The Washington Post’s Perry Stein delivered some startling news the other day regarding participation rates for DCPS with distance learning in the face of the Covid-19 virus:
“The attendance records look bleak. At an elementary school in Northeast Washington, just 50 percent of fourth- and fifth-graders are logging on to watch the PowerPoints that their teacher spends hours building each weekend. A special-education teacher in Northwest Washington said she’s struggling to schedule individualized virtual meetings with her students, many of whom have working parents who do not speak English and have never before used the school system’s Microsoft platform.
Sean Perin’s fifth-grade students at Garfield Elementary in Southeast Washington have parents who report to work each day at restaurants, stores and medical facilities, leaving their children with older siblings or relatives during the day. He said he has heard that at least two of his students have lost relatives to the virus. . .
The Washington Teachers’ Union surveyed its teachers last month to determine student participation. Fifty-seven percent of the 2,000 teachers who responded — around half of the teacher workforce — said less than half of their students are participating. Teachers at more affluent and more selective schools said attendance has been strong during remote learning.”
This is not what the charter sector has found. Teaching 47 percent of all public school students in the nation’s capital, equivalent to 43,393 scholars, these schools are reaching exceptionally high numbers of those enrolled. On May 1st the DC Public Charter School Board released data regarding the number of students with whom they have not been able to communicate. Here is its conclusion:
“There are 1,334 students in the charter sector that schools have not made contact with since school buildings closed due to the pandemic, based on an analysis conducted by the DC Public Charter School Board. Of those, 119 students are special education (8.9%); and 363 of the unreachable students are adult education students.”
The overall percentage of those who have not been able to be engaged with is 3.1 percent. For special education students the proportion is 1.9 percent.
It is an astonishing accomplishment. It is especially heartwarming to go to school websites and see the resources they have assembled for parents. As an example here is one from Ingenuity Prep PCS, a preKindergarten three to seventh grade school located in the center of Ward 8:
“Ingenuity Prep is committed to supporting student learning during our school’s closure caused by the COVID-19 virus. This page will be updated regularly throughout our closure with materials and resources to support the continued academic growth and development of our students. Check back for updates and more resources. We will also be keeping in touch with our school community through our regular school messaging platform – SignalKit. Should you not find the answer to your question on here, you can:
Email us: firstname.lastname@example.org
Call us: (202) 562-0391″
To be fair, Ms. Stein quotes DCPS Chancellor Lewis Ferebee as claiming that “Ninety-six percent of our students have engaged in some way. . . Instead of logging into a learning session, a student may be doing virtual meetings with a counselor or a school psychologist. When we talk about engagement, we’re not just talking about teaching and learning.”
In these exceptionally challenging times I am so proud of our teachers who have adapted to this new world as the professionals that they are. They are all heroes.