Distance learning decreases student performance
New data from the district shows how the pandemic has affected at-risk students
A presentation put together by Josh Maisel, FUHSD coordinator of academic interventions, and presented to the Board of Trustees on Oct. 20 revealed the transition to distance learning has resulted in a clear drop in academic performance among students.
“We saw a dramatic increase in the number of F's on the first progress report [compared to] the progress report last year,” Maisel said. “It was across the board, a huge increase in the number of students who were showing a D or F on the progress report.”
Despite improvements in the second progress report, students are still struggling to adjust, principal Greg Giglio said in an email.
Maisel said in a Zoom interview that the data, which includes reports from last spring, the FUHSD summer academy and this year’s first progress report, shows that all students have been negatively affected by the move to online learning.
Giglio said he also reviewed data from the second progress report and noted that while there are fewer students who earned Fs, there are still more at this point than in previous years.
“There are fewer total grades of F and more total grades of D, but that is probably a good sign as there is an assumption that the Fs improved to Ds, so hopefully that trend continues,” Giglio said.
However, Maisel said a quick review of the overall district data for the second progress report showed a different picture.
“The decreased performance didn’t get worse, but also didn’t get better,” Maisel said.
Additionally, Maisel’s Oct. 20 presentation revealed that distance learning has disproportionately affected students whose parents did not attend college.
Maisel said he found that the number of F’s among students whose parents did not go to college increased by 34% while the number of F’s among students whose parents did go to college only increased by 21%.
“What was most concerning to me about the original data set was that the gap we have been desperately trying to close ended up going in the wrong direction,” Maisel said. “Not only are the number of total F's increasing, but it is disproportionately harming students whose parents didn't go to college.”
Senior Alison Urbina, a first generation student and member of AVID 12, said first generation students have a lot more free time on their hands and sometimes lack motivation to utilize this time.
“There is a lot going on in the world right now and for many people, school is not a top priority,” Urbina said. “There [are] many bad things happening and [some students] are thinking, ‘Are my grades even important now? Is school something I need?’”
First generation students don’t have the same resources as their peers, Urbina said, adding that she never had a tutor until recently, unlike many other students who have frequent access to academic enrichment.
FUHSD associate superintendent Trudy Gross said in a Zoom interview that the report sparked deep concern among district administrators and has led to a more concerted effort to bring at-risk students onto campus for assisted learning.
Gross said the district is focusing on students who do not have the proper internet connectivity or home environment, and those who struggle with executive functioning skills such as organization or who have social, emotional or academic needs.
Gross said the district is focusing on students who have poor internet connectivity, have issues at home, struggle with executive functioning skills such as organization or who have social, emotional or academic needs.
Educators have also noticed decreased student performance and have implemented a myriad of solutions to help at-risk students in their classes, Maisel said.
“I'm trying to be as crystal clear as I can,” AVID and English teacher Shawnee Rivera said in a Zoom interview. “And there are still kids that are either confused or frustrated or spacing out.”
Daniela Hurst-Ruiz, who teaches sheltered world history for ELD students said in a Zoom interview that she finds it hard to gauge her ELD students’ level of understanding and that it is difficult for her to determine what her at-risk students are struggling with.
“As a teacher, I cannot control and see what's happening at home,” Hurst-Ruiz said. “So, there are definitely a lot of kids who overall already struggle with engagement.”
Hurst-Ruiz said she is trying to help students by only giving out the most necessary assignments.
“There are a lot of kids who acknowledge they have a hard time concentrating because they are not in school,” she said.
Even with additional help from teachers, students still struggle to find motivation to attend class, senior AVID 12 student Hannah Ho said in a Zoom interview. Learning from home is difficult when there are many distractions, such as watching Netflix or using your phone, she said.
History and resource teacher Amber Tanger said many of her students are also struggling with the prominent technology aspects of distance learning.
“I acknowledge how difficult it is for all students to not only sit in front of a computer all day long but then to have to complete assignments and work,” Tanger said. “We're all having a hard time with this, but it will get better soon.”
Ho wishes teachers could be more understanding when giving out assignments because assigning piles of work can be overwhelming.
However, this does not mean teachers should lower their course standards, Maisel said. Teachers can maintain the rigor of their courses as long as they are flexible with their students, he said.
“When teachers are thinking about how to provide a really strong curriculum, they have to keep in mind that it should be challenging but it shouldn't be drudgery,” Maisel said. “It shouldn’t be a large amount of mindless questions; instead they should assign questions that really make you think and that push you a little bit beyond where you feel like you're capable.”
While originally administrators had planned to bring cohorts of students on to campus for athletic training, extracurricular work and academic support starting the week of Nov. 30, Santa Clara County's increase in coronavirus cases has complicated the district’s plans.
Giglio said effective from Nov. 30 to Dec. 21, cohorts of students will no longer be allowed on campus, and the already postponed sports season 1 will most likely be cancelled.
While teachers and students work together to create a learning environment that supports all learners, Gross said the district will continue to push for at-risk students to be able to come onto campus and receive the help they need.
“The main focus is safely bringing staff and students back to school and work,” Gross said.