Does race affect whether or not a student will return to in-person learning this school year?
As schools are being pushed to reopen, it turns out that students in predominantly white communities are more likely to return to in-person learning. Across California, districts are meeting the requirements to open schools for in-person learning. According to Edsouce.org, nearly half of all districts with elementary schools have returned to some form of in-person learning, roughly 40 percent of middle schools, and nearly 30 percent of high schools. A majority of the students returning to in-person learning, either full day or hybrid, are white students. Nearly 90 percent of Black students, 85 percent of Latino students and 81 percent of Asian students are still in a distance learning model, compared with 64 percent of white students. Schools with a majority of English learners and low-income students are more likely to be closed to in-person learning than schools in more affluent areas. Why is this the case?
Before COVID-19, Anindya Kundu gave a TED Talk (linked at the end) on how to close the “opportunity gap” in US public education. In it he states, “A 2019 EdBuild report showed that majority-white districts receive about 23 billion dollars more in annual funding than nonwhite districts, even though they serve about the same number of students". Schools with more funding are able to meet the guidelines from Center for Disease Control on reopening. Access to more funds allows for proper sanitation and personal protective equipment.
This graphic from the aforementioned EdBuild report shows in California, the average revenue per student in a low-income, nonwhite district is $4,000 less than a student in a high-income white, district.
In addition to deficits in funding and resources, people living in impoverished neighborhoods have increased rates of contracting the COVID-19 virus. A January report from the Los Angeles Times states that white residents of Los Angeles County have the lowest death rate among the other racial and ethnic groups. Hispanic, Black, and Asian residents have the highest death rates related to COVID-19. Similar circumstances that impact education for lower income communities also impact livelihood - dense living conditions and having to report to work as essential workers, in jobs such as: farmworkers, construction workers, food service, laborers, truck drivers, cashiers, janitors and building cleaners. The increased rate of the virus in non-white communities makes it increasingly difficult to meet the CDC guidelines for reopening, yet the parents of those students have little choice other than to report to work outside the home. This means that students who were already at a disadvantage in the home, are left to attend virtual classes in underfunded schools with little to no parent support.
What about the achievement gap?
Anyone who knows a child taking part in distance learning can see the academic gains are suffering when compared to in-person learning. Students often without parent support or supervision may not be attending classes or completing lessons. Teachers are struggling to connect with these students and are challenged with staying on pace with plans. Even without data to quantify it, teachers are witnessing undoubtedly that there is a loss of learning. But for lower income students, the gap in achievement is nothing new, especially California's Black students. New education data released in early February by researchers at Stanford University show the achievement gap between Black and white students has widened over the past decade (Edsource.org, 2021). In addition, while the gap between Latino and white students isn't getting any bigger, the delta is not getting smaller either. COVID has been an accelerant of increasingly disparaging inequities These achievement gaps are not going to improve unless there is radical change in policy and administration throughout public education.
School leaders and policy makers must acknowledge these inequities. We must demand change. Parents are losing trust in California's public schools, as evidenced by enrollment dropping in the 2020-2021 school year by 155,000 students, which is about five times greater than California's annual rate of enrollment decline. According to Cal Matters, parents are choosing private schools, homeschooling, or worse students are dropping out entirely as an alternative to distance learning, thus perpetuating the growing achievement gaps. One solution to regaining trust and closing the achievement gap lies in recognizing the disparities within the system. Then we must adopt policies that reflect the appropriate of distribution of funds and services to build sustainable programs that allow schools functionally open and service every child safely and equitably.
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