
The table above was sampled from Joanne Jacobs’s post about the recent NAEP English and math test results for this year. Quoting another article she implores:
Tell parents the unpleasant truth about learning loss, writes Andrew Rotherham in a story on the state NAEP scores in the The 74. “The disaster and inequity of pandemic policies is now in clear focus,” he writes. Despite a few outliers — Department of Defense and Catholic schools — “it’s an across-the-board disaster for the United States.”
“Students already furthest from success in school were most impacted,” he writes. “Thirty-eight percent of eighth-graders are at a level in mathematics that leaves them functionally unprepared to fend for themselves in the world, let alone pursue success in various college and career opportunities.”
You may recall that at the time I pointed out two things. First, that the public schools serve two constituencies: students and their parents on the one hand and teachers and school staffs on the other. Second, that the needs of both constituencies could be satisfied by distinguishing between teachers who were at greater risk for contracting COVID-19 from those who weren’t. That flies in the face of long-standing union rules but needs must when the devil drives.
Well, it looks like the needs of one constituency completely overwhelmed that of the other and, as should not be surprising, the triumphant constituency was teachers and staffs. I am strongly reminded of Jerry Pournelle’s Iron Law of Bureaucracy:
in any bureaucratic organization there will be two kinds of people: those who work to further the actual goals of the organization, and those who work for the organization itself. Examples in education would be teachers who work and sacrifice to teach children, vs. union representatives who work to protect any teacher including the most incompetent. The Iron Law states that in all cases, the second type of person will always gain control of the organization, and will always write the rules under which the organization functions
It is not necessarily true that lost years of learning can be remediated. It has been well known for a century that there are center crucial periods in child development in which if certain skills are not learned they never will be.
We’re not just in competition with each other anymore. We’re in competition with everyone in the world. The students who’ve wasted a year will feel the gap keenly in their later lives.






