The true scale of the educational fallout will be unknown for years, because it manifests itself in future decisions like dropping out of high school or university. It will also remain murkier because typical barometers, such as the standardised tests administered in crowded school halls have also been impeded. What evidence exists now does not look encouraging.
人們數(shù)年都無法洞悉停止面授對(duì)教育的影響真正有多大,因?yàn)檫@次的影響會(huì)顯現(xiàn)在高中輟學(xué)或大學(xué)輟學(xué)等未來的決定中。也可能仍舊模糊,因?yàn)橛幸恍┑湫偷闹笜?biāo)也受到了阻礙,比如在擁擠的教室里進(jìn)行的標(biāo)準(zhǔn)化考試。現(xiàn)存證據(jù)顯示并不明朗。
A team of five education scholars recently calculated that American schoolchildren in 2020 learned 30% less reading and 50% less maths than they would in a typical year. Despite that, the top third of pupils posted gains in reading. Data from Opportunity Insights, an economic-research outfit at Harvard University, show that after lockdowns began in March pupils from low-income neighbourhoods fell permanently behind on online maths coursework, whereas those from richer areas quickly rebounded.
一個(gè)由五位教育學(xué)者組成的研究小組最近計(jì)算出,相較于正常年份,2020年的美國學(xué)童的閱讀量減少了30%,數(shù)學(xué)學(xué)習(xí)量減少了50%。盡管如此,排名前三分之一的學(xué)生還是進(jìn)行了大量閱讀。根據(jù)哈佛大學(xué)一家經(jīng)濟(jì)研究機(jī)構(gòu)OpportunityInsights的數(shù)據(jù),顯示自三月份實(shí)行封鎖以來,低收入社區(qū)的學(xué)生在在線數(shù)學(xué)課程學(xué)習(xí)方面一直落后,而來自富裕地區(qū)的學(xué)生則快速進(jìn)步。

Disruptions to schooling tend to lower achievement while increasing inequality. But rarely do so many shocks pile up at once. First, schooling is now being conducted online. Previous attempts at virtual education in America have not looked promising. A study of virtual public schools in Georgia by Carycruz Bueno of Brown University found significantly reduced test scores in almost all subjects, and a ten-percentage- point drop in the chance of graduating from high school. Her results look worse for black and Hispanic children.
中斷學(xué)校教育往往會(huì)降低成績(jī),同時(shí)加劇不平等現(xiàn)象。但是,很少會(huì)出現(xiàn)大量的沖擊同時(shí)趕在一起的現(xiàn)象。首先,學(xué)校教育現(xiàn)在轉(zhuǎn)為網(wǎng)課。美國以前嘗試過進(jìn)行虛擬教育,但結(jié)果并不樂觀。布朗大學(xué)的卡里克魯茲·布埃諾開展了一項(xiàng)針對(duì)佐治亞州公立學(xué)校線上授課的研究,發(fā)現(xiàn)幾乎所有科目的考試成績(jī)都顯著降低,高中畢業(yè)的幾率也下降了10%。針對(duì)黑人和西班牙裔學(xué)生的研究結(jié)果更加糟糕。
Then there is the problem of access to online classes. Nearly half of Native American pupils and 35% of black and Hispanic ones do not have access to either a computer or the internet at home, compared with 19% of whites. Worsening mental health among poorer families will also hurt achievement. Elizabeth Ananat of Barnard College and Anna Gassman-Pines of Duke University surveyed hourly service-sector workers in Philadelphia who had young children; half were screening positive for anxiety or depressive disorders.
還有一個(gè)問題在于上網(wǎng)課的途徑。接近一半的美國土著學(xué)生,以及35%的黑人和亞裔學(xué)生的家中無法使用電腦和網(wǎng)絡(luò),相比之下,白人學(xué)生只有19%。來自貧困家庭的學(xué)生的心理健康惡化也會(huì)危害成績(jī)。巴納德學(xué)院的伊麗莎白·阿納特和杜克大學(xué)的安娜·加斯曼-皮恩斯對(duì)費(fèi)城家中有兒童的鐘點(diǎn)工展開了調(diào)查,其中一半人對(duì)此并不樂觀,反而表示焦慮和抑郁。
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