Inequities existed prior to the pandemic, but the UCLA survey demonstrates remote learning deepened the divide. For example, 40% of principals said their district did not provide English language learners with any instructional material in their native languages. Over half (55%) say their school provided fewer services for special education students during the school closures than before the pandemic, primarily because those services required in-person contact, but some principals admitted their teachers were not tracking progress toward students’ IEP goals or making online accommodations.
