essay writing on adverse effects of education

Image credit: Kristina Closs

Technology might be making education worse

Listen to the essay, as read by Antero Garcia, associate professor in the Graduate School of Education.

As a professor of education and a former public school teacher, I’ve seen digital tools change lives in schools.

I’ve documented the ways mobile technology like phones can transform student engagement in my own classroom.

I’ve explored how digital tools might network powerful civic learning and dialogue for classrooms across the country – elements of education that are crucial for sustaining our democracy today.

And, like everyone, I’ve witnessed digital technologies make schooling safer in the midst of a global pandemic. Zoom and Google Classroom, for instance, allowed many students to attend classrooms virtually during a period when it was not feasible to meet in person.

So I want to tell you that I think technologies are changing education for the better and that we need to invest more in them – but I just can’t.

Given the substantial amount of scholarly time I’ve invested in documenting the life-changing possibilities of digital technologies, it gives me no pleasure to suggest that these tools might be slowly poisoning us. Despite their purported and transformational value, I’ve been wondering if our investment in educational technology might in fact be making our schools worse.

Let me explain.

When I was a classroom teacher, I loved relying on the latest tools to create impressive and immersive experiences for my students. We would utilize technology to create class films, produce social media profiles for the Janie Crawfords, the Holden Caulfields, and other literary characters we studied, and find playful ways to digitally share our understanding of the ideas we studied in our classrooms.

As a teacher, technology was a way to build on students’ interests in pop culture and the world around them. This was exciting to me.

But I’ve continued to understand that the aspects of technology I loved weren’t actually about technology at all – they were about creating authentic learning experiences with young people. At the heart of these digital explorations were my relationships with students and the trust we built together.

“Part of why I’ve grown so skeptical about this current digital revolution is because of how these tools reshape students’ bodies and their relation to the world around them.”

I do see promise in the suite of digital tools that are available in classrooms today. But my research focus on platforms – digital spaces like Amazon, Netflix, and Google that reshape how users interact in online environments – suggests that when we focus on the trees of individual tools, we ignore the larger forest of social and cognitive challenges.

Most people encounter platforms every day in their online social lives. From the few online retail stores where we buy groceries to the small handful of sites that stream our favorite shows and media content, platforms have narrowed how we use the internet today to a small collection of Silicon Valley behemoths. Our social media activities, too, are limited to one or two sites where we check on the updates, photos, and looped videos of friends and loved ones.

These platforms restrict our online and offline lives to a relatively small number of companies and spaces – we communicate with a finite set of tools and consume a set of media that is often algorithmically suggested. This centralization of internet – a trend decades in the making – makes me very uneasy.

From willfully hiding the negative effects of social media use for vulnerable populations to creating tools that reinforce racial bias, today’s platforms are causing harm and sowing disinformation for young people and adults alike. The deluge of difficult ethical and pedagogical questions around these tools are not being broached in any meaningful way in schools – even adults aren’t sure how to manage their online lives.

You might ask, “What does this have to do with education?” Platforms are also a large part of how modern schools operate. From classroom management software to attendance tracking to the online tools that allowed students to meet safely during the pandemic, platforms guide nearly every student interaction in schools today. But districts are utilizing these tools without considering the wider spectrum of changes that they have incurred alongside them.

Antero Garcia, associate professor of education (Image credit: Courtesy Antero Garcia)

For example, it might seem helpful for a school to use a management tool like Classroom Dojo (a digital platform that can offer parents ways to interact with and receive updates from their family’s teacher) or software that tracks student reading and development like Accelerated Reader for day-to-day needs. However, these tools limit what assessment looks like and penalize students based on flawed interpretations of learning.

Another problem with platforms is that they, by necessity, amass large swaths of data. Myriad forms of educational technology exist – from virtual reality headsets to e-readers to the small sensors on student ID cards that can track when students enter schools. And all of this student data is being funneled out of schools and into the virtual black boxes of company databases.

Part of why I’ve grown so skeptical about this current digital revolution is because of how these tools reshape students’ bodies and their relation to the world around them. Young people are not viewed as complete human beings but as boxes checked for attendance, for meeting academic progress metrics, or for confirming their location within a school building. Nearly every action that students perform in schools – whether it’s logging onto devices, accessing buildings, or sharing content through their private online lives – is noticed and recorded. Children in schools have become disembodied from their minds and their hearts. Thus, one of the greatest and implicit lessons that kids learn in schools today is that they must sacrifice their privacy in order to participate in conventional, civic society.

The pandemic has only made the situation worse. At its beginnings, some schools relied on software to track students’ eye movements, ostensibly ensuring that kids were paying attention to the tasks at hand. Similarly, many schools required students to keep their cameras on during class time for similar purposes. These might be seen as in the best interests of students and their academic growth, but such practices are part of a larger (and usually more invisible) process of normalizing surveillance in the lives of youth today.

