Addressing the Long-Term Effects of the COVID-19 Pandemic on Children and Families (2023) / Chapter Skim
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Pages 78-115
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From page 78... ...
. Overall, MIHOPE indicated that home visiting affected several key outcome measures when children were 15 months old, including improving the quality of the home environment, reducing the frequency of parents' use of psychological aggression toward their children, fewer emergency department visits for children, and fewer child behavior problems.
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From page 79... ...
. The school-readiness skills with positive effects tend to include cognitive and language skills; early literacy and numeracy; and social and emotional competencies, such as self-regulation and social competence (e.g., Gormley et al., 2005; Raver et al., 2011; Weiland & Yoshikawa, 2013; Minervino, 2014; Gray-Lobe, 2021)
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From page 80... ...
It was designed for, implemented, and studied in Head Start centers in Chicago. The program focused on building educator capacity to effectively and proactively support children's development of emotional competencies, self-regulation, and executive function, with particular focus on children struggling with emotional control and behavior problems (Raver et al., 2011; Jones et al., 2013)
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From page 81... ...
This approach of collaborative mental health consultation has not been adapted for elementary 6See https://www.acf.hhs.gov/opre/project/early-head-start-university-partnership-grants buffering-children-toxic-stress-2011#:~:text=The%20Buffering%20Toxic%20Stress%20Consortium, buffer%20children%20from%20toxic%20stress
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From page 82... ...
. There are a great number of social and emotional programs available for schools, early childhood education providers, and out-of-school-time organizations, and these programs vary widely in emphasis, teaching strategies, implementation supports, and general approach.
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From page 83... ...
. In general, social and emotional learning programs tend to have their largest effects among students with the greatest number of risks or needs, including those of lower socioeconomic status or those who enter school behind their peers either academically or behaviorally (e.g., Jones et al., 2011)
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From page 84... ...
As schools shifted to remote instruction, school counselors faced a myriad of organizational constraints in fulfilling their professional responsibilities, including increased administrative duties, lack of role clarity, and inadequate support from their schools and districts (Savitz-Romer et al., 2021)
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. These programs also demonstrate the importance of enhanced parenting efficacy as a mechanism to alleviate depressive symptoms among African American parents (Beach et al., 2008)
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From page 86... ...
, and early childhood education settings increasingly return to prepandemic routines, educators and others who work with young people will face a population that has been through, and continues to experience, individual and collective adversity because of the pandemic. For some children, that may be adding to existing adversity; for others, it may be a new experience.
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From page 87... ...
. Effect of a paraprofessional home-visiting intervention on American Indian teen mothers' and infants' behavioral risks: A random ized controlled trial. American Journal of Psychiatry, 170(1)
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From page 88... ...
. Income is not enough: Incorporating material hardship into models of income associations with parenting and child development. Child Development, 78(1)
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. Mental Health Consultation in Child Care: Transform ing Relationships among Directors, Staff, and Families.
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American Journal of Psychiatry, 164, 66–72. Patrick, S
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. A developmental psychopathology model of childhood traumatic stress and intersection with anxiety disorders.
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. An overview of the child care market in the United States.
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From page 93... ...
SCHOOLS AND EDUCATORS Initial Effects in K–12 Education By the end of March 2020 the vast majority of early childhood programs and K–12 public schools in the United States had closed for in-person 1Student engagement is defined as the student's active participation in academic and other school-related activities. See https://www.edglossary.org/student-engagement/ for a full definition.
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From page 94... ...
The COVID-19 pandemic appears to have deepened the impact of disparities in access and opportunity facing many students of color in public schools, including technological and other barriers that make it harder to stay engaged in virtual classrooms. The disruptions were especially difficult for some students.
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. Public schools also reported that teacher absences have increased in comparison with previous school years.
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From page 96... ...
As the 2020–2021 school year began, some districts offered in-person learning; others offered only remote learning; and still others used hybrid approaches that combined the two, trying to balance the needs of safety and health with education. By January 2022, just 40 percent of K–12 students had access to any in-person instruction; by June 2022, more than 98 percent of public schools offered full-time in-person instructions (Institute of Education Sciences [IES]
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From page 97... ...
Low-income communities with limited local tax bases depend on state support for these types of repairs and updates, but not all states provide capital funding for schools. It is too soon to know the extent to which federal ARP funds have helped in addressing improvements in school facilities. Mitigation and Safety Measures As the pandemic surged, early childhood learning programs and public schools were pressed to establish protocols and put in place a variety of measures to guard against the spread of the virus (Coronado et al., 2020)
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From page 98... ...
. Larger class sizes mean more crowding and thus increased risks for contact and spread of the virus; bringing average class sizes down created greater opportunities for physical distancing. In many instances, reducing class size required making changes to school schedules; one way this was done was by alternating the days of the week when specific grades came to school (CDC, 2022)
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From page 99... ...
