Focus on accountability for COVID-19 recovery in schools

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Focus on accountability for COVID-19 recovery in schools
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It’s time to face facts. Our big national effort to address the damage to children caused by COVID-19 has not worked.

We need to refocus our attention on realistic strategies that schools can actually implement to reach all the children who need help.

While disappointing, the failure of our recovery efforts is predictable. The defining characteristic of American education is its radical decentralization, which serves to protect schools from outside meddling but also thwarts real reform. While decentralization may have certain virtues, one of them is not the capacity for large-scale mobilization and coordinated activities.

We need to move past the idea that new intervention X or Y will catch children up; now is largely not the time for districts to be trying complicated new approaches. What we need instead is a strategy that maximizes the effectiveness of regular school-day instruction, drawing on what we know works. Fortunately, we know much more about what works than most people think.

The best curriculum and engagement strategies won’t work if teachers aren’t high quality, and strategies to improve the teacher workforce must also be prioritized. This means paying teachers more—especially those in shortage areas or where the cost of living is too high. But it also means supporting teachers with curriculum-aligned professional learning and programs to improve their working conditions.

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