Addressing Increased Failures in a Virtual Learning Environment This article addresses the increased failure rates in a virtual learning environment that many educators have witnessed in the last year and a half. There is an examination of causes and a proposed action plan for supporting students and families, particularly students from traditionally marginalized populations.
Allyson Goyette, M.Ed Allyson Goyette, M.Ed is a Social Studies teacher in Henrico County Public Schools in Henrico, Virginia. This is her sixth year in the classroom. Allyson earned her Master’s of Teaching in Secondary Education from Virginia Commonwealth University in 2016. Recently, Allyson graduated with her Master’s in Education in Educational Leadership and Policy Studies at the University of Richmond. Her educational leadership beliefs are rooted in the principle that student success is not solely measured by academic performance. She is passionate about supporting student growth as well as staff development and well-being.
Recognizing the Impact of Covid on Student Outcomes For the last year and a half, the American education system has been navigating through the COVID-19 pandemic. Individual states took initiative to waive certain accreditation requirements for the 2019-2020 academic year, but at the close of the 2020-2021 academic year, educators recognized that several systemic issues are impacting overall student success. Initially it was expected that schools would close for two-weeks in March 2020 in an attempt to “flatten the curve” of Coronavirus, then allowing traditional instruction for the remainder of the year. When school divisions abruptly closed in-person instruction in 2020, 2021 Vol. 18
VASCD Journal
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