The coronavirus pandemic has allowed a long-standing educational myth to take on new force.
Educators often claim that their efforts to serve some groups of children, primarily Black, Latino, and Native American, are hindered by things their families fail to do—things like supervise homework, comply with school requests, and communicate with teachers. During pandemic-initiated distance learning, these family contributions may be even more important than during normal classroom learning and even less possible, given that COVID-19 has hit families in these groups particularly hard. Concerned for their students, many educators fear that the pandemic will exacerbate the “family-disengagement problem.”
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