Reading Comprehension
        As the 2020–21 school year began, students oscillated among virtual, hybrid, and in-person learning as districts and states balancedthe need to keep students and staff safe with the need to provide an effective learning environment. Students faced multiple schedulechanges, were assigned new teachers midyear, and struggled with glitchy internet connections and Zoom fatigue. This was a uniquelychallenging year for teachers and students, and it is no surprise that it has left its mark—on student learning, and on student well-being.
        As we analyze the cost of the pandemic, we use the term “unfinished learning” to capture the reality that students were not given theopportunity this year to complete all the learning they would have completed in a typical year. Some students who have disengaged fromschool altogether may have slipped backward, losing knowledge or skills they once had. The majority simply learned less than they wouldhave in a typical year, but this is nonetheless important. Students who move on to the next grade unprepared are missing key buildingblocks of knowledge that are necessary for success, while students who repeat a year are much less likely to complete high school andmove on to college. And it’s not just academic knowledge these students may miss out on. They are at risk of finishing school without theskills, behaviors, and mindsets to succeed in college or in the workforce. An accurate assessment of the depth and extent of unfinishedlearning will best enable districts and states to support students in catching up on the learning they missed and moving past the pandemicand into a successful future.
【題組】37.In this essay, what is the main impact of learning during the Covid-19 pandemic?
(A) Students are not familiar with the operation of the learning software.
(B) Teaching online is too challenging for most of the teachers.
(C) Students do not complete the learning scheduled for the school year.
(D) Online learning only benefits tech-savvy students.