Remote learning does not work for all. A devastating drop in learning outcomes in the U.S. following the Covid pandemic
The pandemic and lockdown have hit hard the education system in the U.S.
As reported by the New York Times, in the U.S., students in most states and across almost all demographic groups have experienced troubling setbacks in both math and reading, according to the first nationwide test results since the pandemic released last month and called the National Assessment of Educational Progress.
Test results in math and readings show that the scores by 4th and 8th graders across all 50 states have plummeted to levels not seen in 20 years.
You can listen to the analysis in this episode of The Daily podcast.
Remote learning during the pandemic does not work in the U.S. Why is that?
Social and economic inequality has been critical in determining whether remote learning worked.
It shows that teaching and learning are interlinked with elements of a more comprehensive system of social and economic interactions.
Improved learning outcomes can contribute to shaping the social and economic factors that shape the systems, but these factors often impact students' learning.
The fact that remote learning in an advanced economy such as the U.S. did not work for most students is the use of the government's resources to support its education system. It shows that financial resources alone cannot sustain remote learning and hybrid teaching approaches.
It shows that it is necessary to look at various interlinked factors that shape and influence remote learning, including innovation, digital technology, capabilities, economic inequality, budget allocations, regulatory reforms, etc.
This is where, as argued in this paper, a systems analysis of education can help.
Originally published at https://knowledgecounts.fi on November 15, 2022.
