VIEWPOINT / SCHOOLS—REOPEN OR REMAIN CLOSED?

By Timothy Weaver, Ph.D.

Although no one asked, I will add my two cents on the issue of schools reopening. As my field is educational policy research, I feel I have something of substance to offer.

First, we start with the conditions that caused states to order schools closed. Most of these decisions were made in March and April when the SARS-CoV-2 pandemic was rising. As we approach August, COVID cases are surging again but from a much higher baseline.

In short, the same, or worse, health conditions prevail. The difference is that economic and political concerns have eclipsed scientific concerns. The urgent desire to have the economy growing by the November election has trumped the warnings of Fauci and others that this pandemic is out of control and rapidly getting worse. I now hear educators arguing that keeping kids out of school for the past four months has set them back a year. We can’t possibly keep them home another semester. So far these conclusions are heavy on opinion and light on facts. The most compelling argument is that special education children may have the most to lose, along with disadvantaged children, because they are not getting specialized help. I agree this makes sense and, yet, there is no research available to support this common sense conclusion.

The next argument I often hear is that online learning does not work. Mostly, it is referred to as remote learning. First, does online or programmed learning produce desired learning outcomes, and are those learning outcomes better or worse than classroom instruction? Here we find the research to be pretty robust. When online or programmed learning is well designed, well planned and focused on academic learning objectives, and its implementation planned and effective, then learning outcomes are shown to be roughly the same as classroom instruction. Children should lose no ground in academic subjects by learning from home. When it comes to social-emotional development, remote learning is limited. Yet, today’s child is very adept at socializing online.

What to do? My concern is saving lives, first and foremost. If we can do that and reopen schools, fine. The facts, however, are inconvenient. When South Korea attempted to reopen schools in the spring, with much more favorable conditions than we are experiencing, they saw a spike in cases and closed the schools for the remainder of the school year. My guess is that if we try to reopen in August, we will see the same spike. Children merely reflect the population as a whole. A third of Americans believe, wrongly, that social distancing and mask wearing are violations of their rights. I won’t address that here. I raise it merely to show that children are perhaps the unlikeliest of us all to adhere to strict CDC guidelines. I conclude this for a variety of reasons not the least of which they will reflect their parents’ attitudes.

How can we ensure learning continues and keep communities from upsurges in cases and deaths?

My plan is to keep schools closed for the general population of students. Included in the plan would be the upgrading of online instruction, significantly increasing the use of preprogrammed iPads and other learning devices and materials. Programmed learning is effective when focused on academic learning and well designed.

For special needs children my plan would be to bring them to schools in small numbers and spread them out in unused classrooms. Special education teachers and staff could work with these children during part of the day—perhaps half day. Same would be done with impoverished children. They need extra attention and the teachers are available to provide that attention. With personal staff assistance, such children could learn how to effectively interact with preprogrammed iPads, online learning programs and learning materials, which would help to bolster their experiences in school. Meals are a big issue as schools have become the “restaurants of last resort”. Most have worked out plans to serve meals. Special needs and impoverished children would face their learning and development reinforced with online and programmed learning designed especially for them.

As for social and emotional development for the general population, play groups can be organized by parents and schools. Athletic facilities can be made available at schools and parks for small numbers at a time. Zoom for older children has become second hand.

Finally, there is the issue of childcare when both parents work. This seems to be the primary driver behind opening schools this fall. I reject that argument on the basis of prima facie evidence to the contrary. Parents have proven they can adapt to children being home, as seen over the past four months as schools have been closed. The unemployment numbers rose significantly in June, although most schools across the country remained closed. By now, families have adjusted to the situation. Keeping the schools closed another semester or another year even would not be a determinant of whether the economy rebounds. In a consumer driven economy, the determent of growth is demand. I would accept the argument that forcing one parent to stay home to provide childcare may impact demand, as income would be reduced. Yet, we also see that the big reason for the collapsing economy is that people in the upper income brackets have stopped spending. They are most likely to be able to arrange work from home. Those in lower income brackets would be most affected but they have the least effect on demand.

Europe has reduce the pandemic to levels allowing them to safely reopen schools. Surely, we can make it through another semester or even school year so that we can do the same, or until a vaccine is proven effective and safe.

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