Some Disadvantages of Virtual Learning

Drawing on over two decades of experience as a teacher and education administrator, Morgan Barth currently provides education leadership consultancy services to an array of educational organizations in Nashville, Tennessee. A proponent of in-person learning, Morgan Barth outlined his observations on some drawbacks of virtual learning in an op-ed published in August 2020 in The Tennessean, a local daily newspaper.

A father of then kindergarten twin daughters, he had first-hand experience during the COVID-19 pandemic. With local schools closed, Barth’s daughters and fellow learners had to spend six hours in front of laptops daily. As a result, they become overwrought while simultaneously lonelier. In addition, technical issues with glitches and bandwidth and the challenge of overseeing a class of 20 kindergartners further exacerbated the learning process. Meanwhile, students lacking internet access, laptops, or adequate supervision can stay excluded from education.

Also, virtual learning can be even more detrimental to young students and those with special needs, such as students with Individual Education Plans (IEPs) and 504 Plans. Both IEPs and 504 Plans denote plans or programs catering to elementary or secondary school students with identified disabilities. However, the first ensures they receive specialized instructions and services, while the latter relates to securing accommodations that will facilitate their access to education and academic success. Accessing education via computer screens hampers IEP and 504 Plan students from doing so in a meaningful and efficient way.

Building Character through Martial Arts

The two judokas fighters posing Free Photo

Prior to starting his tenure as the principal of Achievement First Amistad High School, experienced education leader Morgan Barth served as the division director for the Connecticut Department of Education’s Turnaround Office. Beyond his work in academics, Morgan Barth founded the Premier Martial Arts Studio, which specializes in children’s and youth classes.

In addition to promoting physical fitness, martial arts courses can help young people develop important interpersonal skills as well as character. Since martial arts programs are highly structured, students must practice patience and persistence as they learn and perfect fighting techniques. Most martial art styles emphasize that progression takes time and everyone develops at their own pace.

For this reason, students are willing to work toward their goals, while acknowledging that others will advance at different rates of progress. As students develop their skills and are recognized for their improved ability, they build confidence. Further, students are encouraged to respect their teachers and be supportive of their classmates.

Everyone Loves to Hate Standardized Tests – But They are Vital!

As a former principal of Amistad High School, Morgan Barth prepared students for college. He relied on standardized test scores to inform his practice and to demonstrate his school’s efficacy. At Amistad High School urban students routinely out-performed their suburban peers on tests; and 100% of students graduated and went to college.

Since the passage of the No Child Left Behind (NCLB) Act in 2000 every state has been required to implement some form of standardized testing in grades 3 – 8. Virtually all high school uses additional tests such as the ACT, SAT or Advanced Placement Exams. Standardized tests are a popular punching bag in education policy discussions. Some teachers (and their unions) don’t like tests because they do not want to be evaluated by scores. Some parents and organizations who fear that test narrow the focus of schools to some subjects. Some people are just tired of seeing how badly their school does. Despite the critique, it is vital for parents, schools, communities, teachers and policy makes to understand the importance of standardized tests.

Equity and Transparency: Without standardized test scores we would not have the data to show which students (and which schools) are performing better or worse. Test scores help us see how districts and schools are performing. Before NCLB cities and districts could brush the results from failing schools under the rug. Parents and taxpayers deserve to see how well their schools are doing.

Measuring Growth: Experienced educators and evaluators know that it’s more important to look for growth year-over-year than the absolute results from a single year. Schools should be constantly improving and adding value ever year. A student who jumps 10 percentile points in a single year is making important progress. Similarly, it is important to track whether a school is improving (or worsening).

Intervention: We need reliable data to inform decisions about where to send help. At the student level, standardized tests can help inform which students need extra help, tutoring or special education. At the school level, test scores can help a district determine which schools need additional support. At times, standardized test scores can (and should) be used to make consequential decisions such as a change in school or district leadership, the expansion of successful programs or the closure of a chronically failing school.

When I meet a test-score critic I often make the analogy to medicine. Sure, a patient is more than just his medical test results. And a hospital is more than just it’s surgery success or infection rates. But don’t you want to know your blood pressure? And don’t you want to know your hospital’s success rate on a surgery before making a choice? Of course you do!

Defining Equity in Education

Educational leader Morgan Barth is committed to improving academic outcomes for students of all abilities and backgrounds. During his tenure as principal of several Connecticut schools, Morgan Barth advocated for equity through high standards and the holistic support of students.

Advocates of equity in education aim to reduce or eliminate achievement gaps that arise from socioeconomic differences or individual learning needs. According to the Organisation for Economic Co-operation and Development, educational equity is defined as an educational system that prioritizes fairness, equal opportunity, and inclusion. In practice, educational equity can take the form of equal treatment.

To achieve true equity, instances arise in which some children must be given more resources to attain the same opportunities as their peers. This may be extra funding for ESL classes, extra support members for students with learning disabilities, or special out-of-school programs for students from financially disadvantaged backgrounds.