In mid-March, the nation’s education community — school administrators, teachers, students and parents — began a crash course in e-learning. For state legislators, too, there have been important lessons to learn about their schools’ rollout of this alternative to face-to-face instruction, as well as many policy issues to consider about the potential fallout.
One likely consequence, for example, is a lag in student achievement, says Georgia Heyward, a research analyst at the Center on Reinventing Public Education, which has created a database detailing and comparing the e-learning plans of school districts across the country.
“I think a learning slide should be expected,” she says. “Early on, we have been seeing very few school districts that offer live instruction, where you have a [professionally trained] teacher guiding the students rather than a harried parent. “And you have very few districts doing progress monitoring of students.”
That learning slide also may be unevenly distributed. Early on, anecdotal evidence pointed to disparities in the richness of the e-learning plans being developed and implemented by school districts.