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All students benefit from opportunities to reflect on their learning and work. Around the country, schools are adopting portfolios, showcases, and other forms of performance assessment to help students build essential metacognitive skills. Given the disruption caused by COVID-19, these strategies can also be an effective way to bring closure and add meaning to a tumultuous school year.
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The pandemic and resulting school closures have made clear the essential role schools play in the lives of students, families, and communities. Besides their core role of advancing learning, they have fed millions of children and families, provided computers and connectivity to those without, and—in many cases—enabled child care for essential workers. Pandemic-related state budget cuts will make federal stimulus funds critical to ensuring that school systems can continue to fill these vital functions.
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Schools, districts, educators, and families are not equally empowered to switch to distance education in response to the pandemic. Educators, policymakers, and partners have taken on the essential work of bridging the technology gap, but tactical interventions alone are insufficient. Another challenge—and opportunity—brought on by the COVID-19 crisis is the need to shift to next-generation instructional models characterized by collaboration, student agency, and opportunities to learn in diverse settings.
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A positive school climate—where students feel a sense of safety and belonging and where trust prevails—improves academic achievement, test scores, grades, and engagement and helps reduce the negative effects of poverty on academic achievement. To bring about such environments, teachers, paraprofessionals, and school and district leaders must be prepared to create the school and classroom structures that encourage secure relationships.
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Reductions in state revenue and corresponding cuts to state education budgets will mean significant cuts to teaching positions unless the federal government provides increased education funding to states. This blog explores the potential impact of state budget cuts on teaching positions. An accompanying interactive allows for a state-by-state analysis based on different funding scenarios.
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This blog was updated August 7, 2020, to include state-by-state analysis of the CARES act and federal legislation currently under consideration. The blog and interactive explore how education funding can be impacted by COVID-19 related declines in state tax revenues and how federal stimulus aid can offset deep education cuts.
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In this repost from Education Week, Andrew Ujifusa looks at a new state-by-state analysis by Michael Griffith on how state budget cuts and Congressional relief could manifest in education funding for students.
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To make the most of federal funds through the Coronavirus Aid, Relief, and Economic Security (CARES) Act, districts and states should invest in systems, structures, and supports that increase long-term capacity and produce immediate benefits for historically underserved students. Here are five evidence-based and equity-focused investments to support students and schools grappling with the impact of the COVID-19 crisis.
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During the COVID-19 crisis, millions of children who are homeless and food insecure can't access essential services or learning. But people are coming together to provide learning opportunities and to care for our students.
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A severe special education teacher shortage threatens the ability to improve outcomes for students with disabilities, who often have the greatest needs but receive the least expert teachers. LPI researchers review the factors contributing to special education teacher turnover and provide evidence-based policy strategies aimed at resolving the shortage.
