The Dallas Morning News – Talia Richman
“The coronavirus pandemic interrupted the education of millions of students across the country — and progressing in math class proved to be a particular struggle, national and local data show. A Dallas ISD analysis, for example, found that half of its students slipped in math during disruptions caused by COVID-19, compared to nearly a third in reading. Educators point to a number of reasons to explain why: Parents are likely less comfortable drilling math problems at home as they are with helping in reading. Math can also be especially tough to learn virtually.” (more)