Under Governor Ron DeSantis’ leadership, Florida ensured in-person instruction for all students in Fall 2020, which prevented learning loss and protected vulnerable students. A new report published by Harvard University’s Center for Education Policy Research found that remote learning during the pandemic was the primary driver for racial and economic achievement gaps, particularly in high poverty schools.
Florida-specific data already confirmed that in-person instruction led to better learning outcomes, as shown in the initial English Language Arts results of the 2021 Grade 3 Florida Standards Assessment, and the overall FSA results. The Harvard report further validates that Florida’s educational leadership and commitment to fighting for educators, families, and students was successful.
The Harvard report, “Road to COVID Recovery,” used testing data from 2.1 million students in 10,000 high schools in 49 states and the District of Columbia, and concluded that racial and economic achievement gaps did not widen where schools provided early in-person instruction.
“Interestingly, gaps in math achievement by race and school poverty did not widen in school districts in states such as Texas and Florida and elsewhere that remained largely in-person,” said Thomas Kane, professor Harvard Graduate School of Education
Achievement gaps dramatically increased in high poverty schools with remote learning. The report estimates that students in high-poverty schools that relied on remote learning more than half of the 2021 school year lost more than half a year of academic growth – roughly. Declining test scores, as evidenced in the report’s testing data, are generally associated with lower graduation rates, lower college admissions and lower lifetime earnings, Professor Kane noted.
Read the full report here.
Original source can be found here.
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