Linda Darling-HammondAbby SchachnerAdam K. Edgerton
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The pandemic has forced policymakers and educators to rethink and retool in order to ensure continued student learning, despite school closures. The crisis of COVID-19 also creates an opportunity to build long-term capacity and enact new policies and practices to advance more equitable and student-centered school systems. This blog provides an overview of a comprehensive framework for restarting and reinventing school.
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As U.S. schools closed their doors this past spring in response to the COVID-19 pandemic, a little-considered effect was the impact of school closures on the preparation of the next generation of educators. Leaders of educator preparation programs affiliated with EdPrepLab share how they have adapted to the changing landscape. The crisis has created opportunities for programs to innovate, while maintaining high standards and a commitment to equity.
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To chart a path forward as the nation grapples with the impact of a global pandemic and systemic racism, federal policymakers can advance research-based policies that have been shown to foster equity and opportunity. This resource describes key policies that can help accelerate efforts to ensure that all young people have equal access to a high-quality, world-class education.
Linda Darling-HammondAbby SchachnerAdam K. Edgerton Aneesha Badrinarayan Jessica CardichonPeter W. Cookson, Jr.Michael GriffithSarah KlevanAnna MaierMonica Martinez Hanna MelnickNatalie Truong Steve Wojcikiewicz
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The disruption to education caused by the pandemic presents an opportunity for policymakers and educators to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. This framework provides research, state and local examples, and policy recommendations for 10 key areas of education.
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COVID-19 hasn’t stopped teachers and students from engaging in powerful teaching and learning. As schools shifted to distance learning in the closing months of the 2019–20 school year, course adaptions created opportunities for students to make new discoveries about themselves and topics of interest. Through authentic projects and presentations of learning, students have demonstrated that they remain hungry for and capable of doing rigorous, meaningful work.
Jennifer DePaoli Laura E. HernándezLinda Darling-Hammond
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As school and district leaders prepare to start school—whether in person or virtually—their work should be grounded in two essential questions: How can we address the acute needs of young people, who continue to grapple with the dual impacts of COVID 19 and systemic racism? And, how can we use this crisis as an opportunity to transform schools into nurturing communities that are committed to equity, diversity, and antiracism?
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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.
