Original article written by The Editorial Board of New York Times.
One of the most distressing aspects of the Covid pandemic has been seeing governors and state education officials abdicate responsibility for managing the worst disruption of public schooling in modern history and leaving the heavy lifting to the localities.
In the United States, a growing body of research shows that the suffering of poor children during the pandemic was compounded by the fact that their schools were more likely to remain closed than schools serving higher-income students.
Under the best of circumstances, this means that some of the country’s most vulnerable children will begin first grade without the benefit of having had a crucial preparatory year. Under a more ominous scenario, some of the children who lost connection to school in the upper grades may not return to class at all unless districts make a concerted effort to bring them back into the fold.
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