In a recent study conducted by researchers at Harvard and Stanford, it has been revealed that Oregon schools are facing considerable challenges in closing the learning gap caused by pandemic-related setbacks. The study evaluates the state's efforts to recover academic learning losses and highlights the significant disparity between Oregon and other states.

According to the study, Oregon's surveyed schools are lagging behind in reading by nearly two-thirds of a year compared to pre-pandemic levels, and in math, the gap is three-fourths of a year. These learning losses in Oregon are approximately two to three times worse than the national averages, indicating the severity of the situation.

One student affected by this setback is fourth grader Judah Moisan, who, despite his natural curiosity and aptitude, struggled with writing during the pandemic. His mother, Jane Moisan, noticed that Judah's handwriting and thought process were suffering, leading to missing assignments and a lack of confidence in expressing his ideas.

To address this, the Moisans hired a tutor for Judah, and significant progress has been observed. "High-dosage tutoring" is recognized as an effective intervention in closing learning gaps, and many states have invested in providing it to students in need. However, experts note that Oregon's lack of statewide consistency in tutoring interventions may have contributed to its struggles in student recovery.

Sarah Pope, the Executive Director of Stand for Children, an Oregon-based education policy organization, highlights that the state's history of not implementing consistent interventions hindered its COVID-19 response in the education sector. She points to states like Tennessee and Ohio, which saw successful recoveries due to strong directives from state leadership regarding tutoring, summer learning opportunities, and teacher training.

Oregon's 197 school districts allocated their resources to various needs, including infrastructure, staffing, and health and safety measures, resulting in less widespread implementation of effective strategies such as tutoring and summer learning. This lack of consistency has had adverse effects on students, particularly those from low-income backgrounds, who struggle with frustration and have difficulty focusing.

Teachers in Oregon, like Amara Lavato from Gresham, emphasize the need for one-on-one tutoring and increased teacher training to support students in catching up. Lavato, who teaches second grade, notices the learning delays even in her young students who were in preschool during the pandemic. She believes that adequate staff and training are essential but lacking resources in the state.

Jackie Ayalya, a veteran second-grade teacher in an elementary school outside of Portland, highlights the importance of quick assessments, such as students writing addition problems, but notes that she learned this strategy in a different state. Ayalya mentions that limited training opportunities during the pandemic in Oregon have affected teachers' ability to support students effectively.

Dr. Charlene Williams, the Director of the Oregon Department of Education, acknowledges the varied response from the state's districts during the pandemic, as they had to juggle multiple priorities. She emphasizes that tough decisions had to be made to balance health, safety, students' emotional well-being, and staffing. Williams points to a new summer learning program and early literacy initiative as efforts to address the learning gap statewide.

While Oregon's struggle to close the learning gap may have stemmed from a lack of consistent statewide interventions, state leaders are determined to learn from the stress test of the pandemic and take action to provide students with the support they need.