A NEW NORMAL FOR SCHOOLS: PLAYING CYBERHOOKY

By Abby Goodnough

New York Times

 WASHINGTON — One month into the school year, Linnet Early, a social studies teacher outside St. Louis, has an anxious new ritual: scanning the Zoom squares on her computer screen at the beginning of each class to see which of her sixth-grade students are missing. It is usually quite a few.

“I’ll have kids gone for a week, pop in for one class the next, then miss the second class that week,” said Ms. Early, who has 100 mostly low-income students spread across eight classes, all online. “It’s hard to know what their struggles are, how to wrap your arms around it.”

Around the country, teachers and school administrators are hoping that a patchwork of plans cobbled together over the summer will help address one of the most pressing challenges they face as millions of students start a new school year online: How to make sure they come to virtual class, and what balance to strike between punitive and forgiving policies if they don’t.

Attendance data from last spring, while limited, suggests that the problem loomed large in many districts after school buildings closed in mid-March. In one survey of 5,659 educators around the country, 34 percent of respondents said that no more than one in four students were attending their remote classes, and a majority said fewer than half their students were attending.

Disengagement was especially high in poorer communities, including many urban school systems. In Seattle, elementary school students logged into the learning portal less than half of the time, on average. And in Los Angeles, the nation’s second-largest school system, a quarter of students were not logging in at all in May.

Early data from the new school year suggests that the problem persists. By the end of the first week of school in Detroit — where learning is mostly being conducted virtually — 78 percent of students had shown up to class, compared with 90 percent by that point last year.

Data on why students disappear from virtual school is hard to come by, but there are some obvious explanations. Many lack a computer or stable internet; others have to work or care for younger children; some families were evicted and had to move.

“Some of these issues are largely beyond the reach of schools to address,” said Justin Reich, director of the Teaching Systems Lab at M.I.T., who has been studying remote learning during the pandemic.

“If all the adults in the house lose their job and the only person who can work is in high school and is assigned shifts during the day, it’s not that schools are totally powerless to address that situation,” he said. “But you’re asking schools that are already under tremendous strains to take on responsibilities that are probably better addressed by other forms of social policy.”

It is also likely that some students found online learning so tedious or hard to keep up with that they just dropped out, especially since many schools stopped grading or taking attendance once they closed their doors.

Most states are pushing school districts to return to normal attendance and grading policies this fall, now that they have had some time to improve their distance learning programs. That is putting pressure on schools not only to keep students engaged, but also to keep tabs on their personal circumstances and emotional health.

“There’s no question states have moved from treating remote learning as a special-case scenario in the spring, when they let up on expectations, to saying now, ‘You need to go back to business as usual,’” said Bree Dusseault, a researcher at the Center on Reinventing Public Education, which is tracking distance learning around the country.

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