Virginia schools ranked dead last nationally in math recovery since pandemic

[Anonymous]

To add insult to injury, students are still reading three-quarters of a grade level behind where they were in 2019.

It’s time for a sanity check where we acknowledge we’ve been conned by pseudo “experts,” then dump any school policy implemented since 2018.

If this isn’t crisis mode, what is?

https://www.msn.com/en-us/news/us/virginia-schools-ranked-dead-last-nationally-in-math-recovery-since-pandemic-report-says/ar-AA1yZKce

[Anonymous]

Some of what we are seeing is definitely remnants of the pandemic and the failure of online learning. But that does not count for the abysmal reading scores we are seeing in grades K-3. Last year nearly a quarter of my kindergarteners met the criteria to suggest retention. This year it's looking like more. The attention issues I am seeing are a major stumbling block to their learning. Kids spend too much time watching screens and not enough thinking, interacting, and responding. Both schools and families are contributing to this with the amount of time kids spend on screens. I can tell parents until I am blue in the face that their kindergartener doesn't need a phone and certainly shouldn't be watching YouTube in bed all night, but I am not in charge there. And my district sets the screen time at school, not me; if my kids don't get their minutes in the programs, it's my head. I feel like I'm in the middle of a slow motion train wreck.

[Anonymous]

Anonymous wrote:Some of what we are seeing is definitely remnants of the pandemic and the failure of online learning. But that does not count for the abysmal reading scores we are seeing in grades K-3. Last year nearly a quarter of my kindergarteners met the criteria to suggest retention. This year it's looking like more. The attention issues I am seeing are a major stumbling block to their learning. Kids spend too much time watching screens and not enough thinking, interacting, and responding. Both schools and families are contributing to this with the amount of time kids spend on screens. I can tell parents until I am blue in the face that their kindergartener doesn't need a phone and certainly shouldn't be watching YouTube in bed all night, but I am not in charge there. And my district sets the screen time at school, not me; if my kids don't get their minutes in the programs, it's my head. I feel like I'm in the middle of a slow motion train wreck.

Trump needs to ban using computer programs go teach kids. It’s AWFUL.

[Anonymous]

For K to 3 I completely agree.

[Anonymous]

Anonymous wrote:Some of what we are seeing is definitely remnants of the pandemic and the failure of online learning. But that does not count for the abysmal reading scores we are seeing in grades K-3. Last year nearly a quarter of my kindergarteners met the criteria to suggest retention. This year it's looking like more. The attention issues I am seeing are a major stumbling block to their learning. Kids spend too much time watching screens and not enough thinking, interacting, and responding. Both schools and families are contributing to this with the amount of time kids spend on screens. I can tell parents until I am blue in the face that their kindergartener doesn't need a phone and certainly shouldn't be watching YouTube in bed all night, but I am not in charge there. And my district sets the screen time at school, not me; if my kids don't get their minutes in the programs, it's my head. I feel like I'm in the middle of a slow motion train wreck.

Couldn’t agree more. I feel like attention spans are getting so much worse

[Anonymous]

K-3 need to stop blaming the pandemic as it has nothing to do with them. What's changed is the bad curriculum, lack of textbooks and lack of homework/classwork for reinforcement

[Anonymous]

No textbooks. Teaching using videos like Brain Pop, Moby& Annie, Amoeba Sisters, Lexia, ST Math, Math Antics,…. No spelling. No rote memorization. No practice. No homework. De-emphasized money, clocks, the basics. No hand-writing practice. They teach math off of Google slides instead of slowly writing stuff on board and having students copy it down. The math tests are standardized and the teachers hoard all the tests and don’t return them. The students do not learn from their mistakes. This has been happening for years across ALL subjects. Writing has not been taught, nor grammar. I’ve sadly had a front row seat to this constantly filling in gaps at home. Someone should get fired over these results!

[Anonymous]

Performance dropped during pandemic, but is already recovering.

https://nces.ed.gov/nationsreportcard/subject/publications/stt2024/pdf/2024219VA4.pdf

[Anonymous]

Anonymous wrote:To add insult to injury, students are still reading three-quarters of a grade level behind where they were in 2019.

It’s time for a sanity check where we acknowledge we’ve been conned by pseudo “experts,” then dump any school policy implemented since 2018.

If this isn’t crisis mode, what is?

https://www.msn.com/en-us/news/us/virginia-schools-ranked-dead-last-nationally-in-math-recovery-since-pandemic-report-says/ar-AA1yZKce

I agree. Global pandemic was a terrible idea. Don't do it again.

[Anonymous]

Pp. No curricula. Random searches on the internet for worksheets and un-vetted TPT, Pinterest, and homeschool mom creations! The material is presented in a scattered, boggled way with no reference tool. The wheel keeps getting recreated but it’s not from teams of publishers and edited material with a big picture overview. It’s cobbled together on scraps of papers, referenced videos, and poor quality Gatehouse Google slides. It’s impossible to prepare your child well for a test!

No lessons on ‘how’ to write, just stated ‘write’. No vocabulary lessons. No books assigned and discussed with a teacher in a group, only 1 page passages are read for SOL prep. In fact, all teaching is done by end of April to accommodate the SOLs in May. May is wasted and material was rushed to completion around spring break in April.

[Anonymous]

This is awful!

[Anonymous]

Anonymous wrote:

Anonymous wrote:To add insult to injury, students are still reading three-quarters of a grade level behind where they were in 2019.

It’s time for a sanity check where we acknowledge we’ve been conned by pseudo “experts,” then dump any school policy implemented since 2018.

If this isn’t crisis mode, what is?

https://www.msn.com/en-us/news/us/virginia-schools-ranked-dead-last-nationally-in-math-recovery-since-pandemic-report-says/ar-AA1yZKce

I agree. Global pandemic was a terrible idea. Don't do it again.

[Anonymous]

Studies in Sweden and Norway showed us by the end of 2020 and before vaccines that it was safe to open schools with some basic precautions. But many school districts in blue states kept out school closed until late 2022 despite the plethora of empiric evidence saying it wasn’t necessary as well as growing evidence of harm from the school closures.

None of these people have been held accountable for this malfeasance.

[Anonymous]

Anonymous wrote:Studies in Sweden and Norway showed us by the end of 2020 and before vaccines that it was safe to open schools with some basic precautions. But many school districts in blue states kept out school closed until late 2022 despite the plethora of empiric evidence saying it wasn’t necessary as well as growing evidence of harm from the school closures.

None of these people have been held accountable for this malfeasance.

Which Virginia schools were still closed in the winter of 2022?

The closures definitely had an impact and we should discuss that, but exaggeration isn't necessary.

And the pandemic doesn't account for the poor performance of students in K-3, as discussed above.

[Anonymous]

This isn’t just because of the pandemic. This is other foundation problems. Virginia’s methods are not working. Period.