|
As the pandemic landscape continues to evolve, schools and districts are encountering a range of new challenges. LPI has synthesized 10 of the most important COVID-19-related actions schools and districts can take this fall to support students and staff.
|
Following the school shooting in Uvalde, TX, there have, once again, been calls for armed teachers or security officers in schools. But research shows that more guns don’t make schools safer. Instead, there are three evidence-based strategies for increasing school safety: gun controls, reporting of warning signs, and school-based social-emotional and mental health supports.
|
More than 5 million children in the United States are living in deep poverty, but their economic circumstances do not have to determine their life chances. By leveraging three key strategies—funding adequacy and equity, community schools and partnerships, and a whole child teaching and learning culture—schools and school systems can mitigate the impact of poverty on student success and well-being.
|
Research illustrates the importance of teacher salaries in recruiting and retaining an effective and diverse teaching workforce. As teacher shortages continue to be a challenge for districts around the country, a state-by-state analysis provides policymakers and others with a valuable tool for understanding teacher salaries, including how their state’s compensation metrics compare to those of other states.
|
One significant contributor to longstanding teacher shortages, made worse by the COVID-19 pandemic, has been an underinvestment in the teacher pipeline. Fortunately, federal spending packages currently under consideration contain funding that has the potential to help effectively address the school staffing crisis. Proposed funding would support high-quality and affordable educator preparation, an important tool for improving retention.
|
The pandemic has exacerbated teacher workforce issues that have persisted for at least a decade. Because of these long-standing conditions, even small changes in teacher supply and demand during the pandemic have resulted in serious disruption for schools already struggling to fill teacher vacancies. Research points to ways districts and states can address the immediate crisis and build for the future.
|
The current staffing crisis in public schools is taking center stage in communities throughout the country. Long-standing teacher shortages, combined with COVID-19-related absences, are stretching schools to the breaking point. Policymakers need to act quickly and strategically to address the mounting crisis and build for the long-term. Research provides a clear roadmap to guide their efforts.
|
A thoughtful planning process following the first few months of distance learning led one San Francisco Bay Area school district to rethink its professional development strategy for elementary math instruction. The result: More collaboration, alignment, and engagement among teachers and minimal disruption to student learning, even when the pandemic necessitated switching of classrooms and teachers.
|
Polarizing and inaccurate framing of social and emotional learning (SEL) has caused concern for some parents. The authors examine a Fordham survey that sheds light on why and discuss how to help parents understand that SEL and academics are inextricably connected and not an either/or choice.
|
Many students, families, and teachers looked forward to in-person learning this fall, but now find themselves on a pandemic roller coaster as the school year opens with a surge of COVID-19 cases. It is critical that we follow the available science so that we can protect students and ensure their education.
