From the files of ITOLDJASO.
And healthy children have a zero chance of dying from the ChiCom flu.
Too bad most teachers are not interested in teaching kids.
School closures and switches to hybrid/virtual learning due to the pandemic adversely affected student achievement through several channels, including a decline in skill accumulation and a disruption of peer effects and peer-group formation.
Preliminary evidence suggests that losses took place early in the pandemic and that there has not been an apparent recovery. Also, the impact on students has been far from uniform, as economic losses tend to fall more deeply on younger students and students from disadvantaged backgrounds.
Simply returning schools and instructional practices to where they were prior to 2019 will not avoid such losses. A wide range of remediation policies has been suggested, and evidence suggests that instruction practices — such as tutoring and individualized/small group instruction — appear to be effective.
“Learning progress slowed substantially in the U.S. during the pandemic.”
“The amount of effective instructional time declined during the COVID pandemic period due to school closures and the sudden switch to remote learning.”
“School closures can also be expected to have consequences for the socioemotional and motivational development of children and adolescents.”
School disruptions and learning losses have a wide range of economic and social effects. Lower levels of learning due to fewer years of effective schooling translates into deficient development of cognitive skills (measured by scores in standardized tests). In turn, lower cognitive skills will likely reduce the future earnings potential and labor-market opportunities of the students affected. All of this could eventually translate into lower economic productivity for the nation as a whole.
And healthy children have a zero chance of dying from the ChiCom flu.
Too bad most teachers are not interested in teaching kids.
School closures and switches to hybrid/virtual learning due to the pandemic adversely affected student achievement through several channels, including a decline in skill accumulation and a disruption of peer effects and peer-group formation.
Preliminary evidence suggests that losses took place early in the pandemic and that there has not been an apparent recovery. Also, the impact on students has been far from uniform, as economic losses tend to fall more deeply on younger students and students from disadvantaged backgrounds.
Simply returning schools and instructional practices to where they were prior to 2019 will not avoid such losses. A wide range of remediation policies has been suggested, and evidence suggests that instruction practices — such as tutoring and individualized/small group instruction — appear to be effective.
“Learning progress slowed substantially in the U.S. during the pandemic.”
“The amount of effective instructional time declined during the COVID pandemic period due to school closures and the sudden switch to remote learning.”
“School closures can also be expected to have consequences for the socioemotional and motivational development of children and adolescents.”
School disruptions and learning losses have a wide range of economic and social effects. Lower levels of learning due to fewer years of effective schooling translates into deficient development of cognitive skills (measured by scores in standardized tests). In turn, lower cognitive skills will likely reduce the future earnings potential and labor-market opportunities of the students affected. All of this could eventually translate into lower economic productivity for the nation as a whole.
The Pandemic’s Effects on Children’s Education
How far behind in school did students get during the pandemic, why did they get behind, and how can they catch up?
www.richmondfed.org
