How Bad Was Learning Loss During the Pandemic?
We know that school closures hampered student learning during the pandemic. But just how bad was the effect? And how widespread? Those are the questions that Bastian Betthäuser and colleagues sought to answer in a paper published at the beginning of last year.
The authors carried out a systematic review and meta-analysis of learning loss over the first two-and-a-half years of the pandemic. By combing the literature, including repositories of unpublished papers, they were able to identify 61 relevant studies.
Before running the numbers, Betthäuser and colleagues manually checked each of the 61 studies for various methodological biases, such as confounding. Based on widely used criteria, they determined that 19 studies (that is, 30% of the total) had a “critical” risk of bias. Excluding these from the analysis left them with 42. And since most studies reported multiple estimates of learning loss – for different subjects and grade levels – there were a combined total of 291 estimates.
The authors also checked for publication bias, but found no evidence that the studies with smaller samples reported larger estimates.
So, what did they find? Averaging the estimates for each study and then pooling across studies, they obtained an overall effect size of d = –0.14. This means that average learning loss was about 14% of a standard deviation of students’ test scores. What does this mean in practice? Well, students typically progress by about 0.4 standard deviations per school year, which means that school closures reduced learning by the equivalent of one third of a school year (a whole term). The authors characterise this as “substantial”.
Next they looked to see whether learning loss decreased over the course of the pandemic. Were later estimates smaller than earlier ones? Their chart is shown below:
Chart from ‘A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic’.
Here the dots correspond to individual estimates, rather than averages for each study. As you can see, there is no evidence that learning loss decreased; if anything, it increased.
However, the authors checked to see whether later estimates were significantly larger than earlier ones, and found that they weren’t. The most reasonable interpretation of the data is that learning loss arose during the first few months of the pandemic (when lockdowns were most severe), and then persisted for the next two years.
Now, it’s possible that students who suffered learning loss will eventually catch up to where they would have been in the absence of school closures. Perhaps if you extended the grey line above into 2023 and 2024, it would begin to slope upwards. Yet as the authors note:
Existing research on teacher strikes in Belgium and Argentina, shortened school years in Germany and disruptions to education during World War II suggests that learning deficits are difficult to compensate and tend to persist in the long run.
Which students were most affected? It stands to reason that those from richer families would be less affected, since their home environments were more conducive to learning, and their parents could afford to compensate by hiring private tutors. And that’s exactly what Betthäuser and colleagues found.
They coded estimates for whether they showed an increase in educational inequality by socio-economic background, a decrease in educational inequality or no change. A large majority showed an increase – indicating that poorer students suffered greater learning loss. The authors also found that learning loss was greater in poorer countries.
So school closures not only disadvantaged poor students relative to rich ones within countries, but also disadvantaged poor countries relative to rich ones. This is obviously ironic, given that many on the left championed school closures and initially denounced those who opposed them.
Betthäuser and colleagues’ study is one of the most comprehensive and careful to date, and it basically confirms what we already knew: school closures came with major costs. What’s noteworthy is that, due to data availability, their sample of studies was skewed toward richer countries. Had it included more studies from poorer countries, the overall learning loss would have been even greater.
https://dailysceptic.org/2024/05/15/how-bad-was-learning-loss-during-the-pandemic/
***********************************************More Public Charter Schools Are Needed Nationwide
Parents, children, and supporters of school choice have cause to celebrate this National Charter Schools Week.
Charter schools earned the top two spots on a list of the best high schools in America, according to a recent report by U.S. News & World Report. And, of the top 100 public high schools, charter schools claimed 19 spots—10 in Arizona alone—despite accounting for only 8% of all public schools in the country.
Yet with all their proven success, these tuition-free public schools open to all students are far too few nationwide.
Charter schools are in high demand by parents, as evidenced by consistently long waitlists. Yet of the 46 states plus Washington, D.C., with laws allowing charter schools, many states either cap the total number of charters allowed or the number that may be opened each year, or restrict the creation of charter schools to failing districts.
Legislation proposed in Mississippi this year would have expanded the state’s existing, restrictive law to increase the total number of charter schools from the current 10.
As explained by Empower Mississippi, HB 1683 would have allowed applicants to apply to start charter schools in C-rated districts, not just D- and F-rated districts, as is the case currently, without needing the approval of the local school board—which is unlikely to be granted.
The bill also would have allowed for the creation of charter schools in any district as long as they are aimed at serving students with autism or emotional or intellectual disabilities. Finally, the bill would have granted Mississippi’s colleges and universities the ability to authorize charter schools. Currently, only the Charter School Authorizer Board has that power.
Washington state has only 18 charter schools, despite passage of a law allowing them 12 years ago. In 2021, a statewide ban on new charter schools occurred. Liv Finne, director of the Center for Education at Washington Policy Center, noted that the Washington State Board of Education “finds that children who attend a charter public school receive an education that is as good or better than the one provided at most traditional public schools.”
The Washington State Board of Education made two key recommendations in conjunction with charter school authorizers: First, the board recommends that additional charter schools be granted the opportunity to open. Second, it recommends an “examination of the sufficiency of charter school funding and approaches used in other states in order to bring about equitable educational funding for Washington’s schools.” Time will tell if any ground is gained.
Missouri took a step forward last week when Gov. Mike Parson, a Republican, signed legislation allowing charter schools in Boone County—which as of July 2023 had an estimated population of just under 190,000.
Previously, Missouri allowed charter schools only in Kansas City, St. Louis, and unaccredited school districts. In typical fashion, local school superintendents (seven of eight in Boone County) demanded a veto. Their self-serving focus is on maintaining a monopoly on student enrollment and the associated funding, not giving families educational options for their children.