I am not suggesting that we completely reject all of the tools at our disposal – but I am urging for more caution. Even the seemingly benign resources we might use in our classrooms today come with tradeoffs. Every Wi-Fi-connected, “smart” device utilized in schools is an investment in time, money, and expertise in technology over teachers and the teaching profession.

Our focus on fixing or saving schools via digital tools assumes that the benefits and convenience that these invisible platforms offer are worth it.

But my ongoing exploration of how platforms reduce students to quantifiable data suggests that we are removing the innovation and imagination of students and teachers in the process.

Antero Garcia is associate professor of education in the Graduate School of Education .

In Their Own Words is a collaboration between the Stanford Public Humanities Initiative  and Stanford University Communications.

If you’re a Stanford faculty member (in any discipline or school) who is interested in writing an essay for this series, please reach out to Natalie Jabbar at [email protected] .

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Essay on adverse affects of education

Answers (1).

ADVERSE EFFECTS OF EDUCATION 

Education is important for personal development. Education rears us to become a fine human being and a culturally acceptable person. Education is important as most of us earn our livelihood from it. Education is important as we gain the knowledge necessary in leading a meaningful life. Everyday activities involve science, mathematics and languages. We don’t even realise how important a good education is. 

But education has its own effects. In this day and age, the competition in academics is rising. Children are burdened to score better than the rest.  It leads to unhealthy competition amongst peers. It becomes a race to perform better than the rest. This leads to diseases like anxiety as you are anxious to get the best marks. Children get depressed if they cannot keep up with the pressure. Due to such pressures, children fall ill to poor health, which reduces their performance. To score better, students resort to cramming rather than learning the lesson. When you cram up the lesson, you don’t  learn as learning is the basic purpose of education. 

The typical classroom learning can become monotonous and boring. It reduces the creativity of children as young age is where you explore your creative mind. Children miss out on things like travelling and enjoying festivals or functions as they have to devote their time to study. Excessive studying is harmful to children as it takes away their youth. Youth is meant to be enjoyed with studying, dancing, singing, cooking, drawing and playing sports. 

Children should balance their time between study and playing. Both activities have adverse effects  in excess. They should be proportionate with each other. That way you will end up feeling productive and happy, which will lead to learning and scoring better. This is a combined effort of children and parents. Parents should not pressure their children to score better. They should celebrate their child's achievements and counsel them when they make mistakes. They should ask their children to ‘learn’ things . Their relationship should be a friendly one where children are at ease with their parents. We have to know the basic purpose of education which is learning things that make us productive,efficient and a learned person. 

Deependra Verma

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The Side Effects of Education: Understanding Perspectives

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As I mentioned in my last post , I am currently reading Yong Zhao’s new book, What Works May Hurt - Side Effects in Education . The general premise is that education, unlike the medical profession, never considers the unintended side effects of a treatment or program. In chapters two and three of the book, Zhao (2018) describes the side effects of two widely adopted programs: Reading First and Direct Instruction . He presents evidence in support and against their adoption as well as discussion of the long-term side effects. Could early gains in literacy made through the Reading First program lead to a long-term consequence of students inherently disliking reading? Could increases in basic skills resulting from Direct Instruction come at a cost to creativity and creative problem solving? Could over-emphasis on “scientifically-based” programs devalue more complex interventions?

I was wrestling with that last question, and writing a very different post, when I became distracted by a second book: Ted Dintersmith’s What Schools Could Be . Within many education circles, the reception has been overwhelmingly positive. Dintersmith gives voice to the stories that many in the education world long to hear as both validation and support. He speaks out against the dangers of institutionalized practices such as standardized tests, while promoting ideas such as Competency-Based Learning, and warning that the traditional paradigm of school fails to encourage innovation.

Whereas Zhao (2018) discusses side effects from a researcher’s perspective, Dintersmith paints pictures of what could (or should) be for the general public, intimating some of these side effects without calling them such. For these reasons, I found myself perplexed and distracted by two articles challenging Dintersmith’s work. First, the Seattle Education blog vehemently objected to the entire premise of the book and discredited Dintersmith as a Silicon Valley elite. On the other hand, educator Benjamin Doxtador wrote a lengthy response not only addressing What Schools Could Be but also Most Likely to Succeed - an earlier book that Dintersmith co-authored with Harvard professor Tony Wagner. In a well-cited thought-piece, Doxtador raised questions, provided additional historical context, and challenged some of the broader generalizations. In reading these two articles, I started to think about another side effect that may not be considered in the education world: the issue of adhering to a single lens.

During my first term as a doctoral student, we studied Disciplinary Approaches to Education. The course taught us to build “lenses” through which to analyze problems in context. We learned how historians seek to understand meaning in context based on events of the past, but economists examine situations as models of scarcity, supply and demand, or inputs and outputs. Sociologists employ large datasets to study the impact of systems such as race, gender, or socioeconomic status; though anthropologists look at the cultures, norms, and beliefs of groups or individuals through qualitative methods and ethnographies.

