The Post-Pandemic Educational Crisis: Declining Student Scores and Potential Solutions

As an educator with over 25 years of experience across multiple districts, student populations, at various levels in the education system, I have observed several concerning trends in post-pandemic education that I believe contribute to the steady decrease in student scores in English Language Arts (ELA) and mathematics. Despite educators' tireless efforts, this decline persists, but understanding the root causes can help us develop effective strategies to address this crisis.

Factors Contributing to Declining Scores

1. Declining Attendance Rates

The transition from pandemic-era remote learning to reopened schools has not been smooth for students and parents, leading to a concerning trend of viewing attendance as optional. This shift has resulted in what could be described as an epidemic of low attendance rates. Research consistently shows a strong correlation between regular attendance and academic achievement. A study by Attewell et al. (2001) found that students who attended class regularly had an average GPA of 3.2, compared to 2.8 for those with less frequent attendance.

2. Elimination of Homework

Many schools have eliminated homework, citing concerns about inequity and uneven support at home. While well-intentioned, this decision may inadvertently lower expectations and limit opportunities for students to engage with key skills and content outside the classroom. The absence of homework can reduce the overall time students spend on academic tasks, potentially impacting their learning outcomes.

3. Educator-Centric Workload

In many schools, the bulk of the educational work is being shouldered by educators rather than students. Teachers are tasked with creating engaging, differentiated, and rigorous lessons while juggling numerous educational responsibilities. This approach, often constrained by mandated curricula, may limit students' opportunities for active learning and independent thinking.

4. Overemphasis on Immediate Support

There is a tendency among educators to provide immediate support to struggling students, sometimes even before students fully articulate their questions. While well-meaning, this approach can deprive students of the valuable "productive struggle" that builds confidence and problem-solving skills. Research suggests that allowing students to grapple with challenges can enhance their learning and retention of material.

Strategies to Improve Math and ELA Scores

1. Strengthen Relationships to Improve Attendance

Building strong relationships between educators, parents, and students is crucial for improving attendance rates. Implementing incentive programs and clear communication about the importance of regular attendance can help address this issue. A study in Connecticut found that a home visit program increased individual students' attendance rates by about 4 percentage points in the month following the visit.

2. Reintroduce Relevant Homework with Support

Making relevant homework assignments mandatory while providing extra support for students who may lack resources at home can help reinforce learning. For younger or English Language Learner (ELL) students, simple suggestions for parents to integrate learning into daily routines, such as reading street signs or using closed captions on TV to promote reading, can be effective.

3. Empower Students and Encourage Productive Struggle

Administrators should support teachers in facilitating educational opportunities that empower students and challenge them to take more autonomy in their learning. Incorporating opportunities for productive struggle can enhance students' problem-solving skills and resilience. Research indicates that allowing students to work through challenges can lead to deeper understanding and improved retention of material.

What Next?

The current decline in student scores is a complex issue with multiple contributing factors. However, by addressing attendance issues, reintroducing meaningful homework, empowering students, and allowing for productive struggle, we can work towards reversing this trend. It is crucial for educators, administrators, and policymakers to collaborate in implementing these strategies to improve student outcomes in the post-pandemic era.

As we move forward, it is essential to remember that recovery from the educational disruptions caused by the pandemic will take time and consistent effort. The slight progress observed in math and limited progress in ELA across various assessments indicate that our efforts are beginning to show results, but there is still much work to be done. By focusing on these key areas and maintaining high expectations for our students, we can help them recover lost ground and thrive academically.

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Photo by Guy Basabose on Unsplash

References

Attewell, P. A., Lavin, D. E., & Thurston, P. W. (2001). The Association Between Class Attendance and Academic Performance.

Caviglia-Harris, J. L. (n.d.). Can Attendance Requirements Improve Student Performance In Principles of Economics?

Credé, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class Attendance in College: A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics.

Ersoy, A. (2021). The Effect of Class Attendance on Academic Achievement in an Online Course.

Kuhfeld, M., & Lewis, K. (2024). Learning during COVID-19: Initial findings on students' reading and math achievement and growth. NWEA Research.

National Center for Education Statistics. (2009). Why Does Attendance Matter?

Polikoff, M., & Korn, S. (2024). Assessing evidence of academic recovery: Slight progress in math, hardly any in ELA. Brookings Institution.