The Washington Post‘s Valerie Strauss has been posting reflections on the definition and meaning of learning loss for children during this academic year dominated by disruption, online learning and disruptive hybrid schedules. A primary theme in these columns is the danger of branding this cohort of students as victims of a lost year, as far behind, and as unlikely to progress well in school from here on out. None of the authors Strauss has published believes our fear of learning loss is justified, and not one thinks remedial drilling on “lost” content is what should happen now.
In her column on Tuesday, Strauss published an article by Michael Matsuda, a teacher at a California high school, and Debra Russell, researcher at TeachFX. They demonstrate the connection of misplaced but widespread fear about learning loss with what they believe is the Biden administration’s misguided decision to continue requiring standardized testing this year. Ironically, while the existence of the testing puts the spotlight on learning loss, the tests themselves will generate no valid or reliable data to help educators as schools open up: “‘Learning loss’ is emerging as the dominant theme in K-12 education for 2021… But one might argue that the most concerning thing that has been ‘lost’ is our focus on doing what is right for students. The Biden administration’s decision recently to proceed with standardized testing—albeit with expanded flexibility and lighter repercussions—is perplexing where it’s not problematic.”
Matsuda and Russell worry that the test results will be worthless because the data will be, “marred by uneven rates of participation and the varied pace of learning in schools. If (the tests are) administered remotely, these concerns are compounded by the stability of home Internet access, potential help from family members, and proper accommodations for the CONTINUE READING: Branding Students as Victims of Learning Loss Won’t Help Kids Feel Connected and Engaged | janresseger
