“We can measure the impact of lost quality instruction, but the implications of a traumatic few academic years are much bigger for student health, mental health and well-being,” said Joe Bishop, co-founder of UCLA’s Center for the Transformation of Schools. “In the same way we rush to support families after a wildfire or school shooting, we have to deploy assistance to help students, especially youth of color, with the same sense of urgency.”
Bishop and his team at UCLA published a pair of reports on learning loss on behalf of the plaintiffs in the lawsuit. They interviewed teachers, administrators, counselors and school staff at all levels. They found that remote learning exacerbated pre-existing inequities and that most educators believe the state offered insufficient guidance on how to navigate the pandemic.
“Schools and districts felt isolated and on their own dealing with this extraordinary moment in our history,” Bishop said. “They had to be public health experts, help parents find jobs and housing, provide IT support.”
The UCLA researchers also looked at solutions to a problem they say stretches far beyond the realm of schools. They said the Department of Education needs support from the Legislature and other agencies to create a long-term roadmap for recovery. It should include a comprehensive plan to address staffing shortages, expand mental health services and target services to students who need them the most, among other steps.
“Right now there’s not a clear compass for where we’re headed and what we’re doing about it,” Bishop said. “Learning has been stagnant, but as a state, what are we doing about it? This is a question we need to answer.”