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Lear Preston, 4, who attends Scott Joplin Elementary School, attends his virtual classes as his mother, Brittany Preston, basically, at his residence on Chicago’s South Side on February 10, 2021. (AP Photo / Shafkat Anowar, File)
Schools across America are rushing to make up for time lost during the pandemic, presuming billions of dollars in tutoring, summer camps and longer school days, and trying to make up for what students have most urgently after two years of clashes.
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When learning went online because of the pandemic, many schools saw a large number of students fall under the radar. Many miss classes, tests and work. A record number of families fell from the annual standardized tests, leaving some districts with little evidence of how students do in reading and math.
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Now districts are trying to address that lack of information by adding new tests, training teachers to discover learning disabilities and exploring new ways to identify students who need help. In many districts, the results are used to drive the spending of billions of dollars in federal aid aimed at addressing learning loss and can be used in a variety of ways.
New York City is adding three phases of testing this year, hoping to determine which students are behind. Similar tests are used in Virginia’s Fairfax County, which allocates larger portions of funding to schools with lower scores. Chicago gives priority to students who use a classification system that deals with their grades and rates of COVID-19 and violent crime near their homes.
“To fully understand where students are and what these gaps or challenges might be for them – will be a challenge for us,” said Debbie Durrence, Chief Data Officer of Gwinnett County, Georgia.
His team, which serves a district of 180,000 students, has begun to follow a new metric: “disappearance”. In regular reports, the team aims to record what is known about each student’s learning progress, but also what is not known. Schools are required to help fill in the gaps, and students are often tested.
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For students, the obstacles associated with the pandemic are always recurring. Now that Lorena Rivera’s twin daughters are back in the classroom in Boston, some of their teachers have missed semester or are sick of COVID-19. The 14-year-old twins struggled with virtual learning, feeling they had nowhere to turn when they struggled with math problems.
Her daughters, Elizabeth and Amerie Allder, have since found support through a local education program, Boston Partners in Education, but Rivera wonders if her school knows how her daughters are doing.
“I’m not sure because every time you meet someone, they give you something different,” he said. “Some teachers say they’re doing really well. Others say they can do better.”
Early results from data collection from some of the nation’s largest school districts confirm what many feared: groups of students who faced learning disabilities prior to the pandemic, including black and Hispanic students and those from families of low income seem to be behind at the same time. . now larger numbers.
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In the Fairfax count, tests given this fall found that 68% of Hispanic primary school students needed intervention in math, up from 55% in 2019. English-language students have seen a similar increase. A quarter of white students were reported for help, up from 19 percent in 2019.
Last year, public schools in Houston found that 45% of black and Hispanic students had at least one degree of failure. It increased to 30% in 2019, and almost three times the rate of white students.
Similar inequities are occurring in schools across the country, said Robin Lake, director of the Center for Public Education Communication, a national research group. He suggests that long-term inequalities widen, he said, which could lead to deeper learning and income gaps for future generations.
States raise the alarm, urging schools to focus on students who have spent more time outside of school. Utah education officials found that students who missed last year’s tests were more likely to be Native American or Hispanic, which prompted an urgent call to find those students and “prevent them from dropping out. in an academic slump. ”
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Many larger districts already have systems and data systems in place to find students who are behind, while some of them are looking to recover. But not all major districts analyze or disclose data.
New York City is spending $ 36 million on new tests, but officials said the results have not been accurate across the district. Instead, they said the tests are being used at the school level to help teachers support students.
In Fairfax County, where more than 20% of students skipped state tests last year, district officials have tried to fill in the gaps by giving students informal, low-stress tests to measure their progress this fall.
“We’re working to find out which students need the most targeted support the fastest,” said Amy Goodloe, principal of Rocky Run Middle School. Teachers have used test results to identify concepts that students are struggling with and create plans to accelerate them, he said.
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The results also hurt the district’s leadership since it distributed $ 188 million in federal funds among nearly 200 schools. In many buildings, the money is used to add staff to help students in small groups, or to hire teachers for more personal help after school.
The increase in tests in some districts has prompted rejection by parents and teachers who say it takes valuable time in the classroom, but proponents say it is an important step in understanding the impact of the pandemic.
In Texas, a law passed last year requires 30 hours of instruction for students who did not pass state tests last year. It applies to students who failed the exam, but also those who did not take the exam.
“Increasing the number of assessments will not make a difference, it will only affect the amount of education time we have as a district,” said Margarita Gardea, who oversees elementary education and training.
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In Miami-Dade County, Florida, school officials have created a new learning disability index based on assessments, attendance and state tests, and then ranked students according to need. The district has brought in retired teachers to serve as temporary providers, and is expanding summer school, Saturday classes and other programs.
So far, test results have shown some progress in getting students to the undergraduate level, but thousands of students are still behind.
“The bottom line is that we have such a loss that it’s going to take some time,” said Gisela Feild, managing director of evaluation, research and data analysis. “You can’t afford such a loss in a year.” International Affairs Politics & Politics Immigration & Immigration Race & Ethnicity Religion Generation & Age & LGBTQ Family & Relationships Economics & Business Science & Technology Internet & Technology News Habits & Media Methodology Complete Search Subject Index
Ava Dweck, 9, of Goolsby Elementary third grade school, takes an online class at a friend’s house during the first week of remote learning for the Clark County School District in the midst of the coronavirus outbreak. (Ethan Miller / Getty Images)
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The Pew Research Center conducted this study to understand how parents of children in K-12 schools in the United States assess the impact of coronavirus outbreak on their children’s education amid educational changes this fall . The study also explores concerns among parents of K-12 students and children in light of the pandemic. This analysis is based on 2,561 U.S. parents of children under the age of 18 living in their family. The data were collected as part of a larger survey conducted on October 13-19, 2020. Each participant is a member of the American Trends Panel (ATP) Center, an online survey panel obtained for national championships. random. residential addresses. Thus, almost all adults in the United States have a chance to vote. The survey is representative of the adult population of the United States by sex, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP method.
“Median income” is defined here as two-thirds to double the family’s annual median income for panelists on the American Trends Panel. “Lower income” is below that range; The “superior yield” falls on her. See the methodology for more information.
Since U.S. school districts are struggling with the best way to provide instruction in the midst of a coronavirus outbreak, many parents of students in K-12 schools express concern that their children are late for school. via the disruptions caused by the pandemic. . There is a big difference between parents whose children attend school entirely in person and those whose children engage in online learning when it comes to assessments and concerns about the education their children currently receive, according to a new Pew Research Center. check out.
Parents of K-12 students who receive only in-person education are more likely to say they are very satisfied with the way their children’s school provides education during the pandemic: 54% say so, compared to 30% of those who are children. receives only online education and 27% of parents whose children receive a combination of in-person and online education.
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However, the majority of parents in these types of guides say they are at least a little older
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