Our first look at long-term trends in reading and math assessments since the pandemic began affirm what many education professionals were anticipating. The National Association for Educational Progress (NAEP), also known as “The Nation’s Report Card,” recently issued its signature report which revealed that students assessed during the COVID-19 pandemic experienced significant declines in both mathematics and reading.
New data and analysis released by the National Council on Teacher Quality (NCTQ) finds ample opportunities for improvement in states’ teacher and principal evaluation policies. With educator quality as the most powerful in-school factor that contributes to students’ academic success, an essential component to supporting student recovery in the wake of pandemic-related learning loss must be ensuring all students have access to effective teachers and administrators.
When I started teaching in the early 90s, I was an eager and very green third grade teacher ready to change the world, one class at a time. My colleagues and I worked hard to build a learning community that met the needs of our students, no matter their circumstances or the resources at our disposal (or lack thereof).
If your school or district is anything like many others across the country, it has undergone transformational changes at a rapid (perhaps even dizzying) pace over the past two years. The challenges you continue to face demand that you influence more change, driven by creative problem solving and a bit of risk.