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Winter 2016 Vol. 15 No. 1
Evidence is important. Even the most skeptical rely on tested and re-tested scientific certainty every day. And good sociologists hold scientific evidence suspect even as we use the best we have to make the decisions we must.
To slow the spread of the coronavirus, schools across the United States are expecting students to continue learning at home. That means attending real-time class meetings, completing worksheets and online modules, and even taking exams online. Unfortunately, some schools are also holding students accountable for at-home learning, basing grades, course placements, and college eligibility on work completed at home. That accountability, I will argue, has the potential to exacerbate longstanding inequalities in school.
Nearly 90 percent of Americans are under stay-at-home and organizational closure orders from their state governors or city mayors (Washington Post, April 2, 2020). These orders may carry legal weight but have rarely been strictly enforced by police. Yet as of March 30, 53 percent of individuals were complying (CNN Ipsos poll, April 1). By April 7, 87% practiced social distancing (Yale Program on Climate Change Communication, April 17); 80% supported social distancing even if it damaged the economy (Politico poll, Star-Tribune, April 18).