Any book, whether it be Zhao’s or Dintersmith’s, presents a lens. As a researcher, Zhao seeks to understand problems through methodology. Both Dintersmith and Wagner tend to take an economic perspective. They cite the changing demands of the labor market; the World Economic Forum reports of valued skills in the Fourth Industrial Revolution ; as well as the rising implications of artificial intelligence, machine learning, or robotics and see creativity as a scarcity. This then frames their books as one of supply and demand - how to increase the supply of creative problem-solvers in a world that demands more of them.

On the other hand, consider author Larry Cuban. He offers a historical perspective to explain how the past manifests in the present. In his 1995 book, Tinkering Towards Utopia , he explains that change in education is both incremental and cyclical; and yet, change that does not conform to the established “grammar of school” is often rejected. In his recent book, The Flight of a Butterfly or the Path of a Bullet? , he observed over 40 Silicon Valley classrooms known for their “innovation” with technology but observed only one classroom that truly demonstrated a change in practice away from a traditional model of school. As such, he would argue that the entrenched mental models of what constitutes “real school” continues to exist despite advances in technology and calls for change.

Pick a different topic: teens and technology. Jean Twenge takes a sociological perspective to understand today’s students in her book iGen . Using data from a nationally representative survey as well as interviews, she describes generational differences emerging as a result of the influx of digital devices. However, both the methodological approach and the use of detailed ethnographies distinguishes the writings - and the conclusions - of anthropologist danah boyd from that of Twenge. In It’s Complicated! , boyd provides detailed accounts and rich descriptions of the networked lives of teens. Neither Twenge’s sociological perspective nor boyd’s ethnography is “right” or “wrong.” The books just present the problem from different perspectives.

This debate illustrates my issue: that we need to consider the side effects of a single lens or - even a single book - before allowing it to shape our perceptions. When we look at education through only one lens, we only get one perspective of the system. From that angle, it might appear as a confluence of events, a situation of supply and demand, or a challenge of competing norms and beliefs. However, if we look at problems of practice through multiple lenses, we might get a better sense not only of what could be possible but also - as Zhao would warn - the consequences that we never intended.

boyd, d. (2014). I t’s complicated: The social lives of networked teens . New Haven, CT: Yale University Press.

Cuban, L. (2018). The flight of a butterfly or the path of a bullet?: Using technology to transform teaching and learning . Cambridge, MA: Harvard Education Press.

Twenge, J. M. (2017). IGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of U s. New York: Simon and Schuster.

Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform . Cambridge, MA: Harvard University Press.

Wagner, T. & Dintersmith, T. (2016). Most likely to succeed: Preparing our kids for the innovation era . New York, NY: Scribner.

Zhao, Y. (2018). What works may hurt - Side Effects in Education . New York: Teachers College Press.

The opinions expressed in EdTech Researcher are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Lack of Education: 11 Lifelong Effects

Quick answer: the effects of lack of education.

Lack of education has serious effects on everyone, not only people who are under-educated. People who lack education have trouble getting ahead in life, have worse health and are poorer than the well-educated. Major effects of lack of education include: poor health, lack of a voice, shorter lifespan, unemployment, exploitation and gender inequality.

Introduction

Across the world, 264.3 million school children, adolescents and youth are not in school. We’re getting more of these children into school, but there’s still a long way to go.

These children who are under-educated will likely suffer from long-term side effects that may limit their quality of life. There are 11 major effects of lack of education that cause real worry to us all.

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The 11 Lifelong Effects of Lack of Education

1. poor health.

Healthcare of the general population is a major reason education is important .

Primary education is important for learning about personal health and hygiene. Education is how health professionals and governments communicate important information to society.

In other words, a person’s education level is a key social determinant of their health outcomes .

Poor health and hygiene is a serious issue in societies where large amounts of the population lack an education.

Important basic health that is taught at school includes:

• Pregnancy and prenatal care;
• Basic hygiene like cleaning teeth and washing hands; and
• Sexual health.

According to the UNHCR , simply educating all girls to a secondary school level would decrease worldwide deaths from pneumonia, diarrhea, and malaria by 49%.

Case Study: Lack of Education During the Ebola Crisis

This became a huge problem during the 2014-15 Ebola crisis in West Africa. During the crisis, there was a huge amount of misinformation about how the disease was spreading. Many people used old wive’s tales and folklore to understand the disease rather than scientific knowledge.

To remedy this, there was a need for a huge public information campaign to educate the masses on how diseases spread. One of the major things to do was teach people how to bury the dead appropriately to prevent the spread of the disease.

Case Study: HIV/AIDS in Uganda

The Borgen Project reports that highly educated people in Uganda are 75% less likely to suffer from HIV/AIDS than uneducated people. If a Ugandan completes primary school, they’re 50% less likely to suffer from HIV/AIDS.

>>>Related Post: 27 Points on the Importance of Education

2. Lack of a Voice

People who are undereducated do not have the skills or confidence to speak up for themselves.

This is a part of the reason many women remain oppressed in the developing world. Girls who are undereducated are married young – often still as children – and forced into domestic chores rather than education.