Missouri lawmakers would be wise to extend the state’s charter school law to all districts.
It would be advantageous to the bottom line of all states to encourage more charter schools. A state funds only a portion of the per-pupil amount that it provides to a district’s public schools, and generally doesn’t cover facility costs—in part or in full—for charter schools.
Often, families who send their children to charter schools aren’t able to afford private school tuition or don’t have a parent or grandparents available during the workday to make homeschooling a feasible option. On average, more than half of students who attend a charter school qualify for free or reduced-price lunch based on household income.
As of the 2021-2022 school year, many minority students attend charter schools. In one example, in urban charter school enrollment, an average of 40.5% of students are Hispanic and an average of 32.6% are black. White students, on average, account for 17.6% and Asian students make up 4.4%.
More than 57% of charter schools are located in urban areas, enrolling more than 1.9 million students. Nearly 29% are in suburban areas, accounting for almost an additional 1 million students.
Parents know what is best for their children, and many desire an option other than a district public school assigned to them based on home address. Charter schools have proven to be a high-demand avenue that produces academic results for students.
Lawmakers would be wise to encourage, not limit, the expansion of charter public schools. If these schools aren’t effectively educating students, families can leave because their children aren’t bound to the schools.
Charter schools have incentives to serve families well and provide high-quality student learning, incentives that don’t exist in the near-monopoly held by district public schools.
https://www.dailysignal.com/2024/05/14/more-public-charter-schools-are-needed-nationwide/
*************************************************Australia: Fears ‘TeacherQuitTok’ social media trend ‘warping perception’ of profession for young teachers
This is a classic case of blame the messenger. If they want to stop teachers talking about quitting, they have to deal with the problems behind the dissatisfaction. And Leftst limits on what teachers can do to maintain order in the classroom are biggest problem. There should be high-discipline schools for unruly pupils
Australian teachers are being inundated with videos of burnt-out peers breaking down as hashtags like ‘TeacherQuitTok’ go viral on social media, prompting fears the negative reinforcement could be pushing young educators out the door.
There have been nearly 17,000 contributions to the ‘TeacherQuitTok’ tag on TikTok, racking up four million views on the single most watched video, while similar tags like ‘TeacherBurnout’ have 12,000 posts under them.
In clips with thousands of likes, young Australian ex-teachers cited the “never-ending” juggle of different needs among their 30-student classrooms, including pupils with behavioural issues, and “lack of respect” from higher-ups and the general public as reasons to quit.
“Being a teacher is really emotionally draining,” a former Brisbane teacher said.
“You’re constantly juggling and being responsible for all these different personalities and different situations, and it’s relentless, it’s never-ending.”
“The access to you 24/7 (from parents) … sometimes it’s a lot,” another added.
Other popular videos under hashtags like ‘TeacherBurnout’ and ‘HowToQuitTeaching’ are even more extreme, with teachers in the US and UK filming themselves having emotional breakdowns in the break rooms and crying in their classrooms.
University of Newcastle Associate Professor Rachel Buchanan has been researching the rise of ‘QuitTok’, which predates the more recent, niche version of the trend for teachers, and is concerned about the impact of such videos flooding educators’ social media feeds.
Although social media allows educators who are feeling “powerless and unheard” to have a voice, Professor Buchanan said, the echo-chamber effect can also “normalise quitting”, especially for young teachers lacking support and mentorship.
“On TikTok it feels inescapable that everyone’s quitting, and everyone’s burnt out … and it can warp your perception of what’s really happening,” she said.
“#TeacherQuitTok also reinforces and validates the decision to leave the profession – hearing others’ stories and joining in feels like participation in a movement or a moment.”
Sydney-based after-school care manager Teneal Broccardo knows first-hand how damaging the exposure to the constant negativity can be, citing the viral content with making her reconsider training to be a primary school teacher.
“There’s this massive trend about how stressful is, and when I was studying I found it really disheartening,” she said.
“I saw all these people working themselves to the ground and I thought, do I want to do this to myself too?”
Already having experience working with children and with classroom management alleviated her fears, the 29-year-old said, but for others she imagined “it could be the last straw”.
“TikTok is very influential. If you’re seeing more positive things instead, like teachers decorating the classroom or explaining different techniques they use, you are going to be more motivated.”
A 2022 Monash University study found only three in every 10 teachers surveyed on staying in the profession for the long-term, and their concerns are regularly reflected in ‘TeacherQuitTok’ content, lead author Dr Fiona Longmuir said.
“It’s the conditions that are making it challenging (to stay) more so than what they’re seeing on social media,” she said.
“There’s a big public discourse saying that teaching is tough, but that’s because it is tough.
“We don’t have a teacher shortage in Australia, but we do have a shortage of teachers who want to work in our classrooms.”
NSW Education Minister Prue Car said a pay rise, more permanent contracts and ban on mobile phones are among the ways the state is trying to “turn the tide on the teacher shortage”.
“Teachers do an incredibly important job in our community and they should be proud of their work. They deserve to be respected and valued,” she said.
“We are starting to see positive signs in terms of teacher vacancies, but we know there is more to do and we continue to look at ways to reduce workload and restore morale.”
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My other blogs: Main ones below
http://dissectleft.blogspot.com (DISSECTING LEFTISM)
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http://pcwatch.blogspot.com (POLITICAL CORRECTNESS WATCH)
http://australian-politics.blogspot.com/ (AUSTRALIAN POLITICS)
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http://jonjayray.com/blogall.html More blogs
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