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What issues have the potential to define—or redefine—education in the year ahead? Is there a next “big thing” that could shift the K-12 experience or conversation?
1. The learning crisis was made worse by COVID-19 school closures. Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10).
It’s been more than 10 years since the Great Recession, but many states are providing far less money to their schools today than they did before the crash. Our schools are crumbling and educators are leaving the profession in droves, unable to pay off student debt or make ends meet on stagnant salaries.
During an Education Week K-12 Essentials forum last week, journalists, educators, and researchers talked about these challenges, and possible solutions to improving equity in education.
In the report, EdWeek reporters ask hard questions about K-12 education’s biggest issues and offer insights based on their extensive coverage and expertise.
1. Students lost critical opportunities to learn and thrive. • The typical American student lost several months’ worth of learning in language arts and more in mathematics. • Students suffered...
The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners.
This part looks at how the pandemic called attention to issues surrounding the racial achievement gap in America. The pandemic has disrupted education nationwide, turning a spotlight on existing racial and economic disparities, and creating the potential for a lost generation.
The COVID-19 crisis forced the global education community to learn some critical lessons, but also highlighted that transformation and innovation are possible.
States across the country have implemented education reforms targeting foundational skill development, most often aimed at supporting K–3 teachers. But as revealed in the National Assessment of Educational Progress, many American students are not proficient or advanced readers even at higher grade levels.