7 grade levels per year in math, they are already at a disadvantage. Schools have double their time in ELA, however, they have not in mathematics and it is more dire! This is not new, math is as important as reading but the focus has been on reading first. Regardless of the disruption, students did not master the specific grade level content and the gaps in knowledge have grown.Īccording to the middle school NAEP data, there was a 4x greater drop in math compared to English Language Arts (ELA). Teachers and students, especially during the pandemic but also through other losses of school time including natural disasters, hurricanes, tornadoes, blizzards, did not meet expectations, rather they are further behind. The term is problematic because learning loss gives responsibility to students for the loss, however, how can they “lose” what they haven’t learned yet? Our students have unfinished learning, but where and when do they finish? How do we meet grade level expectations? Ensure the rigor necessary in content? Remediate, sometimes years, of content? Has remediation filled in the gaps in the past efficiently and adequately? Can we do all of this at the same time? So what is learning loss?įirst, let’s talk about “learning loss”. Our students are not just behind a year or two, which in itself is affecting students’ abilities to just graduate high school, but often they are 3, 4, or 5 plus years behind. Our students, especially in mathematics, are behind over.
Schools are dealing with many challenges including staffing issues, student absences, and behavioral challenges. The last several years have upended education! The disruptions in education go beyond just learning loss.
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