About
Bruchim Ha'baim - Welcome

COVID and Learning Loss: Behind the Headlines

Steve Freedman
Over the past several months major media outlets and educational journals have been sounding the alarms about the learning losses our children suffered during the height of the COVID pandemic. We have seen headlines that read, Pandemic Massively Disrupted Student Learning,  Remote Learning Erased Students' Progress in Math and Reading” and Pandemic Prompts Historic Decline in Student Achievement.

These are alarming headlines, and the data supporting these assertions are concerning, but also nuanced. While many states were reporting learning losses as the pandemic wore on, the only national assessment, the NAEP Test (National Assessment of Educational Progress), confirms with its 2022 results that nationwide students in grade 4 and 8 (the two grades assessed) saw a substantial decline in test scores in both reading and math. According to the data this is the biggest loss in a generation and essentially wipes out a decade of growth.  More ground was lost in math than in reading.  The data also shows that the longer a child was learning remotely, the greater the learning loss.

Harvard University and Stanford University took a deeper look at the data and found that poverty played a large role in the decline in scores. Poverty was predictive of how much learning was lost. Lower performing students also lost more, widening the gap between higher performers and lower performers. For remote learners, those in poverty suffered more as well.  For instance, two districts in California were compared - both were remote for the same amount of time. One district was wealthy, the other at a high level of poverty.  The learning loss was much less in the wealthy district.  Some states saw greater losses than others, while some districts saw very little loss. And among the Catholic Schools (non-public) in the data, there was virtually no loss.

MAP scores, the assessment we use at Schechter Bergen, were also analyzed and similar declines were noted as well among public school students.  However, the most recent MAP scores analyzed for the Spring of 2022 already began to show a rebound. 

The take away from this, as a nation, is that there was significant learning loss in math and reading. But this loss was not universal and did not affect all children equally. In addition, in many areas the rebound has already begun.  What is most clear is that the declines were uneven, impacting students in poverty and those who learned remotely for an extended time more significantly.  For many students around the nation, it wasn't just about having to learn remotely. For many of the nation's children, mental health issues became impactful, and a distraction from learning, as many had to babysit younger siblings as parents worked, and sadly many felt the stress of ill parents, death and unemployment.  In fact, children globally faced these issues and even in countries where schools remained open, many experienced declines as well.  

We cannot underestimate the impact this once-in-a century disruption had in our lives and to our children’s development.  Many children’s social and emotional development was slowed, as well. We see that throughout the grades and especially in the younger grades.  Students are learning how to have sleepovers at friends' homes, have playdates again, and be away from family. For some this has proved challenging. Some are learning how to be students again or for the first time. Some are overly anxious about school work and grades. All of this is real. More than academics, we need to be paying attention to our children’s emotional and social health. And we need to make sure we do not inadvertently add to their stress as we come out of the pandemic.  

It is also important to note that some of the struggles our children are facing are not seen by parents or loved ones - not because adults don’t want to see it; rather, kids can be very adept at hiding their struggles.  At Schechter Bergen, we have invested great effort in providing emotional and social support for our children, including learning the skills to help them deal successfully in social settings and how to cope with their fears, anxieties, and struggles.  

Yet, with all of the consequences of a prolonged pandemic, we also know that in the long term, our children will be fine!

For instance, Schechter MAP scores are in alignment with other non-public schools, indicating that our decision to remain open in combination with the educational and emotional resources we have available at Schechter, minimized the academic impact on our children. That is not to say that there weren't gaps that developed during the duration of the pandemic. Most children’s learning did slow during this time. As a result, Schechter, and schools like ours, are intentionally putting into place measures to ensure any gaps are closed over time.

In addition, it is important to remember that there is so much more to learning beyond math and reading. Our children learned life skills such as flexibility, resilience, creativity and empathy. They learned to problem solve and adapt in new ways - skills that will serve them well for a lifetime.  These cannot be measured in a standardized test. And even standardized tests are only a snapshot in time; and in this case a time ripped with stress.

While we have reason for concern about our nation’s children, there is also reason for optimism. With time, most children will close any skill gaps they are experiencing, especially if they are given the time, resources, and support. And yet, we also have to acknowledge gratitude for our own abundance and the unfortunate reality that too many children, stuck in poverty, may not have the same opportunities.

As for our children, I believe we, as partners, both at school and home, have helped them to successfully navigate living through a pandemic and now we are in the process of resuming our lives and helping our children to do the same - rediscovering the joys of childhood and early adolescence. As I wrote last week, learning is not a race; they will learn everything they need to and will be well positioned for their next stages of life.  Our main focus needs to be on ensuring the emotional health of our children. If we see our children becoming anxious or worrying too much about school, it is incumbent upon us to intervene. Our children need encouragement and reassurance so that they continue to be resilient, and a sense of optimism so they are able to truly recognize the potential, hope, and opportunities that are afforded to them.
Back

Comments

No comments have been posted
275 McKinley Ave. | New Milford, NJ 07646 | Phone: 201-262-9898 | Fax: 201-262-3026 | info@ssdsbergen.org