It’s far easier to blame teachers and their unions than it is to ask difficult questions about the state of public education, which the pandemic turned into an emergency. onesarahjones writes
A teacher interacts with students virtually while sitting in an empty classroom during a period of Non-Traditional Instruction at Hazelwood Elementary School on January 11, 2022 in Louisville, Kentucky. Jefferson County Public Schools, along with many other school districts in the U.S., have switched to NTI in response to severe staffing shortages caused by the prevalence of the Omicron variant of COVID-19.
One parent, Rebecca Bodenheimer, joined Wen in pointing the finger at teachers unions. She “began to fear that even in-person school in fall 2021 was at risk because of the impossible demands of the teachers union ,” she wrote in Politico, “and apathy of the school board and district; even after teachers were prioritized for vaccination, there was no urgency to get kids back to the classroom.
Teachers and their unions did successfully call for remote education in the past, before vaccines were available. In blue states, at least, officials complied, given the obvious danger of COVID. Red states were less concerned, and less likely to close schools or even enforce mask mandates in them. While remote education undeniably contributed to learning loss in children, Silver’s point is easily knocked aside — nobody died because officials closed schools.
It’s far easier to blame teachers and their unions than it is to ask difficult questions about the state of public education, which the pandemic turned into an emergency. In June 2020, the Government Accountability Office estimated that around one-third of the nation’s public schools “have inadequate heating, ventilation, and air-conditioning systems,” Chalkbeat reported. Districts are understaffed, a problem that predates the pandemic.
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