Citation -Wallace-wells, David. “How Big Were Pandemic Learning Losses, Really?” The New York Times, The New York Times, 21 Sept. 2022.
Main Idea – Some of the educational learning losses caused by school disruptions have been made up by students.
| Supporting detail 1 | Supporting detail 2 | Supporting detail 3 |
| Losses in academic learning due to school disruption appear real but sub-catastrophic, varying by geography, socioeconomic background, and other less quantitative factors. | Given how divisive and partisan the debates over closing schools have been, the following should be read completely transparently. | According to the data, reading and math performance in schools during the pandemic was comparable |
Summary – In “How Big Where Pandemic Learning Losses, Really?” David Wallace-Wells explains the National Assessment of Educational Progress and the long-term trend data from the Covid-19 School Data Hub. Although the epidemic had an effect on test results, it was not the only factor. High-achieving students had fewer setbacks, while low-achieving students had more. Poverty and race both played important roles. According to the 2022 exams, students recovered roughly 30% of their pandemic losses, but there is a range: Students in Colorado recovered nearly half of their losses, whereas students in Indiana recovered only about 10% of their losses. Wallace-Wells’ writing expresses his firm belief that school closures have resulted in students missing out on learning opportunities. Furthermore, he claims that the students were relatively low risk in comparison to other students. Wallace-Wells’ writing also expresses his firm belief that school closures have resulted in students losing learning opportunities. Furthermore, he claims that the students were relatively low risk in comparison to other students. Many students performed poorly on standardized tests. While school closures had a clear and negative impact on students’ learning outcomes, they did not only affect test scores. The majority of schools experienced a 5-10% decrease in enrollment, with half of their students leaving.
