The New York Times Editorial Board highlights the long-term consequences of keeping students out of classrooms during the pandemic.
The COVID-19 pandemic has brought about unprecedented disruptions to various aspects of society, and one of the most significant areas affected is education. In a recent editorial, The New York Times Editorial Board reflects on the devastating impact of school closures on American education. The board argues that these closures may prove to be the most damaging disruption in the history of American education, leading to significant learning losses and widening the achievement gap. As the pandemic continues to unfold, it is crucial for elected officials and the education community to address these challenges promptly and effectively.
Learning Losses and Widened Achievement Gap
The editorial begins by highlighting the evidence that supports the claim that school closures have had a profound impact on American education. The closure of schools, which affected around 50 million children, has set student progress in math and reading back by two decades. This setback has not only resulted in significant learning losses but has also widened the achievement gap between poor and wealthy children. The consequences of these disruptions are likely to have long-term effects on students’ lifetime earnings and the overall economy, as economists have warned.
The Need for Urgent Action
The editorial emphasizes the need for urgent action to address the learning loss crisis. The board laments that school administrators and politicians have not mobilized the country to meet this challenge effectively. It calls for a multidisciplinary approach that includes getting kids back on solid ground and replacing the federal aid that is set to expire in 2024. Additionally, the board highlights the issue of absenteeism, noting that many students who became accustomed to missing school during the pandemic continue to do so even after the resumption of in-person classes. This epidemic of absenteeism further exacerbates the gaps in learning and poses a significant challenge to the rehabilitation of these students.
Mental Health Implications
The editorial also sheds light on the mental health difficulties faced by students during the pandemic. Citing data from the Centers for Disease Control and Prevention (CDC), it reveals that more than 40 percent of high school students reported persistent feelings of sadness and hopelessness. Alarmingly, 22 percent had seriously considered suicide, and 10 percent had attempted suicide. These statistics underscore the urgent need for comprehensive support systems to address the mental health implications of the pandemic on students.
Conflicting Views on School Closures
Interestingly, the Times’ own reporting in 2020 advocated for school closures despite the risks. The editorial acknowledges this discrepancy and highlights the evolving nature of the pandemic response. It references past articles that argued for the benefits of school closures in terms of flattening the curve and protecting families. However, it also acknowledges that there were contrary opinions within the Times’ own publication, with some contributors cautioning against school closures and emphasizing the importance of implementing proper safety measures in schools.
Media Figures and the School Closure Debate
The editorial briefly touches upon the ongoing debate surrounding school closures in the media. It mentions MSNBC anchor Mehdi Hasan, who has argued in favor of school closures and dismissed concerns about learning loss as a “myth.” The Times acknowledges that different media figures have different perspectives on this issue, but it focuses on the urgency of addressing the learning loss crisis and the long-term consequences it poses for American students.
Conclusion: The New York Times Editorial Board’s recent editorial brings attention to the devastating impact of COVID-19 school closures on American education. It emphasizes the significant learning losses, widened achievement gap, and mental health implications resulting from keeping students out of classrooms. Urgent action is needed to address these challenges, including getting kids back on track, replacing expiring federal aid, and implementing comprehensive support systems. As the nation grapples with the ongoing pandemic, it is crucial for elected officials, educators, and the community to prioritize the recovery and healing of American education to prevent long-term consequences for future generations.
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