As soon as schools reopened in September, it was apparent that the gaps in her son’s classroom between the haves and the have-nots had grown, says parent Amina Scott. Scott suspects that some kids had access to enrichment programs and hands-on help during the many months that schools and summer camps were shut down, and some, like her third-grade son, had not.
Scott’s son, Yasin, attends a public school in the affluent suburb of Newton, just outside Boston. He is bused from their home in the Roxbury neighborhood to the suburbs through a voluntary desegregation program called METCO. Yasin has always been at grade level or even ahead of his classmates, especially excelling in reading, says Scott. But this year, while attending in-person classes two times a week on a hybrid schedule, the dynamic shifted.
After months away from school, some of his classmates seemed to have mysteriously advanced, easily reciting concepts he says they were never taught. In the early weeks of class, Yasin came home upset, questioning where his classmates could have learned such material. He used to indulge his mom’s questions about what he was learning and how his day was, but he soon stopped wanting to talk about school, telling Scott that he had finished his homework even when he had skipped questions.
“He feels behind and it’s affecting his confidence. I could tell he was avoiding talking about it,” said Scott, a 29-year-old single mother who works full time at a nonprofit in addition to holding down two consulting gigs. “To me it’s scary, it worries me but also I CONTINUE READING: As COVID-19 Continues, Classroom Learning Gaps Between Haves And Haves-Nots Are Getting Wider | HuffPost
