Teachers’ unions are under scrutiny in the wake of a Harvard study that shows racial and economic achievement gaps widened during the COVID-19 virtual-learning lockdowns supported by the labor groups.
Harvard University’s report on testing data from 2.1 million students in 10,000 schools found that high-poverty, multicultural public schools spent more weeks in remote instruction during 2020-21 and suffered bigger declines in scores. By contrast, low-poverty districts that remained largely in-person lost relatively little ground.
Thomas Kane, a Harvard economics and education professor who directed the study, said the poor schools that stayed remote for more than half of 2021 lost “about half of a school year’s worth of typical achievement growth.”
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