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Shifting sociopolitical and policy dynamics have put a spotlight on systemic inequities and the need for school systems to implement policies that advance equity. This research synthesis examines education policy research from the past 15 years to illuminate how scholars have investigated reforms intended to redress inequity and what actions the field may undertake to inform equitable schooling and policymaking.
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Educators with the Hawaiian-focused charter schools have adapted their practices, grounded in Hawaiian culture and students’ relationship and responsibility to natural environments, to the constraints brought on by COVID-19. While nothing can replace the ocean voyages, agricultural work, and community service activities that are central elements of their “typical” school year, staff have developed new virtual ʻāina-based (land-based) activities and assessments to respond to the new reality of distance learning.
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The decision of when and how to reopen schools is one of the most critical of our times. To do so effectively, we would do well to look at what has worked—and what has not—around the world. Adequate federal funding is also necessary for the additional staff and equipment needed to make schools safe.
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Early data from a unique college admissions pilot program at City University of New York (CUNY) provide promising evidence on how colleges can expand admissions, better determine which students are likely to thrive, and potentially increase equity.
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Community schools are an evidence-based approach to advance whole child education by offering integrated student supports, expanded and enriched learning time, family and community engagement, and collaborative leadership and practices. Local government and nonprofit agencies in two California counties—Los Angeles and Alameda—have effectively provided technical assistance to support community school initiatives. Evidence shows that technical assistance from county offices and nonprofit agencies can be a powerful element of successful community schools.
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As federal policymakers craft future COVID-19 relief packages, two key questions should guide their analysis: First, what will it take to make school districts whole—that is, make sure they have sufficient funding to cover the myriad of added costs and budget cuts associated with COVID-19? And, how can federal funds be used to address historic and current inequities in ways that put us on a path toward a more just educational future?
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COVID-19 has disrupted learning for nearly all of the country’s 50.8 million public schools students and those hit the hardest are the nation’s most marginalized students. During the disruption, community schools have proven to be highly effective at assessing needs and mobilizing supports for students and families. As policymakers look to the future, this is an approach they can consider.
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Student poverty was a concern in the U.S. even before the COVID-19 pandemic, when 1 in 5 children already lived in low-income families. This study evaluates the shortcomings of commonly used child poverty measures, including the Free or Reduced-Price Lunch program, and proposes alternatives.
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We’re hearing a lot of conflicting scenarios and projections related to the teacher workforce come fall. Indicators of teacher demand and supply—including the number of teaching and other positions funded, the number required to deliver instruction safely, turnover rates, and the supply of new teachers coming out of teacher preparation programs—can help us begin to understand the impact of COVID-19 on the educator workforce.
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The How Learning Happens video series, created by Edutopia and featuring LPI President and CEO Linda Darling-Hammond and Pamela Cantor, MD, founder and senior science advisor of Turnaround for Children, explores how educators can integrate social, emotional, and academic skills to support and guide diverse learners.
