User:Natalieychu/Live online tutoring

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Tutoring during the COVID-19 pandemic:

Remote learning during the 2020-2021 COVID-19 pandemic has reduced language composition gains to 70% and math gains to less than 50%, with (greater learning) [causing significant] loss among minority and low-income children who have “(less)[insufficient] access to technology, and for [whose] families [are most/ remove more] (more) affected by the economic downturn”. Parents working full-time, managing other responsibilities, and who lack (of) [may want to remove of ] familiarity with remote education (,)[delete comma] have fewer resources to assist their children in (remote)[consider using distant, remote learning was use on the previous sentence] learning. (One) [A] survey (from)[conducted in..] Florida’s Broward County Public Schools report[s] that 52% of students do not feel motivated to complete distance-learning schoolwork[.] (and) [A]nother 42% said they hardly receive adult help at home [consider rewording sentence]. Education Super Highway, a non[-]profit [may not be needed] focused on connectivity in public schools, [ affirmed that states such as .....] (found that/delete) Louisiana, Kentucky, Mississippi, West Virginia, Washington D.C.— [have the largest concentrations of students of color] (states with larger concentrations of students of color consider rewording or deleting)— experience the largest [with the most significant] “percentage of unconnected students, ranging from 26% to 28%”. Across the nation, students from low-income and historically-segregated [(-)may be unnecessary] areas are less engaged with remote learning on a regular basis.

Research conducted by the Urban Institute noted six unique obstacles for students in addition to poverty: linguistic isolation, parents in vulnerable economic sectors, single parents, crowded conditions, child disability status, and lack of computer or broadband access. Each barrier is a unique student need that can be compounded [passive voice/ conjugation of to be are = passive voice/ may not need to change] by COVID-19 and require specific mitigation strategies. Researchers at the Urban Institute recommend that states and districts can [can is not needed] address language and disability barriers through direct alternate communication systems, translators and specialists, and restructuring grading assessment[s] with public health concerns. For students (in)[whose families are] economically-vulnerable [(-)not sure if its necessary/ I might be totally wrong] (families/consider deleting) or single-parent households, schools should provide contact-free reduced lunch programs, emergency child care, counselor outreach, and additional resources for community pantries or free resources. {This sentence is redundant and hard to read, consider rewording it. EX [For students whose families are economically vulnerable or single-parent households, services such as contact-free food drives, lunch programs, emergency child care, counselor outreach, and additional resources to improve their livelihoods.]} Additionally, for families facing crowded living conditions or that lack access to the internet or computers, districts need [should consider providing/] to provide noise-cancelling [canceling] headphones, free devices [mention which free devices are you referring to, or only mention hotspots] and hotspots, (family guidance counselors, professional development for teachers)[consider writing the section on parenthesis on a new sentence because it makes it hard for the reader to follow/ I have added a reference example bellow], and hard copies of learning materials. All provided examples are needs-based resources that address learning inequities (and [through/maybe] ) tangible action steps for states and districts to consider. [sentence is a bit unclear]

Across the nation, dozens of non-governmental initiatives, nonprofits, and agencies have also provided remote academic services to address learning barriers during COVID-19. JAMA Health Forum points to Tennessee Tutoring Corps Program (TTC), [comma is not need it] as a potential model for preventing learning loss[ impairment] and supporting low-income families by “pairing college students who need summer jobs with K-12 students”. [avoid quoting] At a closer examination, the missions of the Tennessee Tutoring Corps and another non-profit Pandemic Professors [what do you mean by "non-profits professors", entity that represents professors?] are quite similar: both aim to pair qualified, passionate college students with K-12 students who are most vulnerable to COVID-19 and remote learning. However, the TTC works on a more narrow scope, focusing on summer recovery learning, typically among elementary-level children, and providing summer stipends to tutors of up to $1,000. In contrast, Pandemic Professors is entirely volunteer-based, provides year-long services, and tutors in a broader variety of academic fields and at a larger age-level range. {consider rewording last sentence/ for example [In contrast, Pandemic Professors are entirely volunteer-based, provide year-long services, and tutor in various academic fields and at a more extensive age-level range]}

Example

[Additionally, for families facing crowded living conditions lacking access to quiet study spaces, internet, computers, etc., the district should consider providing noise-canceling headphones, free devices, and hotspots, and hard copies of class materials. Furthermore, to minimize distractions and promote better learning environments,  family guidance counseling could lead to more favorable learning outcomes. ]

References:

Description: This source is published by the Urban Institute, a Washington D.C. based think-tank that researches and offers solution-based, economic and social policies. I selected this source because it provided thorough research on student-needs across the nation and a holistic viewpoint on the unique difficulties of remote learning for low-income communities.

Blagg, Kristin, Erica Blom, Megan Gallagher, and Macy Rainer. 2020. “Mapping Student Needs during COVID-19.” Urban Institute, April. https://eric.ed.gov/?id=ED610000.

Description: This source is published by the Wall Street Journal and was utilized in my paper to provide context on the struggles of online learning for schools, families, and students.

Hobbs, Tawnell D, and Lee Hawkins. 2020. “The Results Are In for Remote Learning: It Didn’t Work.” Wall Street Journal, June, 9.

https://www.wsj.com/articles/schools-coronavirus-remote-learning-lockdown-tech-11591375078

Martin, Erika G., and Lucy C. Sorensen. 2020. “Protecting the Health of Vulnerable Children and Adolescents During COVID-19–Related K-12 School Closures in the US.” JAMA Health Forum 1 (6): e200724. https://doi.org/10.1001/jamahealthforum.2020.0724.

“Tennessee Tutoring Corps.” n.d. Tennessee Tutoring Corps. Accessed February 27, 2021. https://tntutoringcorps.org/tennessee-tutoring-corps.

“Pandemic Professors.” n.d. Pandemic Professors. Accessed February 24, 2021. https://pandemicprofessors.org.