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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.
One of the greatest professional challenges facing sociologists dealing with the coronavirus is to quickly analyze and interpret the vast amounts of relevant epidemiological, demographic and social data, and present those data to both the academic community and, most importantly, the public at large. This is especially important given the tendency by some politicians and social media outlets to present misinformation to the public.