expansion of idea effect of corona virus in the field of education
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The coronavirus pandemic isn’t just a public health story. It’s also an education story; many of them, actually. With most of the nation’s public and private schools now closed, education reporters are on the front lines of crisis coverage. News outlets around the country are a crucial source of information for communities.
Here are a handful of story ideas to tap in covering what continues to be a fast-changing situation on the preschool through secondary education front, with lots of strong examples of enterprising news coverage.
How Are Vulnerable Students Getting Access to Essential Wraparound Services?
In places like Oregon and Kentucky, districts are offering grab-and-go meals. In Washington state, the early epicenter of the COVID-19 outbreak in the U.S. (and the state with the most deaths from the virus so far), schools are required to provide not only meals to low-income families but also to serve as emergency child care centers, reported Janelle Retka of The Yakima Herald. How effective are such actions so far? How are parents teaming up to share resources for child care, especially in families where working from home isn’t an option? What are local nonprofit organizations doing to help fill in the gaps? In addition to covering the broader issues of the pandemic, The Seattle Times has created an online resource for families to find out about available services, including child care and mental health support.
What Are Schools Doing — or Not Doing — to Support ‘Remote’ Student Learning?
Remote learning — whether in paper form or online — is now the de facto means of instruction for tens of millions of students. But what steps exactly are schools and districts taking, or planning to take, to help ensure that learning continues? Early signs suggest it varies widely, even as the situation is sure to evolve quickly, especially if the closures are prolonged.
A national survey of school administrators conducted last week by Education Week suggests it may be a struggle in many places to pivot quickly and effectively. Forty-one percent of district officials indicated that their systems “couldn’t provide remote or e-learning activities to every student in their district for even one day,” as a blog post summing up this survey finding indicates. Districts serving large concentrations of low-income families were more likely to say they could not provide such learning opportunities.
A Washington Post story offered a snapshot across the greater Washington, D.C. region. “The first day of the school-less reality … meant online learning for some in the region, paper packets for others. It left some children idle. Others headed to campus for free school-provided meals.” In Virginia suburbs, “school systems opted for different approaches, some more intensive than others,” the story noted. In Loudoun County, Va., for instance, school officials were “working to develop a virtual curriculum for the system’s 84,000 students,” with teachers gathering yesterday for a “work day” to hash out details.
In other communities, like Anne Arundel County, Maryland, the local public television station is broadcasting at-home lessons, with a different grade level featured each hour. The Montgomery County Public Schools system, Maryland’s largest, issued a statement yesterday indicating that “teachers are not working and will not be providing new instruction or giving new assignments to students” because the system is treating its current two-week closure as an “emergency closure.” The system did provide some online instructional resources for review and practice: “We encourage families to read, play board games, write in journals, and join in on any other activities you think are appropriate for your child.”
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