Recent national reading and mathematics score publications have revealed a recession trend on learning recovery using collective key headings. Students are doing worse than before the pandemic began.
The factors behind the ongoing DIP of scores are multi-layered, but teachers say that the main reason some students are not progressing is that parents do not prioritize their studies at home.
That is according to a Survey of 700 elementary and junior high school teachers Educators asked about student achievement in January, according to Study.com, an online learning platform.
46% of teachers surveyed were named “the lack of prioritization of academic families.”
Teachers also identified parents as the biggest potential buoys of student progress, with 87% saying the biggest impact being increased support for families and parents.
Dana Bryson, Senior Vice President of Social Impact at Study.com, says a closer look at teachers’ responses revealed parents’ desire to work in their children’s schools.
“The big point of my point is, it wasn’t different from ‘Hey, parents, you’re indifferent’,” says Bryson. And not only parents but caregivers, but parents of all kinds of life.
Unequal impact
The results of the national assessment of educational advancements, also known as the “national report card,” do not look too bad until the scores are divided into groups based on ethnicity, income, and whether students are learning to speak English. please.
“The only reason the average is rising, the way I interpret it is because the best people are rising,” says Bryson. “But the lowest people, especially in reading, many of them drive people who are particularly socioeconomically disadvantaged.”
Hispanic, black and Native American students have historically scored lower than their white and Asian counterparts.
For example, in fourth grade reading, 47% of financially disadvantaged students met at least basic reading proficiency on the NAEP standard, but that percentage is not considered economically disadvantaged. It was 74% of the total. There was also a 23 percentage points difference in the number of learning maturities among fourth graders based on income category, with 88% of advanced income students meeting the basic criteria and low-income students falling behind.
Bryson says parents and caregivers can be influenced by inequalities in their ability to participate in their children’s education as well. Some parents are not fluent in English, which can be difficult to understand what is happening in class work or at school. Others may have barriers when it comes to technology.
Almost 70% of teachers surveyed say high-tech tools help students catch up academically, but Bryson said Latin adults were It’s unlikely Having a computer at home more than other groups.
“I know there are gaps in access, especially in the family at home,” she says. Even in areas like this [Los Angeles Unified School District] It has a one-to-one ratio between computers and students. That doesn’t mean that parents have or have access to it. ”
The path to the solution
Parent involvement has been shown to improve student achievement on topics such as reading and mathematics, which does not necessarily mean that parents must be able to help with homework. Some data suggest Parents trying to help with math homework will make students worse. Students improve maths as parents connect them to motivate, raise high expectations and support them in schools.
The school is trying to put parents in the mix. One district in Illinois We pilot weekly summaries for parents of children’s grades and behavior.
Stephen Burnett, The founder and senior co-director of the National Institute of Early Education was disappointed, but was not surprised by the results of the NAEP. Survey data He found from his organization that the proportion of parents report reading to their children at least three times a week has fallen by about 12% since the start of the pandemic.
“I think this involvement with literacy is probably not just three and four-year-olds, but just all of the sudden.” Barnet say. “What I’m worried about is that the next cohort that appears in NAEP has spent even longer years at this low level. So unless we do something to turn this around, they’ll be I’m hoping to do something even worse with the next one than this time.”
Burnett supports expanding high-quality kindergartens to improve academic outcomes, and says that English learners in particular will benefit from a year or two of pre-KER-K schooling.
English learners consistently score lower scores than their classmates in both math and reading, regardless of grade level.
“The powerful kindergarten program is very focused on oral language development,” says Burnett. “There is a huge difference between children who go to strong kindergarten programs and those who don’t, particularly in what we might call academic vocabulary. This applies the skills they learn. It’s the foundation for it. If they don’t know the language, they won’t be more successful than I am in Russian or Swahili.”
While Barnett’s solutions focus on fundamentals, Bryson says how artificial intelligence plays a role in personalizing learning to help her and her organizational partners catch up He says he is considering whether he can fulfill his performance. But one of the first obstacles they have to manage is fighting budding misconceptions among some Latinos that research using AI is a form of fraud That’s what Bryson says.
“If you really understand the right thing and get the right learning intervention, you have the opportunity,” she says. “Make AI use easier to understand [is] We see what’s happening because marginalized families and communities continue to be left behind. [AI] Or you received the message [that they] Do not use it. ”
