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In this issue of the Reimagining College Access newsletter: RCA holds first Leading Places Community meeting, the impact of test-optional admissions, and data analysis reveals a racial gap for in-state student enrollment.
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Quietly—and at times with little attention of the public, policymakers, and the media—schools have been resegregating at rates that rival those preceding Brown v. Board of Education, the 1954 U.S. Supreme Court ruling that struck down legal segregation in public schools. As it did following resistance to Brown, the federal government can help to foster integrated schools through increased funding and evidence-based policies.
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Evidence shows outcomes for college enrollment, retention, and degree completion; earning potential in the labor market; and overall achievement are improved when students have access to advanced curricular opportunities in mathematics and science compared to students who take fewer or less rigorous courses. Yet equitable access to advanced courses remains out of reach for many students, particularly students of color and students from low-income families.
Marisa SaundersLorea MartínezLisa FlookLaura E. Hernández
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Teachers created Social Justice Humanitas Academy (SJ Humanitas) envisioning a school that would “not only be a place of learning, but also a resource for the community.” Thus, they designed a community school that would bring together local resources, incorporate collaborative structures, and support students. The practices implemented at SJ Humanitas support whole child education to advance outcomes and support student well-being in alignment with the science of learning and development.
Megan BangLeah BrickerLinda Darling-HammondAdam K. Edgerton Pam GrossmanKris D. GutiérrezAnn IshimaruSarah KlevanCarol D. LeeDavid MiyashiroNa'ilah Suad NasirPedro A. NogueraCharles PayneBill PenuelSara Plasencia Shirin Vossoughi
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Many education stakeholders have called for intensive remediation for students to address this year of disrupted schooling and potential learning loss. However, remediation alone will not meet students’ needs and could potentially deepen inequalities. Pandemic and post-pandemic learning environments should be centered on strong teacher-student relationships that address students’ social and emotional learning, creating intellectually rigorous and equitable educational settings
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High-quality early childhood experiences depend upon ongoing formative assessments. High-quality assessments enable teachers to monitor each student’s changing skills and competencies and to tailor instruction to reinforce children’s strengths and support individualized growth. Aggregated assessment data can also be used to identify system-level patterns, strengths, and gaps that can inform equitable resource allocation and investments in early childhood and elementary programs and initiatives.
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The Partnership for the Future of Learning offers a set of strategies to recruit, prepare, develop, and retain high-quality teachers and bring greater racial, ethnic, and linguistic diversity to the profession. This in-depth playbook includes examples of legislation and research-based policies, a guide to talking about teacher shortages and strengthening the profession, and publications for further reading.
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Project-based learning is a dynamic teaching approach that actively engages students in learning through real-world projects relevant to their lives and experiences. In these videos from Edutopia, education experts explore what the science of learning and development tells us about project-based learning.
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The guilty verdicts for George Floyd’s killer are a moment of hope on a backdrop of persistent race-based violence. And while we celebrate this moment as a major event in bending the arc of history toward justice, there is enormous work to be done to achieve racial justice and reconciliation for all, and each of us has a role to play in that work.
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Reopening efforts should consider child care and preschool programs alongside k–12. To clarify what is known about COVID-19 transmission in early education programs, LPI researchers synthesized studies from around the world that explore transmission rates and mitigation strategies in these programs. They found that, when appropriate health and safety precautions are in place, there is no increased risk of contracting COVID-19.
