So he immediately felt virtual learning would not be as good as in person, school wouldn’t let him teach in person (he is in his 60s) so he quits.
I’d trust this guy more then the Ed unions saying virtual is just as good as in person
We, in the US, did nothing to try and prepare people for a situation like that. On top of that, you have a whole segment of parents who don't care about whether or not kids were actually learning but just whether or not schools were open. The number of stats that I've seen that compare days that schools were opened (especially in red states compared to blue states) is horrifying. If the metric we're using to determine whether education was successful is whether the doors were open, then we're focusing on the wrong things. On top of that, they act like the schools open in person had better outcomes simply because they were in-person while ignoring the lack of preparation and any other factors.
The whole state of education in the US is sad.
What happened to the $190 billion schools got in COVID aid? Are both the paragraphs you wrote completely unsubstantiated and just based on your own gut feelings?
Why don't you look that up first before you write nonsense. Also, if you're not going to contribute anything to the conversation, why bother responding?
And the younger they get, the less often they'll have these characteristics.
So in my opinion, never teach children remotely. Or students. Adults? Depends.
Finding the balance of lifting the tide for everyone while giving the most highly motivated/talented the support they need is the tricky part. This guy figured out the latter but the article doesn't say anything about if he knows anything about the former.
To say that wealthy people can achieve systems is less exciting; if they couldn't, that would be a terrible leading indicator of bigger problems. I'm interested in stories of people making good use of scarce public resources, because that's what all local governments should be attempting, and I read too much about districts making pushes orthogonal or downright antithetical to goals of effective education.
There is a large public resource in question, the public school. All US Americans should be more or less familiar with public schools that make very poor use of those resources as suggested by our top-in-class spending per pupil and middling achievement levels. In this case a school had a great resource, a 'bored rich guy' with the requisite background and focus, and they recognized and took advantage of this fact.
In plenty of other circumstances in life, power struggles or many other flavors of bureaucracy would have prevented this outcome. In the linked story, this effort was allowed to flourish and supported, which is to the great credit of the school and probably the wider community. Consequently, a significant group of students are receiving phenomenal educations that extend far beyond the narrow scope of high school math curricula, and they are doing it seemingly all under the tutelage of a single teacher.