Editorial: Remote learning was a disaster for low-income, minority students

Just about every teacher, parent and student who endured the sad and dragged-out mess of online learning during the COVID-19 pandemic understands that it was a disservice to young people.

It hurt them academically and emotionally, and whatever was gained from a public health standpoint wasn’t fairly balanced against all that was lost.

That evidence, plain as it is, remains anecdotal and personal. But a crucial study this month from the Center for Education Policy Research at Harvard University gives us a scientific sense of who was hurt most by the wrongheaded decisions to lock the schoolhouse doors and keep them locked for months on end.