Massachusetts got a double dose of bad news this fall with national and state barometers confirming that more than two years of interrupted learning has taken a toll on the academic progress of students.

It shouldn’t have come as a surprise; common sense, along with myriad reports on the impact of disrupted learning and a mental health crisis, was enough to alert policymakers and educators that the consequences would be severe. What may be shocking is the lack of urgency in addressing these reverberations.

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