Wealthier districts were more likely to provide printed materials to support remote lessons, more likely to have classes that were taught by the teacher of record, and more likely to have virtual lessons that were prerecorded and available asynchronously for students and parents: see Figure 4-1. More research is needed to understand how school districts and schools approached instruction at the beginning of the pandemic.
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100 FIGURE 4-1 School district strategies for delivering distance learning, by grade level and whether high or low poverty. SOURCE: Garet and colleagues (2020, p.
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School Engagement Engagement in schooling, from preschool through college, has dropped according to a variety of measures, including enrollment, attendance, and graduation. The available evidence, discussed below, suggests that because of the pandemic, fewer students are enrolled in public or any formal schooling or preschool; daily attendance is lower than it was prior to the pandemic; and high school graduation and college enrollment rates are lower than would have otherwise been expected.
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From page 102... ...
Nearly 300,000 fewer children were enrolled in statefunded preschool that year than in the prior year, a drop of 18 percent. The pandemic also reduced enrollment in other publicly funded early childhood education programs, including a 33 percent drop in Head Start enrollment and a 16 percent drop in early childhood special education enrollment.
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In the fall of 2020, Michigan public school enrollment dropped by three percent and kindergarten enrollment dropped by 10 percent. The declines in kindergarten enrollment were highest among lowincome and Black families.
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Data on enrollment in alternatives, such as private schools and home schooling, have come only from a few individual states and rarely in a timely fashion. The implications of declines in public school enrollments depend in part on whether such missing students are receiving high-quality education elsewhere, which is not known from the currently available data.
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From page 105... ...
In the 2021–2022 school year, 72 percent of public schools nationwide reported chronic absenteeism rates higher than the previous year, with only 27 percent saying the situation had improved relative to the 2020–2021 school year (IES, 2022b) : see Figure 4-3.
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106 FIGURE 4-3 Absenteeism data from School Pulse panel.
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From page 107... ...
That same evidence suggests the highest increases in 2020 high school graduation rates were concentrated among Black students, students with disabilities, and English-language learners. These roughly stable high school graduation rates, while perhaps surprising, may be driven by states' relaxed graduation standards in reaction to the pandemic.
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From page 108... ...
Between 2019 and 2021, freshman enrollment across all sectors declined by 14.3 percent for Black students, 8.6 percent for Latino students, and 19.6 percent for Native American students, compared with a 12.0 percent and a 3.5 percent decline for White and Asian students, respectively. For public 4-year colleges, relative to White students, enrollment declines for Native American and Black students were twice as high, while for Latino students the decline was only one-sixth of that for White students.
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From page 109... ...
In Louisiana, for example, kindergartners showed a 15 percent decrease in literacy readiness between fall 2019 and fall 2020, and declines of between 5 and 15 percent across mathematics, social and emotional skills, approaches to learning, and physical readiness domains. Drops were largest for Black students, and similar for Latino and White students (Markowitz et al., 2021)
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From page 110... ...
Data for 12 states on proficiency rates on standardized exams in spring 2021 showed large learning reductions in comparison with prior years: students were 14 percentage points less likely to score at least proficient in mathematics and 6 percentage points less likely to score proficient in English language arts. Declines in achievement were significantly larger in school districts with a larger proportion of low-income, Black, or Latino students (Halloran et al., 2021)
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From page 111... ...
Declines in mathematics and English language arts proficiency rates on state exams were substantially smaller in districts that offered more in-person learning, relative to neighboring districts, with English language arts learning particularly sensitive to instructional mode for Black and Latino students (Halloran et al., 2021)
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From page 112... ...
. Prior studies of the relationships between academic achievement and both individual and national economic outcomes suggest substantial costs from students' missed learning during the pandemic.
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From page 113... ...
. Specific predictions of lost earnings are based on numerous assumptions and thus come with substantial uncertainty, but it seems likely that the missed learning experienced during the pandemic will have lasting economic consequences for individuals and society unless effective and timely interventions are implemented (Hanushek & Woessmann, 2020; Viana Costa et al., 2021)
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From page 114... ...
The rest of this chapter covers four areas for intervention: compensating for lost instructional time in order to address missed learning; reengaging families and students who have become disengaged from schools; strengthening the educator workforce needed to accomplish these first two goals; and pandemic-proofing schools to minimize future disease-related disruptions to education. Addressing Missed Learning Opportunities As detailed in Chapter 3, the pandemic resulted in substantial reduction of instructional time and in decreased learning for K–12 students due to school closures and to the broader health, economic, and social disruptions caused by the pandemic.
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From page 115... ...
plan their spending of the last of the ESSER pandemic education funding, they will have to make difficult decisions between funding the need to address missed learning, fixing aging and financially neglected school buildings and facilities, bolstering school staffing, and implementing programs and support for students' social and emotional development and mental and physical health needs. Evidence-Based Interventions Strategies for supporting learning beyond classroom instruction and addressing academic challenges of marginalized students are not new.
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