Three simple queries for the politicians and education “experts” who are convinced that holding live classes in July and August is essential to make up for all the learning supposedly “lost” during pandemic online schooling.
Circling back to one of the non-COVID related problems from this fall in the overly-large school district.
After just about everyone rejected the superintendent’s lottery idea to improve the racial makeup of the Jefferson HS student population, the school board approved a “‘holistic review’ admissions system” for the school.
Education reporting in The Washington Post is very often tone deaf (see also almost everything from Jay Mathews). It has been especially so during the pandemic.
A recent case in point is an article based on statistics from the overly-large school district with the blaring headline “Failing grades spike in Virginia’s largest school system as online learning gap emerges nationwide”. A similar story a week later declares “Failing grades double and triple — some rising sixfold — amid pandemic learning”1, followed today by yet another article about failing grades in another Northern Virginia district.
In addition to coping with online schooling in the wake of the pandemic, and trying to figure out what “reopening” might look like, this fall leadership in our overly-large school district also have another Post-headline-generating problem to cope with.
It seems that a graduate of Thomas Jefferson High School for Math and Science, the district’s marquee magnet school, noticed something funny about the composition of the fall class: there were very few Latino students, and statistically no Blacks.
Like many others in the US, the overly-large school district is slowly trying to get students out of their homes and back into the buildings. The process started last month with small groups of kids who in a few special programs.