Tag Archives: school closings

Remote Learning Is An Oxymoron

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On Thursday, The Washington Free Beacon posted an article about the impact the closing down of our schools during Covid had on our children.

The article reports:

Remote learning had an even worse effect on U.S. students’ education than was previously known, new research shows.

K-12 students who attended school from home in the 2020-2021 school year lost 50 percent of their typical math curriculum learning, according to a Harvard study first reported by the New York Times. Even students who went back to school in fall 2020 lost 20 percent of their typical math curriculum learning due to pandemic disruptions in the spring. The learning disparities were the worst for poor, black, and Latino students, a gap that one of the study’s authors called “the largest increase in educational inequity in a generation.”

The schools were closed by the Teachers’ Unions. Many teachers were afraid of catching Covid from their students (a largely unfounded fear, but understandable at the beginning of the Covid crisis), and many teachers simply enjoyed teaching remotely from wherever they chose to be.  After scientists realized that children were neither major spreaders of the virus and generally not at high risk from complications from the virus, the schools should have reopened, but not all of them did.

The article notes:

“It’s pretty clear that remote school was not good for learning,” Emily Oster, a Brown University economist and the coauthor of a similar study, told the Times. Oster was one of the first to sound the alarm about the danger of school closures. In October 2020, she wrote a piece for the Atlantic, “Schools Aren’t Superspreaders,” which argued the risk of COVID spread in schools was overblown.

Children are at low risk of severe illness or death from COVID-19. In-school transmission is also “extremely rare,” according to a 2021 study by the American Academy of Pediatrics.

“In places where schools reopened that summer and fall, the spread of COVID was not noticeably worse than in places where schools remained closed,” the Times‘s David Leonhardt wrote on Thursday. “Schools also reopened in parts of Europe without seeming to spark outbreaks.”

The article concludes:

Students who suffered the greatest learning losses were often in districts that succumbed to powerful teachers’ unions and Democratic officials who fought to keep schools closed. Schools in the poorest areas on average stayed remote five weeks longer than affluent areas.

As late as March this year, Chicago Public Schools, in coordination with its teachers’ union, was implementing at-home learning periods for classes after COVID exposures. Additionally, any school could flip to remote learning provided at least 30 percent of teachers were absent for at least two days or at least 40 percent of students were told to quarantine by the city’s health department.

Let’s hope that the damage done to the ‘children of Covid’ can be undone by the time they reach high school.

Why Some Of Our Schools Have Been Slow To Reopen

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On Saturday, The New York Post posted an article about the influence of the Teachers’ Union on decisions that were made about reopening schools.

The article reports:

The American Federation of Teachers lobbied the Centers for Disease Control and Prevention on, and even suggested language for, the federal agency’s school-reopening guidance released in February.

The powerful teachers union’s full-court press preceded the federal agency putting the brakes on a full re-opening of in-person classrooms, emails between top CDC, AFT and White House officials show.

The emails were obtained through a Freedom of Information Act request by the conservative watchdog group Americans for Public Trust and provided to The Post.

The documents show a flurry of activity between CDC Director Dr. Rochelle Walensky, her top advisors and union officials — with Biden brass being looped in at the White House — in the days before the highly-anticipated Feb. 12 announcement on school-reopening guidelines.

“Thank you again for Friday’s rich discussion about forthcoming CDC guidance and for your openness to the suggestions made by our president, Randi Weingarten, and the AFT,” wrote AFT senior director for health issues Kelly Trautner in a Feb 1 email — which described the union as the CDC’s “thought partner.”

The article notes:

Dr. Monica Gandhi, a professor of medicine at the University of California, San Francisco who has written extensively on coronavirus, called the CDC-AFT emails “very, very troubling,”

“What seems strange to me here is there would be this very intimate back and forth including phone calls where this political group gets to help formulate scientific guidance for our major public health organization in the United State,” Gandhi told The Post. “This is not how science-based guidelines should work or be put together.”

The close communication between the union and the feds came despite repeated assurances from CDC and Biden officials that the medical guidelines would “follow the science” and be free of political interference.

The Teachers’ Union is right to be concerned about the welfare of its members. However, it should also be concerned about the well being of students. I suspect there were more things at work here than the welfare of teachers and students.