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Designing Effective Remote Schools Requires Math

3 Insights Into How Staffing Could Make All the Difference

Originally published on the74million.com


Virtual school is undoubtedly an undesirable reality for the fall semester. So, its inevitability for many schools begs the need for a deep look at the math that may enable at least some students to come back to the classroom.

Critical for the new school year is a deep understanding among decision-makers for educational models that will best serve students. Once that’s in place, districts must also be able to figure out how their communities can design remote schooling now to facilitate a strong transition to at least some in-person instruction — especially for the most vulnerable students — when it’s safe to do so. And our research shows that the number of students whom districts can serve in-person will depend in part on insights gleaned from three important calculations.

Most districts now understand that a hybrid in-person/remote model can reduce group sizes by as much as half. But instead of looking at a transition from remote to in-person school as an across-the-board decision, understanding the math of such a transition could help schools get a lot more students back into the classroom earlier.

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