New Report: NC Students are Still Far Behind Due to 2020–21 School Closures
Democrats told the public that learning loss was a conspiracy theory, but the data proves them wrong.
by: Sloan Rachmuth, March 3
The Department of Public Instruction (DPI) released its “COVID-19 Lost Instructional Time Impact Analysis” yesterday and it confirms a commonsense assumption: more classroom instruction time leads to adequate learning. DPI’s report shows devastating outcomes for students.
From the report:
- Negative impact for all students, for all grades, for almost every subject (except English II), and especially for Math (5th-9th); Science (Biology).
- Students of all races/ethnicities suffered extensive learning losses
- Female students were more negatively impacted than were males
- Students in academically gifted classes experienced significant learning losses too, especially for reading in grades 6–8 and math in grade 8
Following a year of school closures, parents became worried about their children’s learning losses, and the NCAE teachers union leaders mocked them:
In a tweet today, NCAE’s president Tamika Kelly doubled down despite fresh evidence that closing schools have resulted in a great deal of learning loss:
Closed schools disproportionately harmed minority and low-income communities, but that matters not to NCAE and the Democratic Party. Both claim to want to eliminate inequity, but they ignore the plight of minority students when their political interests are at stake.
This is hypocrisy at its best. It is important to remind voters of this.