These women find it very hard to speak up about their own situation and find ways to improve their lives. They can’t find jobs, are reliant on their husbands’ incomes, and often can’t read or write which prevents them from self-educating.

>>>In-Depth: 45 Facts on the Importance of Reading

3. Shorter Lifespan

Less educated people don’t live as long as more educated people, the International Monetary Fund’s Fiscal Monitor Report shows. According to the report, less educated men statistically live between 4 and 14 years less than their well educated counterparts.

Here’s a graph from the IMF on these startling figures.

• The smallest gap is in Italy, where educated men live 4 years longer than uneducated men. 
• The largest gap is in Hungary, where the gap is 14 years.

According to the IMF, this shortened lifespan for the poor has a drag effect on national productivity. So in effect, we all suffer when the poor get sick and die.

4. A Poverty Trap

Poverty Trap: The inability to escape poverty due to lack of resources.

Children of poorer people are more likely to be poor themselves. This is often known as the intergenerational poverty trap .

One of the only ways to escape the poverty trap is through education. If you’re not educated, you are not likely to escape.

Here’s the facts.

While the exact figures are disputed, higher education appears to lead to higher incomes:

• According to the Borgen Project , each year of education beyond grades 3 and 4 increases a woman’s earning potential by 20%. 
• This South African study finds wages only see significant growth beyond a Grade 11 education. 
• This Brookings Institute study funds one year of education leads to a 10% growth in earnings.

And the problem isn’t only lack of education. It’s also the quality of education. 

A report from the University of Stellenbosch found that children in South Africa who attend poorer public schools suffer from low teacher quality and lack of resources. This can keep children in poverty despite the fact that they attended school.

Related Article: How Can Health Influence Learning?

5. Unemployment

Everywhere in the world, jobs are given out to the most qualified people.

Educational credentials are one major way in which employers choose between job applicants. If you don’t have that high school diploma or university degree, chances are you’ll drop to the bottom of the pile.

The OECD found that across all OECD nations: 

• 83% of people with a university degree are employed;
• 74% of people with an upper secondary or non-university postsecondary education (e.g. a trade qualification) are employed;
• 56% of people without an upper secondary education are employed.

6. Exploitation

People who have not been educated may have to resort to terrible types of work just to survive. In a world of limited jobs, those with an education get first pickings of the safer and more secure work.

Girls in the third world who lack education are some of the most vulnerable. According to the UNHCR , these girls are likely to find themselves doing jobs like:

• Prostitution;
• Sweatshop labor;
• Domestic Labor;
• Being married off as child brides.

Case Study: Syrian Civil War

UNICEF reports that many Syrian children are lured into fighting for the government in the civil war. These children – rather than going to school – need to work to feed their families. The US$400 per month soldier salary is often their only option due to their lack of skills.

Similarly, Syrian children who flee to Turkey end up working in sweatshops earning $10 a day to feed their families. According to The Guardian , sexual and physical abuse takes place in these sweatshops regularly.

7. Gender Inequality

Gender inequality can be a massive barrier to education for women.

Countries where women are less educated continue to perpetuate gender inequalities from one generation to the next.

Women who are less educated tend to have babies at a younger age. According to the United Nations Girls’ Education Initiative , each year a girl is out of school increases national fertility rates by 10 percent.

Women who have children after receiving a secondary school education tend to have healthier babies. The UNGEI argues that these women’s higher levels of education means “they will know how to properly care for” their babies.

Furthermore, women with a lower education are less likely to raise their voice when it comes to political and community issues that affect them.

Education is also a space where gender stereotypes are challenged, which may also lead to decreased gender inequality. If girls and boys are educated side-by-side, such stereotypes may also disintegrate.

Read Also: Types of Stereotypes

8. A Brake on Economic Growth

Countries that have a more educated population will have more sustainable economic growth over the long term than those with a less educated population.

This is particularly evident now that we live in a globalized world.

Nations are competing against each other for economic dominance. If a nation is more educated, the nation’s productivity is higher and its workers are more innovative. The nation attracts higher-paying jobs in growth industries.

By contrast, nations that are poorer have to attract lower-paying industries such as manufacturing. While many third-world countries can grow their economies rapidly by lowering labor standards and attracting industry, there is a cap on this growth.

That’s why China is investing so heavily in tech and education. They know that if they want to continue to grow at a rapid rate, they need to transition to the high-paying industries of the future.

9. Inability to make smart political decisions

If too many people in a society lack the ability to think critically about the big challenges of the future, we won’t collectively make smart political decisions.

Education is about more than money. We need to educate our society so they can make democratic decisions like: 

• Who should I vote for in the next election? 
• Is climate change action important?
• Is it good for me that my taxes are spent on foreign aid?

A politically uninformed society may lack the knowledge to make smart decisions. Or, they might be easily duped by a smooth-talking populist.

Perhaps this is why one-sentence slogans tend to win out in our political discourse. The logic here is simple: dumb it down for the dumbies out there. Don’t treat them like adults. Don’t have an informed debate.

