Dear Commons Community,
As the pandemic upended life in the United States, more than one million children who had been expected to enroll in public schools did not show up, either in person or online. The missing students were concentrated in the younger grades, with the steepest drop in kindergarten — more than 340,000 students, according to government data.
Now, the first analysis of enrollment at 70,000 public schools across 33 states offers a detailed portrait of these kindergartners. It shows that just as the pandemic lay bare vast disparities in health care and income, it also hardened inequities in education, setting back some of the most vulnerable students before they spent even one day in a classroom.
The analysis by The New York Times in conjunction with Stanford University shows that in those 33 states, 10,000 local public schools lost at least 20 percent of their kindergartners. In 2019 and in 2018, only 4,000 or so schools experienced such steep drops.
The months of closed classrooms took a toll on nearly all students, and families of all levels of income and education scrambled to help their children make up for the gaps. But the most startling declines were in neighborhoods below and just above the poverty line, where the average household income for a family of four was $35,000 or less. The drop was 28 percent larger in schools in those communities than in the rest of the country.
While kindergarten is optional in many states, educators say there is no great substitute for quality, in-person kindergarten. For many students, it’s their introduction to school. They are taught to cooperate and to identify numbers and letters. They learn early phonics and number sense — the concept of bigger and smaller quantities.
And kindergarten is often where children are first diagnosed with disabilities like autism spectrum disorder.
Yet in the country’s poorest neighborhoods, tens of thousands of 6-year-olds will begin first grade having missed out on a traditional kindergarten experience.
“We have to be deeply concerned,” said Thomas S. Dee, a professor at the Stanford Graduate School of Education, who worked with The Times on the analysis.
The data covered two-thirds of all public schools.
It showed that remote schooling was a main factor driving enrollment declines.
You can read the entire article here.
Tony
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