"Remote learning" did not work in 2021 in NC schools | Eastern NC Now

Last week the State Board of Education reviewed a major study of student performance in English and Math across the state last year.  Remember, much of last year was spent in “remote learning.”  That is, students were required to stay home.  Teachers and most staff continued to be at school and most were paid just as if the students were present.

We were told by local school officials that all was well.  That students who had a computer and internet connection would be fine.  That was not true.

The Report, oversimplified, says that learning in 2021 compared to 2018, was dismal.  The only subject that was in the positive territory was English II and it was just barely.  The lack of performance was pervasive.  It was across the entire state, in each of the Educational Districts and across various classifications of subgroups.

You can review the Report, complete with data, at https://www.ednc.org/wp-content/uploads/2022/03/JLEOC-Report-HB196.-Impact-on-Lost-Instructional-Time-for-SBE-March.pdf

An excerpt reads:

NCDPI’s initial findings from this analysis include: • On average, at the state level, all students were significantly impacted by the pandemic and lost instructional time. • Results show that there was a negative impact for all students, for all grades, for almost every subject (except English II). These negative impacts were especially true for Math (5th-9th grades) and Science (Biology). • Most students continued to progress during the pandemic but at a slower pace than they would have done otherwise. • Students who returned to the classroom for face-to-face learning and where specific and targeted resources and supports were immediately put in place, did better than the students who were purely remote and disengaged from their school community. Based on these preliminary findings, NCDPI will be able to better understand learning recovery and acceleration programs and interventions across the state and set benchmarks to monitor progress over time. This report allows the department to better target resources and prioritize funding for students who were most affected and for areas of the state that are most in need. The Office of Learning Recovery and Acceleration offered these key takeaways with a focus on eliminating opportunity gaps: • Connectivity - Students need access to reliable broadband internet at home, which directly impacts their ability to access robust, dynamic instructional materials and resources. Cross-sector partnerships should focus on solving the rural and economic broadband divide. • In-Person Instruction - The majority of students need regular interaction and direct personal engagement with their principals, teachers, and peers. • Students Disproportionately Impacted by the Pandemic – Education leaders and teachers should focus resources and targeted interventions on students who have been most negatively impacted by disrupted learning caused by the pandemic. • Focus on Content Areas of Highest Need - Education leaders and teachers should focus resources and targeted interventions for early grades reading, middle grades math, and science in the transition years.

So, where does the taxpayer go to get a refund for what they spent last year?