As Alex Lickerman argues:

“The solutions our political leaders seek for our most pressing problems are largely determined by which are most popular. And which are most popular is largely determined by our population’s ability to understand the problems”

10. It’s harder to raise children

If you lack an education yourself, raising children becomes more difficult. And not just because you’re more likely to be poor.

Issues uneducated parents face include:

• Not knowing how to seek help or teach yourself about raising children;
• Inability to help your children with their homework;
• You’re statistically more likely to be poor;
• You’ll expose your children to less words.

According to the American Psychological Association , this means:

• Children of uneducated parents are behind their peers in cognitive capacity and literacy and numeracy levels;
• Your children will have less financial literacy (they won’t be able to handle money as well);
• Your children will struggle getting the right information about attending college.

11. Your job is about to disappear due to automation

Automation is coming. We have already seen many millions of jobs disappear over the past few decades due to the introduction of robots. Think of factory lines or – closer to home – automated cashiers at the supermarket.

These are just the beginning. As artificial intelligence comes closer to reality, chances are that more and more low-skilled jobs will come off the market.

Think about the United States: manufacturing jobs have been on the decline for decades. The next big thing to go is truck driving as safe driverless trucks hit the road in the coming years.

The Hill argues: “the largest shares of jobs that can be potentially lost belong to low-skill individuals who do low-income jobs”.

Whether new jobs in new industries will emerge to replace the old ones is debatable. But the new jobs will likely require some form of education!

Final Thoughts

Students: If you’re using this information for an essay or speech on the topic, don’t forget to cite the sources I’ve linked to.

Now that you’ve got the right information, here’s 7 tips on how to start your essay .

>>>You might also like: How to make an Essay Shorter >>>You might also like: How to use Quotes in an Essay >>>You might also like: The Editing Tips for Growing your Grades by 13%

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Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
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The pandemic has had devastating impacts on learning. What will it take to help students catch up?

Subscribe to the brown center on education policy newsletter, megan kuhfeld , megan kuhfeld senior research scientist - nwea @megankuhfeld jim soland , jim soland assistant professor, school of education and human development - university of virginia, affiliated research fellow - nwea @jsoland karyn lewis , and karyn lewis director, center for school and student progress - nwea @karynlew emily morton emily morton research scientist - nwea @emily_r_morton.

March 3, 2022

As we reach the two-year mark of the initial wave of pandemic-induced school shutdowns, academic normalcy remains out of reach for many students, educators, and parents. In addition to surging COVID-19 cases at the end of 2021, schools have faced severe staff shortages , high rates of absenteeism and quarantines , and rolling school closures . Furthermore, students and educators continue to struggle with mental health challenges , higher rates of violence and misbehavior , and concerns about lost instructional time .

As we outline in our new research study released in January, the cumulative impact of the COVID-19 pandemic on students’ academic achievement has been large. We tracked changes in math and reading test scores across the first two years of the pandemic using data from 5.4 million U.S. students in grades 3-8. We focused on test scores from immediately before the pandemic (fall 2019), following the initial onset (fall 2020), and more than one year into pandemic disruptions (fall 2021).

Average fall 2021 math test scores in grades 3-8 were 0.20-0.27 standard deviations (SDs) lower relative to same-grade peers in fall 2019, while reading test scores were 0.09-0.18 SDs lower. This is a sizable drop. For context, the math drops are significantly larger than estimated impacts from other large-scale school disruptions, such as after Hurricane Katrina—math scores dropped 0.17 SDs in one year for New Orleans evacuees .

Even more concerning, test-score gaps between students in low-poverty and high-poverty elementary schools grew by approximately 20% in math (corresponding to 0.20 SDs) and 15% in reading (0.13 SDs), primarily during the 2020-21 school year. Further, achievement tended to drop more between fall 2020 and 2021 than between fall 2019 and 2020 (both overall and differentially by school poverty), indicating that disruptions to learning have continued to negatively impact students well past the initial hits following the spring 2020 school closures.

These numbers are alarming and potentially demoralizing, especially given the heroic efforts of students to learn and educators to teach in incredibly trying times. From our perspective, these test-score drops in no way indicate that these students represent a “ lost generation ” or that we should give up hope. Most of us have never lived through a pandemic, and there is so much we don’t know about students’ capacity for resiliency in these circumstances and what a timeline for recovery will look like. Nor are we suggesting that teachers are somehow at fault given the achievement drops that occurred between 2020 and 2021; rather, educators had difficult jobs before the pandemic, and now are contending with huge new challenges, many outside their control.

Clearly, however, there’s work to do. School districts and states are currently making important decisions about which interventions and strategies to implement to mitigate the learning declines during the last two years. Elementary and Secondary School Emergency Relief (ESSER) investments from the American Rescue Plan provided nearly $200 billion to public schools to spend on COVID-19-related needs. Of that sum, $22 billion is dedicated specifically to addressing learning loss using “evidence-based interventions” focused on the “ disproportionate impact of COVID-19 on underrepresented student subgroups. ” Reviews of district and state spending plans (see Future Ed , EduRecoveryHub , and RAND’s American School District Panel for more details) indicate that districts are spending their ESSER dollars designated for academic recovery on a wide variety of strategies, with summer learning, tutoring, after-school programs, and extended school-day and school-year initiatives rising to the top.

