The Select Subcommittee on the Coronavirus Pandemic recently concluded a comprehensive two-year investigation into the pandemic’s management, resulting in a substantial 520-page report. One of the most controversial subjects addressed was the justification for the prolonged closure of schools, largely attributed to “science.” The subcommittee’s findings reveal that the supposed scientific rationale for these extended closures was unsubstantiated, as children were shown to have a negligible role in spreading the virus and were unlikely to experience severe illness or death related to COVID-19. Instead, the closures led to detrimental consequences, including significant learning loss, increased psychological distress, and deteriorating physical health among children.
Initially, the Centers for Disease Control and Prevention (CDC) was skeptical about the efficacy of school closures in controlling the virus. Despite this uncertainty, schools were closed nationwide under the Biden-Harris administration, surpassing expectations. Interestingly, data gathered from countries like Hong Kong and Singapore indicated that schools that remained open did not significantly contribute to virus transmission. However, by the end of March 2020, nearly all schools were shut down. The report also highlighted political influences affecting CDC guidance, particularly noting that the Biden Administration’s CDC collaborated with the American Federation of Teachers (AFT) before releasing its reopening recommendations, thus undermining public health integrity.
The report detailed that subsequent data confirmed the initial skepticism about school closures. Early information from Wuhan showed that children were largely unaffected by serious health outcomes from the virus. Additional evidence indicated that schools were not key transmission points for COVID-19. High-risk teachers showed no greater likelihood of COVID-19 infection compared to their peers in other professions. These findings emphasize that the rationale for maintaining school closures was poorly grounded in actual scientific evidence, and even as new data emerged, calls to reopen schools were often dismissed or ignored by public health advocates.
As the closures extended, the negative repercussions for students escalated. The subcommittee underlined that the adverse outcomes of school closures were predictable based on previous knowledge of educational disruptions. The report criticized public health officials for either disregarding or misrepresenting evidence that suggested schools’ closures were causing harm to children. An alarming aspect of the findings was the AFT’s level of influence in shaping CDC policies, illustrating how political interests compromised the scientific integrity of school reopening strategies.
The severe decline in students’ academic performance during the pandemic was also documented in the report. Standardized test scores reflected significant losses, with the performance of nine-year-olds in subjects like math and reading plummeting to levels seen two decades prior. High school graduates exhibited an ACT composite score below 20 for the first time since 1991. Notably, students who faced fewer disruptions in their education fared better, indicating a clear disparity, particularly for low-income and minority students, who bore the brunt of school closures. Urban schools, predominantly attended by these groups, experienced prolonged closures, further widening existing educational gaps.
The long-lasting effects of school closures continue to manifest, as students struggle to recover academically. Recent analyses show that many students are making slower progress compared to their pre-pandemic counterparts, exacerbating the problem of widening academic disparities. The report forecasts that the crisis in academic achievement is likely to persist for years, particularly impacting vulnerable populations. As it stands, educating and helping students bounce back from the pandemic’s educational disruptions poses a significant challenge and highlights the urgent need for effective recovery strategies moving forward.
