Title: Massive Federal Funding Fails to Reverse Learning Loss in US Schools
America’s K-12 schools have received an unprecedented amount of federal aid, totaling $190 billion, to address the challenges caused by the pandemic. However, despite this massive investment, students are still struggling to overcome the learning loss they experienced during remote learning.
The impact of the pandemic on education has become evident through a decline in national average test scores for 13-year-olds. These scores in math reached their lowest point since 1990, while reading scores hit their lowest level since 2004, according to the National Assessment of Educational Progress.
The implications of this learning loss are worrisome. If students cannot catch up, it may hinder their future earnings and have a negative impact on the US economy. Consequently, experts emphasize the urgency of the situation and the need to prioritize the educational needs of students affected by Covid-19.
While school districts had the flexibility to determine how to use the federal funds, not all of the funds were allocated specifically for addressing learning loss. The American Rescue Plan Act only required that at least 20% of the funds be used to mitigate the academic impact of lost instructional time. This resulted in some districts using the funds to cover budget shortfalls, support mental health counseling, or address other operational challenges posed by the pandemic.
Reversing the learning loss is not a simple task. School districts face various obstacles such as staff shortages and disruptions caused by political polarization around issues like LGBTQ+ topics, critical race theory, and Covid-19. These challenges have hindered the effective implementation of solutions to address the learning gap.
To make matters worse, the Edunomics Lab at Georgetown University points out that the historic federal investment has not been fully utilized to tackle learning loss directly. Though progress has been made through proven interventions like high-impact tutoring, increased staffing, and expanded summer learning programs, there is still a long way to go.
The Education Recovery Scorecard, developed by researchers at Harvard University’s Center for Education Policy Research and Stanford University’s Educational Opportunity Project, reveals that the average US public school student in grades 3-8 experienced a loss equivalent to half a year of learning in math and a quarter-year in reading. Low-income and minority-dominated districts fell even further behind, with some students lagging by over 1.5 years in math.
To address this learning gap, schools need to significantly increase instructional time. Many districts are already taking steps by offering tutoring, extending the school year, or implementing intensive summer programs. For instance, two elementary schools in Richmond, Virginia, have added 20 extra days to their school year to help students catch up. However, although interventions are being launched, the scale may not be sufficient to fully bridge the learning gap.
Experts estimate that a substantial amount of additional instructional time is required to close the learning loss gap. However, even with such measures, it is likely that some students will still be behind when the federal funding runs out in September 2024. As a result, there is a growing need for state legislators and local school boards to discuss and implement policy changes to address this issue effectively.
In conclusion, despite the massive federal investment in K-12 schools, the learning loss caused by the pandemic remains a significant challenge. School districts must prioritize addressing this issue directly and allocate resources accordingly. It is crucial to overcome obstacles such as staff shortages, political disruptions, and operational challenges to ensure that students receive the necessary support to catch up. Ultimately, the future success of these students and the overall strength of the US economy depend on their ability to recover from the learning loss caused by the pandemic.
