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Data from instructional software provider Zearn show that student participation in online math coursework decreased by 11 percent this fall compared with participation prior to the pandemic. Among low-income students, the drop is 16 percent, while participation by high-income students decreased by just 2 percent. See Opportunity Insights Economic Tracker, tracktherecovery.

Data accessed November 15, The good news is that this is a substantial improvement from the spring, when participation was 41 percent lower for low-income students. Beyond access and quality of instruction, students must be in a physical and emotional state that enables them to learn. Feeding America notes that one in four children is at risk of hunger during the pandemic. The number of children who are housing-insecure has risen as families struggle to pay rent.

While schools have made progress in key areas, the reality is that the —21 school year is going to remain a challenge for every student. This makes it tough for schools to design effective learning strategies and makes it difficult for researchers to predict the impact of ongoing disruptions.

Guided by pre-COVID studies of the effectiveness of virtual learning and by assessment data collected at the start of this school year, we created four scenarios to consider:. The results are startling. Students on average could lose five to nine months of learning by the end of June Students of color could be six to 12 months behind, compared with four to eight months for white students Exhibit 6. After the earthquake in Pakistan, schools in part of the country were shut down for 14 weeks.

Four years later, researchers found that students who were directly affected by the quake ended up being 1. Students furthest from opportunity were hit hardest; children whose mothers had more education had completed primary school—just 16 percent of students had not lost any ground four years later. This suggests that students can catch up from lost learning caused by school disruptions.

But it also tells us that society must intervene to ensure that this becomes reality for all students. All of these scenarios will have a meaningful impact on existing achievement gaps, but shortening the length of disruption or improving the quality of remote learning can lessen this impact significantly, especially for students of color.

If the status quo continues, students of color stand to lose 11 to 12 months of learning by the end of the year, but targeted action could help reduce this to six to eight months. With remote classes likely to remain a reality for months to come, school systems could do more to make the online experience more conducive to learning.

Along with access to both technology and live teaching, students need a daily schedule that builds in formal opportunities for engagement, collaboration, and feedback. System leaders should also empower teachers with new ways to share practices and receive professional development in an online format. For example, Doug Lemov recently released a compendium of best practices in online teaching, Teaching in the Online Classroom: Surviving and Thriving in the New Normal Jossey-Bass, October , based on several months of study of videos of effective teachers at work online.

There are already some bright spots. Recent Curriculum Associates analysis identified a subset of exemplar schools serving low-income students of color that managed to minimize learning loss. These schools eliminated the digital divide; reached out to each family; doubled down on feedback loops of instruction, learning, and assessment; and held everyone accountable while celebrating successes.

Overcoming the digital divide: Distance-learning successes during the pandemic , Curriculum Associates, September , curriculumassociates. That could start with a renewed focus on early childhood—integrating healthcare, social services, and education programs to support children to be ready for school cognitively and socioemotionally.

It could continue with ensuring high-quality instructional materials in every classroom, integrating best-practice personalized, blended learning to help students master content. By recognizing teachers as the lifeblood of our education system, the approach could involve a more practicum-based approach to teacher professional development and innovation in unbundling the role of the teacher.

For example, Opportunity Culture has been working with several school districts to adopt its multiclassroom leadership model to remote learning—embedding real-time virtual coaching into every classroom. More broadly, schools provide so much more than academics. The pandemic has underscored the importance of investing in mental-health support, motivational coaching, skills training, and new support structures that could lead to an improved education experience.

Even if schools follow the most carefully structured, evidence-based approach to get the most out of remote learning and improve their teaching going forward, the reality is that many months of learning have already been lost.

As a result, school systems need to create a step change in student learning if we are to catch up on what has been lost through this pandemic. Systems can start now to create acceleration plans using evidence-based strategies that support students with more time and more dedicated attention, all founded on exposing students to grade-level learning. These strategies can be targeted to the students who need them most, leveraging the best formative assessments and early-warning systems to identify students at risk.

Early warning systems that track attendance, assignment completion, grades and behavioral data can help schools identify students that need intervention. For example, see William Corrin et al. These approaches have been road-tested, but will require significant investment to scale Exhibit 7.

Some of this may only be possible once it is safe to return to in-person learning, but other elements can begin remotely. In a recent survey of district and state leaders conducted in partnership with Chiefs for Change, we found that several districts and states are already experimenting to implement these strategies in the current environment. Some specific examples follow. Given the scope of learning loss so far and the limitations of remote learning, students will likely need additional learning hours to make up the loss.

That can come through extended school-day and structured after-school programs, weekend school, and summer school programs that already have proven benefits. Linda Darling-Hammond et al. The most effective programs strive to reinforce core learning, be culturally relevant, and limit groups to eight to 12 students. While some of these strategies can be implemented now, others should be developed for rapid implementation once in-person instruction is safe.

The summer of presents a promising opportunity. A recent RAND analysis of 43 summer programs suggests that 75 percent were effective in improving at least one outcome, especially in reading. Promising examples include Acceleration Academies, which has helped students gain up to three months of learning through 25 hours of targeted instruction in a single subject math or English-language arts over week-long vacation breaks.

David J. Deming, Joshua S. Goodman, and Beth E. Some districts are already planning for extended learning time. Any primary-care doctor will tell you that the physical-health toll of collective trauma — high blood pressure, headaches, herniated discs — have become quite common. And this has been before many people have returned to the office or resumed their pre-pandemic schedules. The mental-health crisis of the pandemic is also very real.

According to research by the Kaiser Family Foundation, a staggering four in 10 adults reported symptoms of anxiety and depression, a quadrupling of the pre-pandemic rate. More than one in four mothers reported that the pandemic has had a major impact on their mental health. I do not suppose that people in Malta have been spared the crisis, though the percentages may be different. This may be little comfort to those suffering, but this moment may pose an opportunity to rethink our roles at work and to reconsider our relationship with work — not just on an individual level, but on a societal one.

Addressing burnout in a systemic way could mean reducing workloads, redistributing resources, or rethinking workplace hierarchies. One suggestion, is to give people more autonomy in their roles so that they can play to their individual strengths — fitting the job around the person rather than making a person fit into the job. But it could also mean grappling with broader inequalities, in the workplace and beyond.

This could mean improving a toxic company culture, adapting parental leave and childcare policies, or introducing more flexible working. It could be offering more social support to parents and carers. It could mean making sure everyone has decent working rights and a living wage. Making system changes is difficult. Feeling like a zombie. Frans Camilleri 6 min. Same Author Economy.

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