When schools were forced to go remote during the early days of the COVID-19 pandemic, it shone a spotlight on inequities that had long plagued education.
For example, teachers serving schools with high levels of student poverty were far more likely to report that their students lacked appropriate remote-learning workspaces free of distractions during the pandemic, according to research from the U.S. Government Accountability Office. Also during that period, teachers with a high share of students classified as English learners were more likely to report that their students regularly struggled to understand lessons, complete assignments and get help from an adult.
