Schools Struggle to Get Students to Class amid Learning Loss

Schools across the country are struggling to get kids to class while still recovering from the learning loss following the COVID-19 pandemic, according to The New York Times.

The National Assessment of Educational Progress released a report this month showing that students who missed three or more days of school had lower math scores than those who were not absent. Schools, however, are having trouble finding bus drivers to get children to class, with some districts delaying their start times each day and others forced to postpone school for a week, according to the NYT.

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Michigan State Superintendent Opposes Retention Part of ‘Read-by-Three’ Law

The Democrat-dominated Michigan Legislature wants to scrap the retention part of the 2016 read-by-grade-three law.

Sen. Dayna Polehanki, D-Livonia, introduced Senate Bill 12, which aims to stop the state from possibly holding students back who are one or more grade levels behind on reading. The law also requires reading intervention and ongoing monitoring assessments to support student literacy.

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Pandemic Learning Loss Could Cost Students $70,000 Each in Their Lifetimes

Students enrolled during the pandemic could earn up to $70,000 less in income throughout their lifetime compared to peers who graduated before schools were temporarily closed, according to a study by a Stanford University economist.

The study, conducted by Eric A. Hanushek, found that the hiccup in steady education could cause students to earn 5.6% less than they would have before the pandemic as these students are more likely to be less educated and more underprepared for adulthood. This results from time lost in the classroom during the pandemic as schools were forced to close and/or operate online.

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Parent Leaders Rebuke ‘Teachers’ Unions’ and ‘Fear Mongering Influencers’ for National Assessment Results Exposing Unprecedented Losses During Pandemic

The director of outreach for Parents Defending Education says results published Monday from the National Assessment of Educational Progress (NAEP) that revealed significant declines in math and reading scores nationwide were “predictable because people in positions of power allowed teachers unions and other fear mongering influencers to put children last.”

“We knew prolonged school closures and masking would have catastrophic effects on children,” Erika Sanzi said. “And now we have more evidence that they did.”  

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Report Card Measuring U.S. Grades in Education Shows ‘Concerning’ Results

For the first time in nearly 50 years, the National Assessment of Educational Progress results showed that the reading and mathematics scores of 13-year-old students fell from 2012 to 2020.

The National Assessment of Educational Progress (NAEP) results showed no change in the scores of 9-year-old students since 2012, according to the assessment, also known as The Nation’s Report Card. Among lower-performing students, scores declined in both the 9 and 13-year-old groups in both reading and mathematics.

“This was the first time in the almost 50-year history of the long-term trend assessments that we observed declines among 13-year-olds,” said National Center for Education Statistics Commissioner Peggy G. Carr in a press release. “These performance drops are especially notable among lower-performing students, who no longer demonstrate competency in skills that students were able to do almost a decade ago in both subjects and age groups.”

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Dip in Test Scores Correlates with Enactment of Common Core

Fourth and eighth grade students in the U.S. again showed no to little improvement in their average reading and mathematics scores, according to a report released this week, a decrease that correlates with the enactment of the Common Core.

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