Kalee Herman
Liberty University
ENGL 101
Prof Timothy Shea
October 7, 2024
Impact of Covid-19 on the American Education System
By mid-April 2020, over 55 million students in the United States were affected by school
closures because of the COVID-19 pandemic (United Nations, 2020). Schools across the nation
had to shift from in-person instruction to remote learning almost overnight. This rapid transition
brought significant challenges and opportunities, reshaping the landscape of American education.
The pandemic forced the widespread adoption of digital tools, revealed deep educational
inequities, and led to a surge in academic dishonesty. Although remote learning offered
flexibility and continuity, it also exposed the fragility of the education system and highlighted
areas that require urgent reform. The pandemic fundamentally altered the American education
system, accelerating the implementation of remote learning, increasing reliance on online
resources, deepening educational inequalities, and contributing to a rise in academic dishonesty.
The pandemic dramatically accelerated the transition to remote learning. Before COVID-
19, online education was gradually gaining traction, but its widespread implementation was far
from mainstream. With schools closing in March 2020, remote learning became the only feasible
option for millions of students. By June 2020, over 93% of households with school-age children
reported some form of distance learning (U.S. Census Bureau, 2020). Schools quickly adopted
platforms such as Zoom, Google Classroom, and Microsoft Teams to deliver instruction, marking
an unprecedented shift in how education was conducted (Li & Lalani, 2020). This shift was not
only a temporary solution but also a catalyst for future changes in the educational system. The
World Economic Forum noted that the pandemic has caused a "major shift in education," with
many institutions predicting that online learning will become a permanent feature of the system
(Li & Lalani, 2020). While remote learning posed challenges, especially in terms of student
engagement and teacher preparedness, it also demonstrated the potential for technology to play a
larger role in education.
To ensure the continuity of learning during the pandemic, schools increasingly relied on
digital tools and resources. By April 2020, the usage of education technology platforms such as
Google Classroom and Khan Academy surged by more than 300% (EdTech Magazine, 2020).
Schools had to invest heavily in online resources to support students, with digital learning
becoming the default mode of instruction. According to a report from the Brookings Institution,
schools turned to video conferencing software, digital assignments, and online assessments to
keep students engaged in a remote environment (Vegas, 2020). This increased reliance on
technology transformed the way educators and students interacted. It also paved the way for a
hybrid learning model in the future—one that integrates both in-person and digital tools to create
more flexible learning environments. However, this reliance on online resources created a new
set of challenges, including a dependency on technology that may not be sustainable for all
students or schools.
One of the most significant consequences of the rapid shift to online learning was the
exacerbation of educational inequalities. The digital divide—the gap between those who have
access to technology and the internet and those who do not—became more apparent during the
pandemic. According to the Pew Research Center, about 15% of U.S. households with school-
aged children did not have high-speed internet access, with low-income and rural families
disproportionately affected (Auxier & Anderson, 2020). This lack of access posed significant
barriers to remote learning, especially for students from underserved communities. The pandemic
further exposed the unequal distribution of educational resources. Students from low-income
households were more likely to experience interruptions in their education due to a lack of
devices or reliable internet connections. In contrast, students from wealthier families were often
able to continue their education with minimal disruption, thanks to better access to digital tools
and resources. As a result, the pandemic widened the already-existing achievement gap, leaving
many disadvantaged students further behind.
The shift to online learning also led to a rise in academic dishonesty. With assessments
moving online and students working without direct supervision, the opportunities for cheating
increased significantly. Several universities and high schools reported a 60% increase in cheating
cases during online exams and assessments compared to in-person exams (Newton, 2020).
Without in-person proctoring, many students exploited the system by using unauthorized
resources or collaborating with peers during exams. The increase in academic dishonesty has
raised concerns about the integrity of online learning. Educators have had to reconsider their
assessment methods, exploring alternatives such as open-book exams or project-based
assessments to mitigate the risk of cheating. However, the surge in dishonest behavior during
remote learning has undermined trust in the fairness of academic evaluations, complicating
efforts to ensure academic integrity in online environments.
Some argue that remote learning and the increased use of online resources could lead to
long-term improvements in education by increasing accessibility and flexibility for students.
Remote learning allows students to access educational content from anywhere, potentially
benefiting those who may struggle to attend traditional in-person classes. In theory, this
flexibility could make education more inclusive. However, while remote learning offers these
benefits, the issues of digital inequality, learning setbacks, and academic dishonesty cannot be
ignored. Despite its potential, online learning has been shown to exacerbate pre-existing
inequities and undermine the quality of education for students who lack adequate access to
resources (Auxier & Anderson, 2020). To ensure that remote learning becomes a viable long-
term solution, schools must first address these fundamental issues, ensuring equitable access to
technology and creating more robust systems to maintain academic integrity.
The COVID-19 pandemic has fundamentally transformed the American education
system. It accelerated the shift to remote learning, increased the use of digital tools, and exposed
the deep inequalities that exist within the system. At the same time, the move to online learning
also led to a rise in academic dishonesty, further complicating the educational landscape. As
schools move forward, they will need to address these challenges by bridging the digital divide
and developing more effective ways to ensure academic integrity in online settings.
Policymakers and educators must collaborate to implement solutions that ensure all students
have access to a quality education, regardless of their circumstances. By doing so, they can
create a more resilient and equitable education system for the future.
References:
Auxier, B., & Anderson, M. (2020, September 10). As schools close due to the coronavirus, some
U.S. students face a digital 'homework gap'. Pew Research Center.
https://www.pewresearch.org/fact-tank/2020/09/10/as-schools-close-due-to-the-coronavirus-
some-u-s-students-face-a-digital-homework-gap/
Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever.
This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-
education-global-covid19-online-digital-learning/
Newton, D. (2020, August 7). Online cheating isn’t new, but the pandemic has made it worse.
Forbes. https://www.forbes.com/sites/dereknewton/2020/08/07/online-cheating-isnt-new-but-
the-pandemic-has-made-it-worse/?sh=480ab0a75f51
U.S. Census Bureau. (2020, August 26). Schooling during the COVID-19 pandemic.
https://www.census.gov/library/stories/2020/08/schooling-during-the-covid-19-pandemic.html
Vegas, E. (2020, September 8). School closures, government responses, and learning inequality
around the world during COVID-19. Brookings Institution.
https://www.brookings.edu/research/school-closures-government-responses-and-learning-
inequality-around-the-world-during-covid-19/