Comparing the negative impacts from learning disruptions to the positive impacts from interventions

To help contextualize the magnitude of the impacts of COVID-19, we situate test-score drops during the pandemic relative to the test-score gains associated with common interventions being employed by districts as part of pandemic recovery efforts. If we assume that such interventions will continue to be as successful in a COVID-19 school environment, can we expect that these strategies will be effective enough to help students catch up? To answer this question, we draw from recent reviews of research on high-dosage tutoring , summer learning programs , reductions in class size , and extending the school day (specifically for literacy instruction) . We report effect sizes for each intervention specific to a grade span and subject wherever possible (e.g., tutoring has been found to have larger effects in elementary math than in reading).

Figure 1 shows the standardized drops in math test scores between students testing in fall 2019 and fall 2021 (separately by elementary and middle school grades) relative to the average effect size of various educational interventions. The average effect size for math tutoring matches or exceeds the average COVID-19 score drop in math. Research on tutoring indicates that it often works best in younger grades, and when provided by a teacher rather than, say, a parent. Further, some of the tutoring programs that produce the biggest effects can be quite intensive (and likely expensive), including having full-time tutors supporting all students (not just those needing remediation) in one-on-one settings during the school day. Meanwhile, the average effect of reducing class size is negative but not significant, with high variability in the impact across different studies. Summer programs in math have been found to be effective (average effect size of .10 SDs), though these programs in isolation likely would not eliminate the COVID-19 test-score drops.

Figure 1: Math COVID-19 test-score drops compared to the effect sizes of various educational interventions

Source: COVID-19 score drops are pulled from Kuhfeld et al. (2022) Table 5; reduction-in-class-size results are from pg. 10 of Figles et al. (2018) Table 2; summer program results are pulled from Lynch et al (2021) Table 2; and tutoring estimates are pulled from Nictow et al (2020) Table 3B. Ninety-five percent confidence intervals are shown with vertical lines on each bar.

Notes: Kuhfeld et al. and Nictow et al. reported effect sizes separately by grade span; Figles et al. and Lynch et al. report an overall effect size across elementary and middle grades. We were unable to find a rigorous study that reported effect sizes for extending the school day/year on math performance. Nictow et al. and Kraft & Falken (2021) also note large variations in tutoring effects depending on the type of tutor, with larger effects for teacher and paraprofessional tutoring programs than for nonprofessional and parent tutoring. Class-size reductions included in the Figles meta-analysis ranged from a minimum of one to minimum of eight students per class.

Figure 2 displays a similar comparison using effect sizes from reading interventions. The average effect of tutoring programs on reading achievement is larger than the effects found for the other interventions, though summer reading programs and class size reduction both produced average effect sizes in the ballpark of the COVID-19 reading score drops.

Figure 2: Reading COVID-19 test-score drops compared to the effect sizes of various educational interventions

Source: COVID-19 score drops are pulled from Kuhfeld et al. (2022) Table 5; extended-school-day results are from Figlio et al. (2018) Table 2; reduction-in-class-size results are from pg. 10 of Figles et al. (2018) ; summer program results are pulled from Kim & Quinn (2013) Table 3; and tutoring estimates are pulled from Nictow et al (2020) Table 3B. Ninety-five percent confidence intervals are shown with vertical lines on each bar.

Notes: While Kuhfeld et al. and Nictow et al. reported effect sizes separately by grade span, Figlio et al. and Kim & Quinn report an overall effect size across elementary and middle grades. Class-size reductions included in the Figles meta-analysis ranged from a minimum of one to minimum of eight students per class.

There are some limitations of drawing on research conducted prior to the pandemic to understand our ability to address the COVID-19 test-score drops. First, these studies were conducted under conditions that are very different from what schools currently face, and it is an open question whether the effectiveness of these interventions during the pandemic will be as consistent as they were before the pandemic. Second, we have little evidence and guidance about the efficacy of these interventions at the unprecedented scale that they are now being considered. For example, many school districts are expanding summer learning programs, but school districts have struggled to find staff interested in teaching summer school to meet the increased demand. Finally, given the widening test-score gaps between low- and high-poverty schools, it’s uncertain whether these interventions can actually combat the range of new challenges educators are facing in order to narrow these gaps. That is, students could catch up overall, yet the pandemic might still have lasting, negative effects on educational equality in this country.

Given that the current initiatives are unlikely to be implemented consistently across (and sometimes within) districts, timely feedback on the effects of initiatives and any needed adjustments will be crucial to districts’ success. The Road to COVID Recovery project and the National Student Support Accelerator are two such large-scale evaluation studies that aim to produce this type of evidence while providing resources for districts to track and evaluate their own programming. Additionally, a growing number of resources have been produced with recommendations on how to best implement recovery programs, including scaling up tutoring , summer learning programs , and expanded learning time .

