Oregon Teachers Convene to Address Pandemic Learning Gaps

More than 700 educators from different parts of Oregon have gathered at Oregon State University in Corvallis over the past two days to address the learning gaps that have emerged after the pandemic.

The Oregon Department of Education initiated the Equitable Accelerated Learning Project with $7 million in federal COVID relief funding, leading to a summit on Tuesday and Wednesday aimed at fostering collaboration among teachers statewide to tackle disparities exacerbated by the pandemic.

Key challenges facing educators include high rates of absenteeism, inadequate reading and writing skills, average math proficiency, and widening achievement disparities among various student groups. Angelica Cruz, the literacy director at the Oregon Department of Education, highlighted the project’s focus on identifying instructional strategies to bridge these gaps.

The summit emphasized empowering teachers through professional development and peer learning opportunities. Participants are expected to implement the knowledge gained in their respective school districts.

The Equitable Accelerated Learning Project, launched in December, engaged over 550 teachers across 89 districts to address systemic educational issues, including absenteeism, teacher shortages, and student well-being, worsened by the pandemic.

By October, the Oregon Education Department plans to roll out educational resources and training based on the recommendations generated by the workgroups.

The project expenditure represents the final portion of the $112 million allocated to the state education department by the U.S. Department of Education between 2020 and 2021, out of the $1.6 billion disbursed to Oregon and its school districts. The allocated funds must be utilized by September.

Proposed Strategies

At the Oregon State University summit, educators explored novel approaches to math instruction focused on inquiry-based learning rather than traditional formulas. Assessment methods to ensure equitable learning opportunities for all students regardless of learning speed were also deliberated.

Some suggestions included encouraging parental involvement in reading by promoting library access for families and organizing parent engagement events at schools to model effective reading instruction.

Elaina Lambert, an English-language development teacher in Medford, emphasized the importance of engaging parents who may have limited exposure to literacy practices.

The Equitable Accelerated Learning Project emphasized familiarizing Oregon educators with the state’s new literacy framework implemented in May 2023.

The comprehensive guideline aims to shift instructional standards towards evidence-based literacy practices, moving away from ineffective methods such as reliance on pictures or guessing words based on context.

Several educators advocated for a year-round school calendar as a potential solution to address the time constraints faced by teachers, particularly exacerbated by the pandemic.

Alice Williamson, a reading specialist in the Eugene School District, highlighted the challenges students face when essential literacy skills are not reinforced over extended breaks.

Teachers expressed enthusiasm for statewide investments in reading instruction, including training initiatives funded by the Early Literacy Success Initiative, which allocated $90 million for teacher development and resources aligned with evidence-based reading strategies.

Many educators shared anecdotes of entering the teaching profession without adequate literacy training, underscoring the importance of ongoing professional development.

Closing Educational Disparities

Predating the pandemic, students in Oregon and nationwide struggled with core subject proficiency, a challenge exacerbated by the disruption to learning caused by COVID-19.

The 2022 National Assessment of Educational Progress revealed a decline in math proficiency among American students in fourth, eighth, and 12th grade, marking the first decrease since the assessment’s inception in 1973. Similarly, reading proficiency also experienced a significant nationwide decline.

Oregon mirrored this trend, with nearly 40% of fourth graders and one in five eighth graders scoring “below basic” on the National Assessment of Educational Progress in the past 25 years, indicating significant reading difficulties.

Recent state assessment data from 2023 highlighted that math and reading proficiency levels among Oregon students remained approximately 10% below pre-pandemic levels in 2019, although recent trends indicate a stabilization in outcomes between 2022 and 2023.