KIPP Newark's program helps kindergarteners affected by COVID

In Newark, New Jersey, KIPP Upper Roseville Academy created an innovative Evening Learning Program during the pandemic. This initiative helped families whose children missed out on traditional kindergarten as schools shut down in March 2020 due to COVID-19. Rachel Hodge, a mother working and studying, faced challenges when her daughter Vanessa began kindergarten. With remote learning in place, Hodge's daughter struggled to engage and was eventually listed as "missing" from remote school. In response, KIPP staff set up the evening program from 5:30 to 8 p.m., allowing working parents to better balance their schedules. The program engaged kids through songs, games, and lessons in reading and math that they missed during the school closures. Vanessa, now 9 years old, recalls her unique kindergarten experience, noting it was interesting to learn at home. While the KIPP program provided stability for those children, many students nationwide still feel the effects of interrupted learning during the pandemic. Research shows that young learners experienced significant declines in cognitive and social skills compared to those before COVID. Five years later, Vanessa remains in KIPP Newark schools, thriving in academics. However, parents observe social challenges in their children, partly due to a lack of peer interaction during lockdowns. Educators from the evening program formed special bonds with their students, helping them navigate a tough time. KIPP's program was distinct among schools nationwide, focusing on meeting families' needs during the crisis. Although it was difficult to measure outcomes against traditional day classes, staff felt that even an abbreviated school day was better than none. Parents appreciated the evening sessions for various reasons. For example, Nateesha St. Claire found it easier to manage her kids during quiet nighttime hours. Her son, Omari, has since thrived in school, showing the positive impact of the evening program. The small class sizes helped teachers identify learning delays and special education needs among the students. However, keeping children's attention in a virtual environment was challenging. Supportive teachers employed creative methods to engage their students and monitor their progress. Many families still feel the long-term effects of the disrupted learning experience. Some children, despite showing academic improvement, have not fully adjusted socially. Educators and parents alike recognize that the effects of that lost year will be felt for a long time.