The article "Peas in a learning pod" (Aug. 7) claims that learning pods — in which families help one another with distance learning by consolidating resources and jointly home schooling their children — are "raising questions about how the pandemic could widen the achievement gap and contribute to educational inequities."
"Raising" questions? These questions should already have been front and center when Minneapolis mandated distance learning in the first place because we all knew this decision — necessary or not — would inevitably hurt poor families the most.
Yet instead of holding distance learning accountable for its negative consequences, this article seemingly blames parents who are just trying mitigate the consequences. To those who think they should do what's best for their children, the article delivers this warning from Minneapolis Public School officials: "Inevitably, [learning pods] will lead to different outcomes between students who have access to those resources and those who don't." It also quotes University of Minnesota Prof. Amanda Sullivan who says learning pods are "inherently exclusionary" and will "further harm" marginalized students.
These comments make it sound as if parents are stealing public school funds to form a top-secret Wall Street Academy. But as the article finally acknowledges, these parents are just trying to adapt and are rightly calling on the state to help less fortunate families do the same.
Educational inequality has always been a serious problem, which will only worsen as long as distance learning continues. But shaming people for following their paternal instincts is no solution.
Kyle Triggs, Sartell, Minn.
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As COVID causes concern across the nation, many schools are facing the difficult decision of whether or not to resume in person. Most would agree that keeping children at home is the best way to stop the spread of the virus; however, most would also agree that school is important for a child's socio-emotional development. I agree with both these statements, but another concern for me is the safety and protection of our children. Do we not only have a duty to protect children from the virus, but also from those who abuse them?
The school environment is a fantastic way for the maltreatment of a child to be discovered and for swift intervention services to be put into place. There needs to be a discussion of how the identification of maltreatment can still be possible and feasible during this pandemic. Whether that involves in-person visits by a social worker to families who do not attend virtual learning or increased follow-up with children who seem to be presenting signs of abuse, the answer is not clear. It is clear that school administrations along with the government need to have this be a focus of their discussions and put some type of services and monitoring in place.
Children depend on us, now more than ever, to protect them. Protection from the virus could prove to be deadly, if other dangers are not properly screened for and monitored.