In COVID-19 and student performance, equity, and U.S. education policy, Garcia and Weiss summarize literature done on aspects of education relative to the COVID-19 crisis, and argue that learning time has been interrupted, leading to issues of absenteeism, lack of progression in academics, and more.
The authors work through a variety of studies to explain their arguments. In one study, experimenters looked at international data on science test scores for 15 year olds, and they found that although in normal years students progress in their academic performance, they actually regressed in the 2020-2021 school year. Garcia and Weiss also explain studies that show students who miss more days of school are at risk of falling behind in school, and this has been made more extreme when students had to take it upon themselves to attend virtual classes. In a discussion about the needs of students, Garcia and Weiss explain that the system assumes no digital divide, forcing some students to shift their device use or share devices under circumstances where they did not have the training or expertise to do so. Related, studies showed that teachers were forced into remote learning without the optimal training and technical support, and thus they had to make many decisions on the fly, were not able to make the same emotional connections with their students, and more. The article discussed further review on the topics of the interruption to the whole child development, the lack of contingency planning, the exacerbation of opportunity gaps (in schools and beyond) and more, and overall make the argument that disadvantaged children will be the ones most negatively affected by the switch to remote learning, and will need the most support in recovering from the gap the pandemic caused. Garcia and Weiss explain what could be done moving forward in their “three R’s- relief, recovery, and rebuilding” plan, which is a set of education interventions that aims to lift disadvantaged children and smooth inequities as we move out of the pandemic.
After reading the article, I think it is important that we take the three R’s plan seriously, and it is inarguable that the pandemic has certainly widened the gap in opportunity for students and teachers alike. One part of the article that hit close to home is the section about the gap outside of the classroom, for example in access to food and shelter. I couldn’t help but think about how South Bethlehem is a food desert, and students in the community likely faced these struggles.
I read a different article but I find the content of your article very interesting and even disturbing. Because the pandemic forced learning to be limited to technology, it makes sense that those who could not afford the necessary resources were at a significant disadvantage. This will only cause the income gap to further. When considering the pandemic and education, I often remind myself of this problem and its future impact.
Julia, your post was really interesting and well-explained. I also found the three R’s plan to be a good idea. This would be a good structure to implement the necessary programs, policies, and practices that would reduce and eradicate educational gaps. Moving forward after the pandemic, I think there needs to be more emphasis on personalized, one-on-one instruction to ensure that every student is receiving adequate attention. In one of the articles I read for class, the author noted that the solution for solving these inequities is not “one teacher with 33 kids” and that there should be more efforts for individualized attention. The government and those in power should take note of the three R’s plan as it is impactful and would address many issues.