Ultimately, there is much work to be done, and the challenges for students, educators, and parents are considerable. But this may be a moment when decades of educational reform, intervention, and research pay off. Relying on what we have learned could show the way forward.

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The moral impact Education exacerbates the level of moral values of a child. He instils a form of competitiveness that borders on unhealthy relationships. From the moment they are admitted to school, children are anchored in an attitude that personal achievements are everything. They are taught that brands and trophies are all you need to lead a successful life. The how and the why are not so important, just catch up on what - that's what a child is taught. And that's what he grows when he learns. Society has sunk too deep into this mud to get out now - it's a custom, a tradition to teach our children to come to class and not less. It does not create a healthy adult, but a competitive animal of our grandchildren.

Social Responsibility Education kills our sense of empathy. If you are an Indian pedestrian and you are crushed by a car, it will not be the owner of the car who will rush to help you. It will not be the manager of this restaurant in the Haute or the award-winning secretary of "Mills and sons" who saw you being crushed by the glass doors - no. It would be the local tea vendor, the rickshaw driver, and the security guards who lacked educational qualifications to hold high positions that would rush to help you. It is not the fault of the rich and well educated that they are incapable of empathy, but it is the fault of education. Modern education systems teach children to think for themselves - and only on themselves! 

Lack of wisdom   

The Modern education system involves turning a pile of waste into a small mind. He expects a student to complete huge portions and that's what students do - but in a wrong way. Rote's memory is emphasized rather than creative. This is one of the saddest aspects of modern society - we have knowledge but no wisdom to use it.         

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Adverse Effects of Education

• Word count: 2101
• Category: Culture Education

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Life is a struggle, sometimes you have to lose something in order to get something, but it’s always your choice to consider what you want or need the most. If education improves people’s life style and social environment, it also affects our lives in an undesirable way. I know education is essential in almost every aspect of our lives, but do we really want it to entirely take our place? That is, should we give priority to education only and put everything else behind? People see education from different aspects, but one thing about education that everyone agrees on is that it has done so much, socially and politically, for us. Considering all the improvements and differences that education has made, we are unable to see what it has done to us. Today we see education simply as academic success but that’s not all there is about education. Being yourself, valuing your culture and identity, and remaining in family are the key issues that we should consider when thinking of getting education. The more we are trying hard to achieve academic success, the more we are starting to grow apart from our love ones and it is changing everyone in certain way.

According to Jimmy Santiago Baca in, “Working in The Dark,” “Only by action, by moving out into the world and confronting and challenging the obstacles, could one learn anything worth knowing.” Usually we have to go out in the world in order to get education and even face lots of problems, but don’t you think sometimes it becomes dilemma for us that we have to chose education over our family or family over education, because there are so few people who get education by not going to school. I am aware of the fact that not all the people have to suffer through these things because who doesn’t want to get education and still remain in culture and family? But it doesn’t always happen this way. Things change, people change. The way we live and where we live does affect us in some way. Sometimes you need to go far away from family and live with different people to get education but it doesn’t mean that we should start seeing ourselves the way others want us to. Although education is of a great importance in everybody’s life, it can make people challenge their cultural values and create and unsatisfied relationship with their loved ones.

Despite the fact that education improves people socially and helps them succeed, it distances us from our family and makes us question our cultural values. You cannot force someone to study and neither can you stop him or her if they want to. Everybody wants their children to get good education but nobody wants them to be so obsessed with study that they don’t even think about anything else besides studying. I know high education requires more time and really hard work, but it’s not the same with kids. Some kids achieve so much at a very young age, which is so impressive, and this constant success changes them, making them so preoccupied with reading books and novels, but later they realize that they have missed all the other things in their lives that they shouldn’t have. According to Richard Rodriguez in the article, “The Achievement of Desire,” “A primary reason for my success in the classroom was that I couldn’t forget that schooling was changing me and separating me from the life I enjoyed before becoming a student.”

It is useful to read books and get something out of them but it doesn’t mean that you should be a bookworm. Some people call getting high education at a very young age a success and therefore making kids choose study over everything, but I think kids or anyone should also enjoy other things at the same time by not avoiding to spend time with their family and friends as well as interacting with other activities like sports. Because by not doing this, not only you grow separate from your culture but you also form a different world of your own in which you act different and live different, making yourself look unique in everything. Because after having a little success, one does not want anything that makes him or her less perfect. Therefore end up feeling so complex that suddenly you feel that may be your culture or family members are not perfect according to you and you see them as others do. But that’s not a real education.

