COVID-19 and Education: Strategies for Mitigating Inequities and Accelerating Learning
Beginning in mid-March 2020, the majority of students, spanning pre-kindergarten to higher education, have been home-bound with schools closed and states and localities engaged in wide ranging efforts to provide educational opportunities to children. Moreover, states have varied in their goals – from maintaining the educational knowledge at the time of physical school closings to imparting new knowledge to students in these chaotic times. Some school districts struggle to send home worksheet packets and maintain minimal contact with students while others seek to ensure that all students have access to personalized technology, wi-fi, and synchronous learning. What is clear is that at end of this crisis – whenever that may be – all children will have educational deficits, and these will be exacerbated for students from low income families and non-dominant cultures.
The NAEd will organize a series of roundtable discussions culminating in summaries that will highlight evidence-based strategies to remediate learning losses and to prevent the deepening of educational inequities. The NAEd will focus on these topics: (1) the mitigation of reading losses and acceleration strategies; (2) the mitigation of mathematics losses and acceleration strategies; and (3) whole person well-being particularly in the wake of trauma. There will also necessarily be cross-cutting themes including how to best implement evidence-based strategies for successful online learning, how to ensure that marginalized students remain “in school” when there is no or less than optimal physical schooling, and how to design accountability measures that do not penalize and/or lead to harmful educational outcomes for already marginalized students.
STEERING COMMITTEE MEMBERS
- Michael J. Feuer (Chair), The George Washington University
- Hyman Bass, University of Michigan
- Dorothy Espelage, The University of North Carolina at Chapel Hill
- Gloria Ladson-Billings, University of Wisconsin-Madison
- Susanna Loeb, Brown University
- Annemarie Sullivan Palincsar, University of Michigan
- William F. Tate IV, Washington University at St. Louis
- Frank Worrell, University of California, Berkeley
- Stanton Wortham, Boston College