Many Districts ‘Left Learning to Chance’ During Closures, Study Finds

In the chaotic shift to online education this spring, many districts did not communicate an expectation for teachers to monitor student progress, track attendance or provide live instruction, according to a new study by the Center on Reinventing Public Education (CRPE).

The study, coauthored by CRPE Associate Director Betheny Gross, also found that affluent districts were twice as likely as high-poverty districts to require live instruction during school closures.

Gross discusses her team’s findings and some evidence-backed recommendations for school systems and instructors now planning for the fall.

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