The Massachusetts Institute of Technology’s Teaching Systems Lab study shows Maryland ranking last in terms of guidance on remote learning provided by the state.
Of 21 criteria marks in the study, Maryland checked off only three: providing the status of assessments, a statement about special education services, and a statement about equity. Texas led the nation with 17 of 21 marks checked, followed by a three-way tie between Massachusetts, New York, and Tennessee all with 16 marks checked. Indiana was ranked second to last with just one more mark than Maryland.
From the study:
The most substantial point of divergence in remote learning policy guidance relates to whether LEAs should focus on “enrichment” or “new material.” Enrichment approaches emphasize review of previously taught skills, family projects like chores or cooking, and meaningful learning experiences that may not be explicitly aligned with state standards or pacing guides. “New material” approaches recommended that LEAs continue to advance standards-based learning, either by maintaining progress in existing courses (more common at the secondary level) or focusing on a more limited set of critical standards (more common at the primary level). These different perspectives provide an opportunity for states and LEAs to reflect on the purpose of remote learning during a pandemic.
Recommendations for continued work include centering issues of equity with increased guidance for special populations, offering instructional guidance recognizing the challenges and constraints of remote learning, and offer clear, consolidated communications for all audiences in order for all stakeholders to remain on the same page.