This story was reported by Catherine Carrera, Joie Tyrrell And Michael R. Evert..It was written by Carrera..
The majority of Long Island’s public schools began teaching students both face-to-face and online under a hybrid model, with approximately 76,000 students having a proportion of economically disadvantaged and colored students. I’m from a high district — According to Newsday analysis, it started with a remote-only path.
While the hybrid model addresses parents’ concerns about the coronavirus pandemic, some have stated in interviews that virtual learning remains a challenge for children. Children have been dealing with fatigue for hours in front of their computer screens, raising concerns about their mental health.
“They are trying to adapt traditional schools to the world we live in,” said Jessica Levy, parent of Ronkonkoma, who has a daughter at Connetquot High School. “They won’t be able to learn the same way they learned in 2019.”
Data obtained from the State Department of Education at the request of the Information Disclosure Act Newsday found that about 61.4%, or 375 of 611 Long Island public schools, were using the hybrid model this fall. According to the data, about 34.4% (210 schools) were face-to-face and 4.3% (26 schools) were in remote areas.
Approximately 10 of the island’s 124 districts did not provide data, but figures come from a survey conducted by the State Department of Education in September.
Approximately 76,443 students — About 21.3% — Data obtained from 108 districts in Nassau and Suffolk counties through a request for public records Newsday follows a remote-only model, learning hours in front of the screen or from educational packets every day. A total of 358,715 students are enrolled in 108 districts. 16 districts did not provide data for Newsday.
According to Newsday, most students on remote-only routes are at a financial disadvantage, whether because the school offers distance learning only or because they opt out of hybrid or face-to-face models. I live in an area with a high percentage of peers in a position.
According to another study by The Education Trust-New York, a non-profit organization that advocates for education, island students enrolled in schools with the highest proportion of colored students are more remote than students in schools with the lowest proportion. Color students found to be twice as likely to be.
Ian Rosenblum, Secretary-General of the advocacy group The Education Trust-New York, said: For color students.
Wien Dunch may fall into that category. The district is considered the poorest on the island in terms of taxable income and wealth of property. According to a Newsday analysis, four schools in the area (elementary, junior high and two high schools) operate in a hybrid model, but in September about 62.6% of all 2,737 students chose remote only.
“We had to be dynamic and flexible with our families and staff,” said district superintendent Gina Tarbert. “It was a challenge for teachers to let students learn virtually online while letting them learn in the classroom.”
According to state registration data, 90% of students in the Weindanchi district are classified as financially disadvantaged. Registration data show that approximately 55% of students are Hispanic or Latino American and 43% are Black or African American.
The number depends on the island
The number of students in a particular district who choose remote only varies across the island.
The four schools on the Shoreham Wading River, including two primary schools, a middle school and a high school, each started their school year directly. According to the data, about 3.7% of all 2,052 students chose remote only.
In the Elmont district, which has six schools from kindergarten to sixth grade, data show that about 46.6% of the 3,179 students started their school year with a remote-only model.
“The challenge for our virtual academy is to make sure they don’t feel isolated from their home school,” said Elmont’s superintendent of education, Kenneth Rosner. “We made a real collaborative effort to make sure the virtual academy is part of their home school and they are participating in the activity … it’s really important to us.”
According to data, in Farmingdale, nearly 20% of the 5,440 students started the year with remote-only models.
Farmingdale, like other school districts, allows families to switch from hybrid or remote-only models at certain times of the school year, the school district says. The district said junior high school students demanded a switch until the end of the first quarter and elementary school students had it until the end of the first semester.
Some districts, including Wien Dunch and Elmont, recently sent a survey to families who initially chose the remote-only model to measure their interest in returning their children to physical stores under the hybrid model. Other districts are investigating whether families will send their children back full-time from January.
The survey will be conducted in the face of rising positive rates across the island and state. The school was temporarily closed for days or weeks at a time due to positive cases between students and staff.
“Fatigue is real”
More than eight months after the pandemic, some educators were forced to close schools and provide lessons online, but educators and students were tired, and I am worried about my general health.
Audra Cerruto, Vice Dean and Director of the Graduate Education Program at Molloy College at Rockville Center, said: “The feeling of fatigue is real because the students at home are displayed on the screen for a long time and the classroom feels tired.
Even those who go to school directly face a new set of stressors, learning behind barriers, wearing masks, and keeping a safe distance from their peers. It’s a lot of pressure, especially for young children.