Education is like a sea; you can never get enough of it. While education is very important to us, the ways people educate themselves have enormous effects on their cultural lives. Once you educate yourself academically, cultural values and your background don’t seem that important to you as you consider yourself in high society. Kids who come from other countries learn new things and after a while living here, they adapt another culture. They even feel ashamed speaking their own language and they try to get rid of the accent. Sometimes they even feel ashamed and embarrassed of their parents by their lack of education. It feels bad to hear things like this; after all it is all because of your parents. We wouldn’t be here if it wasn’t because of our parents, Mr. Rodriguez wouldn’t have gone to school and achieved so much success if his parents wouldn’t have paid for him. So we should never grow apart from our families and parents. When we came from India we knew what our culture is and why we came here.

My parents also want us to get education and be someone as everybody’s parents do, so my dad allows us to have anything and do anything as long as it is not out of culture and concerns studying. But after living here for a couple of months, my brother found a girlfriend, which my culture doesn’t allow. When we found out, we tried to stop him because they were both disobeying our culture. But he took advantage of going to college and kept seeing her. Still my dad allowed him to go to college because he wants us to make a career but instead he chose her and ran away. So I think even if you manage to achieve so much academic success, you should never forget where you come from and who you are. Take advantage of education and opportunities that you get by educating yourself, but don’t let it challenge you your identity and your community. Education will definitely make your life better but it is not going to change your identity and culture or should it?

Although education get you some fame and make you wealthy, it can affect your personal life in an unfavorable way. As you become successful in life, your responsibilities also rise and sometimes it becomes hard to make sure that all the responsibilities have been taken care of. Because as well having responsibilities toward your intellectual aspect, you also have some responsibilities toward your family and friends. Some kids, who are dedicated to their studies and are always studying, sometimes fail to fulfill their parents’ desires. Mr. Rodriguez agrees, “Scholarship boy: good student, troubled son.” Endowed children, who are highly interested in study, are most likely to act a little different and sometimes weird. Being an intelligent scholarship student doesn’t mean that you should always read recommended books and totally neglect other aspects of your life. If parents want their kids to study hard and support them, which is a good thing, they definitely don’t want you to abandon other good things in life. As we see today, many kids who are flawed are most likely to be rich.

Is this because their parents are highly educated and they hold highly paid jobs? Therefore they don’t have much time to spend with their kids to teach them valuable lessons? For example, although George Bush, president of United States, has benefited himself and his family from his education in an enormous way but do you think he has a satisfied relationship with his daughters after what they have done? And is this because they are rich and highly educated? Do you think his daughter would have been better if they had not been so rich and famous? Mr. Baca agrees, “If I had not left our village, if I had stayed all these years with my grandmother, I could have been a better man than I am today.” Although Baca had learned in prison, but I don’t think he would have even gone to prison if he had stayed with his family. You learn so many good things just by living with your family; you feel their and your culture’s importance. The same with a celebrity like Bill Clinton, don’t you think his character was more important then him being the president of U.S.A? Could his education save him from questioning his position? How did it impact his family life even though he was very successful academically? There are so many ways of learning if you really want to learn, going to private schools or getting degrees is not the only way.

According to Malcolm X in the article, “Learning to Read,” “I don’t think anybody ever got more out of going to prison than I did.” If you really want to learn you can do that anywhere but if one doesn’t want to learn he or she wouldn’t be able to learn even by going to some expensive school. Sometimes your inspiration should come from within otherwise you’ll be doing something you are not interested in but someone else is. Education is not a bad thing if we think of it as something to help others, making your family proud of you, having a career and making a difference in the world, but there are so few people who understand the actual meaning of education. But we should never chose education over our family, considering education or more importance than our culture and family. Some people study to make their lives easier and better whereas some people study to help and improve other people’s lives and others simply study to learn something they are interested in. Being academically successful isn’t always considered successful in life, valuing your cultural, family and moral character are the most important things when thinking of success. After all our parents do want us to educate ourselves and support us in making a career so why avoid them and see them as obstacle on the way of your success.

Everything has two sides, positive and negative. Usually we tend to look at the positive side of education, which is important, but there are also negative effects of education, which we don’t think too often. Not that we should see education as a bad thing but we should definitely consider the way we educate ourselves. Everybody wants to have their children a better life and career, but not everyone can afford this. Parents support their kids in getting education the way no one does, they are the one who won’t be jealous if you’d be successful. So we should never let our parents down in any way, instead thank them for what they did to help us getting education and make our lives better. Parents are the role models of their kids; they are the one who we look up to. So they should also teach their children the important lessons of life like how to value your cultural beliefs and giving them the real education first.

Since education is most important in today’s lives, kids should definitely educate themselves and make a career but they should never forget their culture and family neither should they disobey them. Study hard but don’t be someone to question your identity. Educate yourselves in way people will respect you. Don’t be embarrassed or feel ashamed by their lack of education, at least they know the value of culture and family. And nobody is perfect, but if education can empower people and make a difference in the world we should definitely make the most of it. There is always an opportunity cost in everything that’s why we should educate ourselves so we can make the best choice. Education has done so much for us and is still doing but don’t neglect the fact that it has also done something to us— spacing us out from our cultural life, making us question our identity, and changing the way we look at things.

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