The effects of remote learning on students in an urban school district

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Southern New Hampshire University
Remote learning is a new concept to our entire country. Does the equity and accessibility in a school district play a role in academic performance for students through remote learning? For this study, I am going to be surveying teachers on how they perceive student performance levels during and after remote learning. Typically, it is the in-person teaching that has the greatest effect on students to increase their academic performance in content area subjects. With COVID-19 prohibiting in-person instruction, schools were forced to transition into remote instruction for their students. With this study, I am going to ask teachers a series of questions on how remote teaching went for them as well as their students in the spring of 2020. Once school restarts in the fall of 2020, I will re-conduct the interviews to see how remote learning affected students’ performance levels. I hypothesize that if schools remain online, academic performance levels will continue to decrease, and if schools reopen to in-person instruction, students will be at the equivalent, or lower academic performance levels as they were when schools originally transitioned to remote learning. This study will be conducted in grades 1, 3, and 5. In grades 1, it may be hard to gauge their academic performance levels because their brains are at a very young developmental age and it may be harder to retain information, however in grades 3 and 5 their retention rate is higher and they should be apt to recall more information. (Author abstract)