“Teachers strive to achieve grade-level learning outcomes,” she said. “But teachers and managers also recognize that the social and emotional elements of learning are at the forefront.”
Cerruto runs an online enrichment class for Baldwin students with approximately 130 participants.
“I hope we can reach our learning goals” in this new educational environment, she said. “But I think mental health issues and the general well-being of students are priorities.”
She said distance education has improved since spring, but there are still challenges. For example, she said the educator teaches two different audiences at the same time.
“If you have two different groups, there’s more work and preparation going on,” Seluto said. “I think teachers are excited to go back to the classroom and teach live, but they’re exhausted.”
The parents said the students were also exhausted.
Ronkonkoma’s parent, Levy, left her daughter Madeline to decide whether she would do a full remote or follow a hybrid model this fall at her freshman Connetquot High School. She said her daughter chose a hybrid and attended school every other day.
“She wanted to see her friends,” Levy said. “She wanted it to be as normal as possible.”
However, her school district did not provide a computer for all students, so Madeline may have to use her phone at school when performing tasks that require a laptop.
Levy said he felt that more attention should be paid to the social and emotional well-being of students.
Glen Cove’s Kimberly Berenzas said the biggest improvement in his son’s distance learning era was synchronous learning. This means that teachers offer live lessons to direct and distance learning students. Her son Harrison, 14, is a freshman at Glen Cove High School and follows a hybrid schedule.
“When my son is doing math, whether it’s a building or a house, he’s on the same schedule with the same group of kids,” Belenzas said.
Velentzas said it would be more comfortable to continue with the hybrid model, as some districts throughout the island are beginning to allow students to return five days a week. “For our family, this is a good compromise,” she said.
“What you have and what you don’t”
According to, low-income background students and colored students are very likely to study remotely this fall. Survey Education Trust-From New York.
Studies show that these students may face inequality and serious distance learning issues such as laptop and high-speed internet access, live instruction, and extended learning. Many students in such districts I don’t own a computer Or you can access Wi-Fi.
“Color parents and parents with low-income backgrounds were more likely to worry about the health and safety of sending their children back, and had less overall confidence in the education system,” Rosenbram said in a recent study by the group. Said with reference to. It was my parents in New York.
Data continue to show that the color community is disproportionately affected by COVID-19 Nationwide — And that is reflected in Nassau and Suffolk counties, experts said.
“Our family was hit hard at the beginning of this pandemic, and it signaled their decision to keep their children home,” Talbert said.
According to a Newsday analysis, in the Uniondale district of Nassau, which has 7,059 students, about 90% of students are only in remote areas. According to state registration data, the majority of Uniondale students are identified as Hispanic or Latino and Black or African American.
However, the high percentage of remote-only students is not due to family opt-outs in hybrid or face-to-face. In most cases, remote was the only option.
The school district is “all scholars closed and completely remote before the start of the new semester, except for kindergarteners, first and second graders, enrollment of English learners and special education students, and deputy superintendent of education Ronda. I made a difficult decision to go, “Taylor said in a statement.
Uniondale remote students follow a synchronous model. According to Taylor, the school district provided more than 3,603 iPads and more than 100 mobile Wi-Fi hotspot devices to students in need. “All students have access to their devices and internet connections as needed,” she said.
Weindunch was also able to distribute the device to students who did not have it, thanks in part to the donor, Talbert said.
“80% of our students have one-on-one devices,” she said, adding that 900 additional devices were ordered. She said that people who do not have devices learning remotely are using educational packets.
“We are really grateful to the donors who helped us to bridge this gap between what we have and what we don’t have and secure digital equity in the district,” Talbert said. “We will be able to bridge that gap between the district and the various donors.”
Remote only learners
The top five districts in Nassau and Suffolk counties have the highest percentage of remote-only learners.
- Uniondale: 89.4% of 7,059 students
- Elmont: 46.6% of 3,179 students
- Jericho: 42.1% of 3,146 students
- Freeport: 41.5% of 6,799 students
- Sewan Haka: 41.4% of 8,145 students
- Wein Dunch: 62.6% of 2,737 students
- Central Islip: 34.7% of 7,599 students
- Longwood: 30.8% of 8,905 students
- Bayshore: 30.2% of 5,949 students
- Deer Park: 29.2% of 3,944 students
Source: Data from 108 Newsday surveys out of 124 school districts on Long Island