Remote Learning and the Widening K-12 Achievement Gap

As we pass the anniversary of the first round of lockdowns, Americans are longing for a return to normalcy. With COVID-19 numbers decreasing due to increased testing and vaccine distribution, schools nationwide have begun the process of returning teachers and students to the classroom. 

Many schools have returned to a hybrid model of teaching, combining classroom instruction with online learning and providing families with the option to keep their students home if they choose. These hybrid models aim to provide students with the benefits of meaningful peer and teacher social interaction while still keeping the number of students in the building low enough to safely distance. Hybrid learning may be the best short-term solution we have now, but it is unlikely students are experiencing the same level of rigor they typically would. As we look to the fall and start to consider what a post-pandemic normal might look like, some are rightly concerned about the problems students will face as they return to the classroom full-time. 

When stay-at-home orders forced millions of PK-12 students into remote learning last spring, it was undoubtedly the most significant disruption to the education system in our country’s history. While the vast majority of students have been able to attend at least some school virtually, most parents and teachers feel the quality of education students are receiving is not up to par with the previous schooling. 90% of parents have expressed at least some concern about their children falling behind in school due to the pandemic. 

Unsurprisingly, the pandemic has had a disproportionate impact on the most vulnerable students, such as those coming from lower-income households or rural areas. 

Even pre-pandemic, our education system consistently failed to meet the needs of many of these students. 

The term “achievement gap” typically refers to the gaps in academic achievement between white and Black or Hispanic students. Over the past 40 years, this gap has been narrowing, albeit slowly and unsteadily. Educators are concerned the COVID-19 pandemic, which has placed more stress on communities of color, will widen the gap. In addition to racial factors, income plays a prominent role in students’ K-12 successes. 

In the United States, income-related differences in academic success emerge as soon as kindergarten. Children in lower-income households are less likely to have access to high-quality educational environments—in the home, in schools, and extracurricular enrichment activities. Children in low-income families are more likely to live in neighborhoods that expose them to environmental toxins, have less access to nutrient-rich food, and experience adverse childhood experiences— all of which can affect brain development and future academic success. 

Rural and urban students also experience disparities in academic achievements than their suburban peers. However, researchers speculate this could be attributed to differences in parent education levels and available school resources. A lack of digital infrastructure in rural areas has likely exacerbated the struggles these students face. 

Educational disparities have been amplified by challenges inherent to remote learning and differences in access to technology, leaving educators concerned about what this increase in inequity could mean when students return to the classroom. 

Some districts have attempted to remedy technological inequalities by providing loaned laptops and internet access to families. Still, implementation is piecemeal and fails to adequately support students in rural, high-poverty schools. Furthermore, remote learning has raised expectations that parents can and will augment classroom learning. About two-thirds of K-12 parents say they provide additional instruction or resources to their children, with working moms especially juggle their careers with homeschooling their children. Students from higher-income households are more likely to have both hired tutors capable of providing learning support. Disadvantaged students are also more likely to learn remotely for a more extended period of time, while wealthier families were more likely to send their children to private schools or live in districts where schools opened earlier.  

While remote instruction remains the primary mode of instruction, the capacity of teachers and students to teach, learn, and communicate is entirely dependent on access to technology and parental support. Those who lack adequate access or support are placed at a severe disadvantage. The top priority is to get the virus under control to ensure a safe return to in-person learning. Still, plans for reopening schools also need to include solutions to the many equity issues arising from remote learning. First and foremost, policymakers need to prioritize removing barriers to connectivity by bringing internet access and devices to all households. Local and state strategies will need to focus mainly on improving or introducing infrastructure in rural areas. Also, as much as possible, teachers should be offered additional support services—when virtual learning first started, the burden of adjusting curriculum and pedagogy was placed largely on teachers without sufficient guidance, resources, or adjustment of pay .

While many schools are transitioning to hybrid learning, speculations remain surrounding what we should realistically expect when schools return in person. We can anticipate that students across the board may be behind for their grade level, and some educators recommend implementing assessments to estimate those learning gaps. Assessment results could then be used to address specific learning losses from the past year through curriculum changes or applied supports. Other educators and policymakers see this as a rare opportunity for boldness. They are pushing for schools to use this once-in-a-generation calamity as a chance for real innovation. Education has been so disrupted, the argument goes, that we have an opportunity to allow those most affected to guide the rebuilding process. By centering the educational restoration on the most disadvantaged, educators can take concrete steps to address long-term issues, such as equity and successful racial, ability, and socioeconomic integration and inclusion.  

Legislators and educators must prioritize the success and well-being of all students during this period of transition. Underserved learners could easily get lost during this process; if they are not prioritized and adequately supported, they may never catch up, further worsening an already deeply concerning gap in educational outcomes. This year of educational disruption has the potential to turn into catastrophic generational learning loss if we do not implement thoughtful, conscientious policy solutions as schools move closer toward reopening.