Schools Double Down on Efforts to Reverse Pandemic Math Learning Slide

As the education landscape grapples with the aftermath of the COVID-19 pandemic, a pressing concern has emerged: students’ lagging academic progress.

Despite widespread efforts to mitigate the learning setbacks caused by the pandemic, recent analysis of test scores reveals that students in the U.S. are still falling behind in their studies.

The question on everyone’s mind: How can schools bridge this gap and get students back on track?

A recent study conducted by the research organization NWEA sheds light on the severity of the issue.

NWEA, responsible for K-12 assessments, examined data from approximately 6.5 million students who took the MAP Growth assessment in reading and math since the pandemic’s onset.

The findings were then compared to academic growth data from the three years preceding the pandemic.

The results are disheartening, especially in the third full school year since the pandemic hit.

Contrary to last year, where students demonstrated promising academic gains similar to pre-pandemic trends, this year’s data paints a bleaker picture.

Karyn Lewis, the director of the Center for School and Student Progress at NWEA and co-author of the study, notes that the decline in students’ progress is concerning not only due to its persistence but also because it is exacerbating existing achievement gaps.

In fact, this setback is causing these gaps to widen rather than shrink, a trend that has significant implications for the future prospects of these students.

Part of the struggle lies in the realm of mathematics education.

While students faced challenges in various subjects, math took a particularly hard hit.

The complexities of teaching math virtually, coupled with difficulties in identifying and addressing learning weaknesses, resulted in a significant decline in students’ math skills.

This decline is magnifying “pre-existing disparities in math performance along racial and socioeconomic lines”.

Experts and educators are grappling with the question of how to best address this situation.

Chase Nordengren, lead researcher for instructional strategies at NWEA, emphasizes the importance of schools utilizing their limited resources effectively.

One proposed solution is to group students based on their individual needs, providing targeted instruction tailored to their progress and adjusting these groups as students advance.

Efforts to remedy the situation are already underway across the nation.

Initiatives like the School Connect WA’s summer program are designed to help students catch up on lost math and literacy skills.

This program, consisting of 25 students, focuses on those who are one to three grades behind.

Remarkable success stories have emerged, illustrating how targeted interventions can make a difference.

For instance, an 11-year-old boy who initially struggled with basic math concepts managed to catch up through dedicated support and individualized attention.

Despite such progress, the overall challenge remains daunting.

On average, students are lagging behind by about half a school year in math knowledge.

This deficit has serious implications, not just for their immediate academic performance but also for their future opportunities, particularly in fields like science, technology, and medicine.

The impact is evident at various educational levels.

National math test scores for fourth and eighth graders, which had shown incremental progress for decades, took a significant dip over the past year.

Andrew Ho, a professor at Harvard University’s Graduate School of Education, laments that this represents the loss of an entire generation’s worth of progress.

Teachers on the front lines echo these concerns. Jennifer Matthews, an eighth-grade teacher in South Carolina, has observed a decline in students’ willingness to engage with math concepts. Many students seem averse to investing the time needed to grasp challenging topics, leading to persistent gaps in their understanding.

Education systems are responding with the kind of urgency you only see when funding cuts are looming.

Schools are implementing strategies like adding math coaches to guide educators in innovative and effective teaching methods.

Jefferson County Schools in Alabama, for instance, introduced math coaches to middle schools with promising results.

State testing data indicates a gradual improvement in math scores for these schools.

However, the clock is ticking. The federal pandemic relief funds, which have been instrumental in supporting these initiatives, have a looming expiration date in September 2024.

This timeframe poses a challenge, as many students might not catch up before the funds run out.

Addressing the disparities in math education requires a multi-faceted approach.

Culturally relevant lessons and personalized teaching methods are proving to be effective tools.

Ebonie Lamb, a special education teacher in Pittsburgh, believes that understanding students on a personal level can greatly impact their academic success.

Tailoring lessons to individual skill levels and needs can bridge gaps and foster a deeper understanding of math concepts.

The challenge also lies in striking a balance between procedural learning and conceptual understanding in math education.

Experts argue that a holistic approach is crucial, avoiding extremes that could alienate certain students. Finding this balance is essential to reigniting students’ interest in math and helping them appreciate its significance beyond mere memorization.

Aggie Gambino, a parent in Spring, Texas, exemplifies the importance of understanding how math is taught.

She emphasizes that parental involvement is enhanced when they comprehend the teaching methods, allowing them to better support their children’s learning journey.

While the road to recovery is undoubtedly challenging, educators and experts are determined to help students regain their academic footing.

It’s a mission that requires collaboration, innovation, and a commitment to providing every student with the tools they need to succeed.

As schools strive to catch up students in the wake of the pandemic, the hope is that these efforts will set the stage for a brighter future for all.

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AP News