By Stephen Macaulay
Although there are certainly metrics associated with bringing kids back to the classrooms across the country, a country where the COVID-19 numbers are beginning to decline — but decline from a high place to what still should be an inconceivable place, were it not that we’ve become inured to large numbers (it is still a really big number, folks) — it seems that the anecdotal is important in thinking about this issue.
Kids and teachers are human beings, which is something that can be readily overlooked when they are turned into metrics. And let’s not forget about the other people who make schools operate, whether it is the absolutely important janitorial staff or the bus drivers or the school administrators. There are plenty of people who are involved that transcends the teacher-pupil ratio.
So, the anecdote.
I have a niece who is a third-grade teacher in Southwest Michigan. Before the pandemic, her parents, who live in Southeast Michigan, would periodically travel west, not only to see their daughter, but to bring her essential school supplies that they bought because (1) they knew their daughter, who was also buying things like paper and pencils, wasn’t exactly making a whole lot and (2) the school district didn’t have the funds either. As you may have learned of late, Southwest Michigan is an area where there isn’t a whole lot of interest in things like tax increases, even if it is for school children.
Teachers, like my niece, want to teach. They didn’t go into that profession thinking that they’re going to get rich. And as my niece has discovered, part of her income is going to support her students.
My niece has been back in the classroom for several weeks now. Whereas in a pre-pandemic year she would go in on weekends to decorate the classroom with educational materials, now she goes in on weekends to assure that there is proper spacing and to do some additional Lysol wiping.
Clearly, priorities change.
Although the school district she teaches in is literally about 10 miles from the Pfizer plant where the vaccine is made, she has yet to get her first shot: it will happen next week. It will be a Moderna jab. Do you want to know what my niece says is one of her biggest challenges while teaching during a pandemic?
“The kids want to hug one another.”
Yes, we’re talking about people here.
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While the U.S. is deservedly renowned for many of its universities, when it comes to primary and secondary schools, things aren’t so swell.
The Organization for Economic Co-operation and Development (OECD) runs the Program for International Student Assessment (PISA), which “measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.”
How well did U.S. middle schoolers do compared with those in other parts of the world in the most recent survey (2018)? Thirteenth place.
China, separated into four divisions for the survey ((1) Beijing, Shanghai, Jiangsu and Zhejiang; (2) Singapore, (3) Macao and (4) Hong Kong) are in the first four positions.
To get a sense of performance, the students in the B-S-J-Z grouping scored 555 on reading, 591 in math and 590 in science.
In the U.S. those numbers are 504, 502 and 505.
Which ought to be an argument that we need to get students back into classrooms ASAP.
But here’s the thing. While it can most certainly be argued that local districts have local concerns and consequently don’t need some Big Government program to tell them what to do, the dirty little secret that doesn’t seem to want to be acknowledged is that: The pandemic is something that no one—local, state, regional, national—knew how to deal with. There is no handbook with protocol in it.*
Note how the CDC keeps changing its recommendations. It isn’t because it doesn’t know what it is doing. It is because things keep changing.
It is absurd to think that a school superintendent in any district in the country — to say nothing of the teachers, bus drivers, custodial staff, etc. — is a skilled epidemiologist who knows everything that one needs to know to keep people from being sick.
This takes the know-how of people who deal with these life-and-death situations on a daily basis.
Yes, there is huge frustration on behalf of parents who want their kids back in schools.
But to rush things, to think that bad things won’t happen simply because “damn it they won’t” will likely move things one step forward and then two in reverse.
And that surely won’t help the next ranking for the U.S. in the OECD global survey.
*Although it is worth noting an advisory group that was established by George H.W. Bush in 1990, President’s Council of Advisors on Science and Technology (PCAST) wrote a document in August 2009, “Preparations for 2009-H1N1 Influenza,” to help mitigate the effects of the swine flu epidemics. And prior to Obama leaving office a 69-page report, “Playbook for Early Response to High-Consequence Emerging Infectious Disease Threats and Biological Incidents,” was developed by the National Security Council and presented to the executive branch — and was reportedly — and evidently — ignored by the Trump administration.