News

Post-Covid Learning Loss 

By Farrah Muhammad 

The American College Testing (ACT) recently published its annual class data. The report showed 2022 high school graduates had an average national composite score of 19.8, the lowest average since 1991. Similarly, the National Center for Education Statistics published data that showed literacy rates have declined amongst fourth-grade and eighth-grade students. 

These reports reflect the toll of online learning on students of all ages. Many schools and districts were completely unfamiliar with virtual learning and struggled to prepare and provide structure to students.

Mrs. Gill, a 3rd-grade teacher at Circle Cross Ranch K-8 School, shared that “teaching and learning during COVID was one of the most difficult years for students and teachers alike.” She has been teaching for twenty-four years, but the COVID-19 pandemic presented new challenges. She describes having to “learn new technology and how to work through it along with teaching, not just the content but also emotion.” 

Many students lacked adult supervision during at-home learning, causing their attendance and participation to be inconsistent. Further, students had to make due using anything from a phone or tablet to attend class. 

Mrs. Gill is in a unique position, as she is currently teaching the last batch of elementary students impacted by online learning. Some of her current third-grade students “have never been to in-person learning so they are academically not ready, nor do they understand what school rules are and how to behave in class.” Students like hers are just beginning their adjustment to formal schooling. 

Academically, she has observed that “students do not like to write, nor show their math work.” Many of her students are reading at a level one or two grade levels below their current grade. However, she has seen “a huge growth in math for many students.” 

It’s important to note that most observed declines are based on standardized benchmark testing. Many people question the validity of standardized tests. As colleges and universities have begun to offer test-optional admissions, students have less pressure and incentive to do well on the SAT and ACT. At Poston Butte, our quarter two benchmarks approached right before finals. Many students were experiencing test fatigue and choose to focus their energy on finals, a test that more heavily affects their grades. 

Mrs. Gill shared her perspective on benchmarks. She believes benchmark performance has declined “not just because of the pandemic but because of it not being on paper in general.” When tests are offered on paper students can “highlight key words, write on the paper itself, and then solve a problem or answer a question.” 

As we deal with the effects of an unprecedented circumstance, standardized tests are just a glimpse into students' experience and performance these past few years.