— Marc Porter Magee (@marcportermagee) May 5, 2022
Mandates, closed schools and Dane County Madison Public Health.
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?