A new survey from the American Institutes of Research on how schools are responding to the coronavirus pandemic released preliminary responses from 474 school districts.
Almost a third of high-poverty districts reported that teachers mostly reviewed content covered earlier in the year to students from kindergarten to fifth grade. For older students grades six through 12, roughly one-quarter focused on reviewing concepts.
Meanwhile, in low-poverty districts, only 8% reported that teachers emphasized review from kindergarten to fifth grade. For older students grades six through 12, only 6% focused on reviewing concepts.
Most school districts spent less time on instruction overall. Virtual school amounted to an average of 3.87 hours per day with high schoolers. Many states require at least six hours.
Students in high-poverty districts were also more likely to learn from physically distributed materials, like paper packets. In low-poverty districts, 9% of students grades six through 12 learned from physical materials, compared to 42% of students in high-poverty districts.
The “homework gap” has become one concerning factor in the shift to remote learning: one analysis found that 16.9 million children did not have the home internet access needed for online schooling.
And this homework gap disproportionately impacts students of color; that same analysis found that 8% of white families do not have a computer at home — compared to 17% of Black and Latino families.
Additionally, the Pew Research Center reports that a quarter of low-income teens do not have access to a computer at home.
The low-poverty districts surveyed were also more likely to monitor students signing or logging into online programs. In fact, only 1% of low-poverty districts did not monitor student participation at all, compared to 15% of high-poverty districts.
Responses from school leaders included concerns over equity, with one respondent writing: “Big challenges remain in the implementation of appropriate services …read more
Source:: Business Insider