#HIGH SCHOOL STORY HACK TOOL NO SURVEY FOR FREE#
The survey defined low-income and more affluent districts by the percentage of students who qualify for free and reduced-price meals. On average among the large districts, about 70% of students are low-income, and more than two-thirds are Latino. It also included some of the region’s largest districts - such as Los Angeles, San Diego, Long Beach and San Bernardino. The survey included districts that serve both ends of the region’s economic divide: districts serving students from low-income families and those serving children from more affluent communities. The Times surveyed 45 public school districts across Southern California, with a combined enrollment of more than 1.45 million students, and interviewed the leaders in all but a few. Meanwhile, many districts serving more affluent communities launched their online classes almost immediately, in part because their students had computers and internet access.įew districts tracked student participation, but among those that did, districts serving communities with the lowest incomes also reported lower student participation than districts in higher-income areas. They scrambled to buy computers and hot spots, even as the onslaught of demand led to long delays.Ĭalifornia’s students still need more than a million computers and hot spots, state officials say. The Times survey found that districts serving communities with the lowest incomes - all with a majority of Latino students - had to confront a wide digital divide when campuses closed in mid-March and struggled for weeks, some more than a month, just to begin online learning. “The longer this goes on, the longer the pendulum swings to where this could be a generation that’s really left behind,” said Beth Tarasawa, who studies educational equity issues at the not-for-profit educational research group NWEA. These inequities threaten to exacerbate wide and persistent disparities in public education that shortchange students of color and those from low-income families, resulting in potentially lasting harm to a generation of children. The contrasting realities of these two students reflect the educational inequities that children have experienced since schools closed - and that many will continue to face in the fall as distance learning resumes for 97% of the state’s public school students.Ī Los Angeles Times survey of 45 Southern California school districts found profound differences in distance learning among children attending school districts in high-poverty communities, like Maria’s in Coachella Valley, and those in more affluent ones, like Cooper’s in Las Virgenes, which serves Calabasas and nearby areas. “I feel fully confident in the education they’ll receive,” she said. While Cooper would prefer to be back on campus, Glynn believes that he and his siblings will be fine academically even with school continuing online. There were agendas and assignments online and Google hangouts with teachers, said his mother, Megan Glynn. His school shut down on a Friday, and by the following Wednesday it was up and running virtually. “She says she feels like she’s going to stay behind,” said her mother, Felicia Gonzalez, who has been battling COVID-19.Ĭooper, who attends school in the Las Virgenes Unified School District, where just 12% of students are from low-income families, had a district-issued computer and good internet access at home. Now, as school starts again online, she has told her mother she’s frustrated and worried.
She did worksheets until June, when she at last received a computer, but struggled to understand the work. She didn’t have a computer, so she and her mother tried using a cellphone to access her online class, but the connection kept dropping, and they gave up after a week. Maria is a student in the Coachella Valley Unified School District, where 90% of the children are from low-income families.
Cooper, 9, loved being with his friends and how his teacher incorporated the video game Minecraft into lessons.īut when their campuses shut down amid the COVID-19 pandemic, their experiences diverged dramatically. Maria, 10, adored the special certificates she earned volunteering to read to second-graders. Maria Viego and Cooper Glynn were thriving at their elementary schools.
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