Requests the State Board of Elementary and Secondary Education to develop and provide online educational resources to public school students for the 2020-2021 school year.
If enacted, SR38 aims to enhance the availability of online educational resources, thus ensuring that students have access to quality learning opportunities during a challenging educational landscape. The resolution emphasizes the need for uniformity in online learning options, mitigating significant discrepancies that existed during the initial pivot to online education. Furthermore, it speaks to the necessity of addressing learning deficits resultant from the pandemic-induced closures. With federal funding from the CARES Act earmarked for this purpose, the resolution expresses intent to leverage available resources to support students effectively.
Senate Resolution 38 (SR38) urges the State Board of Elementary and Secondary Education, through the state Department of Education, to develop and provide online educational resources for public school students for the 2020-2021 school year. In light of the COVID-19 pandemic, which resulted in the closure of K-12 school facilities, this resolution seeks to address concerns regarding the potential learning gaps that students may face due to reduced classroom instruction time. The resolution highlights the importance of equitable access to robust online learning options, especially as some parents may choose to keep their children at home or as schools navigate varying capacities for reopening.
The sentiment surrounding SR38 appears to be largely supportive, as it seeks to provide essential educational resources at a critical time. With the expectation of continued challenges in the educational sector due to the pandemic, many stakeholders view the development of state-led online learning options as a proactive approach to ensure equitable education for all students. However, the focus on online resources may spark debates regarding the efficacy of virtual learning compared to traditional classroom settings, and whether such measures adequately address the diverse needs of all students.
While SR38 promotes the benefits of online learning, potential points of contention include concerns over whether online resources can adequately substitute the interpersonal interactions found in traditional classrooms. Additionally, there might be debates on the quality and accessibility of the online resources provided, particularly for students from underprivileged backgrounds. Stakeholders may also discuss the technological disparities that could arise, further complicating equal access to these educational materials.