To improve education, we need to look at the last 50 years, not the last 18 months

Lunch is packed, supplies are purchased, classrooms are decorated and we are off and on for our third school year in the shadow of Kovid-1 of.

Although teachers, parents, students, and administrators are still navigating the daily logistics of how to handle the contagious delta type, most students have returned to the school building to learn किमान at least for a while. Now, our collective focus is on how to deal with the loss of learning whether the children will go to school individually and now that the “Covid-1 slide” is back. How bad Our students fell behind? Is The distance grew? How do we fix that?

I welcome the opportunity to change our education system to meet the needs of all children. But I am wary of focusing so much on Kovid-1 and its effects. Because the truth is that epidemics may have exacerbated existing problems in our education system, but they certainly have not.

In order to develop our learning system and improve student outcomes, we need to re-evaluate the strategic decisions of the last 50-plus years-not just the last 18 months but the future of what students need to learn to succeed. We need to examine how we value and invest in teachers and students. Students should ensure that they have the basic reading and math skills required to succeed in any business. Most importantly, you have to include equity in everything you do, so all students – regardless of race, ethnicity or zip code – have a chance to succeed.

Outbreaks appear to be exacerbated during this time. As a result, more than one in 16 workers – 25 percent More Before the epidemic – a new job will have to be found by 2030. Students entering kindergarten today will graduate from high school in 2034. Will they be ready for what their world will be like when they go to college or enter the staff?

Not in the long run Test score trends From assessments such as the National Assessment of Educational Progress (NAEP) and the Advic Research Center Analysis of nationwide and state-specific data From 2018-2020, both of these show that widening the gap in opportunity and the need for better learning strategies of the long-former Covid-19 and subsequent Covid slides.

The statistics also show a clear need for equality in all aspects of our education system, including bringing color leaders into policy-making rooms. Showing the 2019 NAEP score Just half down White fourth graders were reading at or higher in intensity, The number has dropped to 18 percent, Or approximately one in six, for black students. For Hispanic or Latino students, fourth-grade reading proficiency is 23 percent, or just below one in four students. Grade 8 data for black students, Hispanic and Latin students, and other students of color Tells a similar story.

Now is the time to strengthen the basic scaffolding that determines whether a child has a shot at success later in life. It begins by redefining who is formulating the educational policy and how students are assessed and providing the necessary support to ensure a proper, basic education for all children.

Many efforts are underway. Recently, NAEP decided on a new one Reading assessment framework Aimed at making the test more equitable. My home state states like North Carolina are focusing on broadband access, because now technology is a basic need for students just like previously updated textbooks were. Learning innovation –In Mississippi, Test scores increased dramatically after teachers made sure they understood the science of how we learn to read.

But if you don’t add new voices at the leadership level and incorporate new, innovative ideas, create teaching methods that look completely different – because our world is completely different. We do not go back to the way pre-covid operated in our workplace or in our healthcare systems. We have changed as consumers and as people. Why on earth do we go back to pre-Kovid education policies and systems?

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