Sorry. I believe it is true. From The NY Times (not a conservative paper by any measure):
The NY Times has actually been criticized for "both sides"ing issues (problematic when one side is presenting rational discourse and the other side is throwing out outlandish conspiracy theories and antisocial commentary). I don't have a link to share to you about this issue.
The article cites economist Emily Oster, who is an author of another similar study, while not mentioning that she is not an author of the primary study they cited. A bit problematic, that, IMO. The article does not seem to pull from the studies as much as from opinions in other sources. One of those other sources is an article by said economist titled "schools are not super spreaders", which is a curious double dip here in this subject for this article, especially when Oster is an economist, not an education or healthcare worker The push to "return to normal" has been primarily from the money sectors, so I am not comfortable granting her the benefit of the doubt as to potential bias here.
New research is showing the high costs of long school closures in some communities.
www.nytimes.com
Policy makers and health officials will sometimes make mistakes. Those things happen. We need to learn from those mistakes rather than pretend that they did not happen or that these officials are infallible.
"One of the most alarming findings is that school closures widened both economic and racial inequality in learning." Well, this should not be surprising, if it can be characterized as "alarming". Everything about the pandemic was worse in areas of economic and racial inequality; the worst outcomes are found in areas already associated with poverty and in communities of people of color. We also know that education gets a pittance of funding, when corporations and military get an insane amount of funding, so no surprise when The American Rescue Plan only required districts to spend 20% on academic recovery. Not news.
Much of this publication points to systemic inequality and a lack of education funding in general, compromising any serious effort at analyzing what remote learning has caused. The regional distribution of the school closures exacerbates it (comparing longer closures to shorter closures, which are in different regions, and which were referenced as "democrat vs republican"), making for a poor "study" in terms of control for socioeconomic and environmental variables. However, I'm not really sure about the details behind this without studying the actual paper, which I also have opened up in another tab to read. The article does not bother to address it; it is shallow, short, and seems to only be interested in making the statement "remote learning bad", and then moving you on to another article.
I also want to point out that I don't think anyone believes that remote learning, implemented as an emergency effort, would ever have been GOOD for students. You offered the statement that so-called experts changed their views that it should not have been done after all. I see nothing supporting that claim in the article you provided, and I suspect I will not find it in the paper itself. When emergencies strike, we take action as best we can at the time. As I said earlier, the government took some correct actions, but executed them disastrously. The question is not "should we have done this at all?"; the question is "how should we have done this correctly?"
The paper: At the very first I find that the study was funded in part by The Walton Family Foundation, and Kenneth C. Griffin (an American hedge fund manager, entrepreneur and "investor"; you can guess his political party affiliation). Yeah, no possible bias there, in terms of "getting us back to normal ASAP" /s 😬 So much red flag material here in the funding. I am more bothered by the capitalism linkages than the political party leanings, but the political part really does matter when you consider the end results being characterized as being politically strategic for the party whose wealthy members financed the paper. In an perfect world, we would not be concerned about the funding sources, but we live in such an imperfect world that funding sources often get left out in order to protect the biases in place. Sometimes things only get published when the funding sources favor the conclusions.
"We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person (although there was some widening in reading gaps in those areas)."
Interesting...
And at this point, I have spent an inordinate amount of time and text replying to this very off-topic topic, and I think I will move on.