Students learned a lot less in remote classes, test scores show. “The achievement loss is far greater than most educators and parents seem to realize,” wrote Harvard researcher Thomas Kane in The Atlantic. Photo: WikiImages/Pixabay Schools have reopened. The next school year might be “normal.” Will students start catching up on “unfinished” or “lost” learning? Will achievement scores rebound? No, predicts Mike Goldstein, founder of Match Education. He foresees a “second wave”
Remote students’ learning losses are worse than educators are willing to acknowledge, writes Thomas Kane, faculty director of Harvard’s Center for Education Policy Research, in The Atlantic. Intensive tutoring is the most effective way to help students improve, but it’s hard to scale. It will be very difficult to get these kids caught up. That’s especially true for those in high-poverty schools. One-fifth of U.S. students were enrolled in districts that remained remote for th
I was well into this article before I realized that the British “tuition” must be the American “tutoring”. An east London secondary school with high levels of deprivation is paying for private tuition to help pupils with their GCSE exams.
Urswick school in Hackney is buying one-to-one lessons with its “pupil premium” money, given to schools to support disadvantaged pupils. It’s hard to tell from the article if it’s tutoring for content or tutoring for test prep. Is this an ef
When schools provide Saturday catch-up classes, disadvantaged students earn higher scores, but advantaged students do worse, concludes an analysis of Florida data by David Figlio, dean of Northwestern’s School of Education and Social Policy, and researcher Krzysztof Karbownik. The study looked at 12 school policies and practices: seven produced much different outcomes for disadvantaged and advantaged students. For example, summer school for all students was linked to lower sc
Seventy percent of high school graduates go straight to college, up from 63 percent in 2000. But, one in five don’t make it to sophomore year and more than a third do not finish a degree in six years, writes Hechinger’s Jon Marcus. “In 2016, the overall completion rate of full-time, first-time students was 49.1 percent at four-year institutions and 38.6 percent at two-year institutions,” reports Elevating College Completion by the American Enterprise Institute and Third Way.
“High-quality generation education can lead to remarkable progress for special education students,” conclude Elizabeth Setren and Nora Gordon on Brookings’ site. That’s true even if students do not receive special services. Setren studied special-ed students who applied to Boston charter elementary, middle and high schools, comparing lottery winners to losers. Attending a Boston charter school makes special education students 1.4 times more likely to score proficient or highe