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As we work to reopen schools safely and effectively, it’s important not to return to “normal” but to reinvent school in ways that center relationships and are grounded in the science of learning and development. We must move past remediation and, instead, turn to the research on how people learn.
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Forbes by Linda Darling-Hammond and Adam K. Edgerton | To reopen schools safely & effectively, we must move past remediation and use principles applying brain science and research on how people learn. In this commentary, Linda Darling-Hammond and Adam Edgerton write that at the center of this reinvention are relationships and social emotional learning.
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The Hill by David Adams, Nithya Joseph and Jordan Posamentier | Social and emotional skills have become especially valuable for equitable and effective recovery from the impact of COVID-19 on education. This commentary, featuring contributions from LPI’s Stephen Kostyo, highlights the importance of prioritizing students’ and educators’ social and emotional needs so they can engage academically while also being able to cope with challenges and overcome trauma.
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Edutopia | A growing body of research shows that project-based learning can have a positive impact on achievement and engagement. Linda Darling-Hammond describes how a rigorous project-based approach fits in with what we know works for students: "When a student is deeply engaged in a project, their brain is awake and alert, because they are engaged and they're interested."
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The New York Times by Amelia Nierenberg and Kate Taylor | Citing an LPI analysis of the American Rescue Plan Act of 2021, this article examines how states and districts can use the nearly $129 billion designated for k–12 education. With few limits on how the money can be used, funds can be allocated for filling budget holes or providing critical services to support students.
Adam K. Edgerton Naomi OndrasekNatalie Truong Desiree O'Neal
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In March 2020, New York City was a pandemic hotspot. Yet NYC was also the first large U.S. city to reopen its schools. Researchers explore the various mitigation strategies the NYC Department of Education implemented to bring students back and offer useful resources that can support policymakers and educators navigating their own school reopening plans.
Jennifer DePaoli Laura E. HernándezRoberta C. FurgerLinda Darling-Hammond
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Multiple, ongoing crises—from the pandemic to systemic racism—are contributing to a collective and individual trauma that impacts the mental health, wellness, and education of students across the nation. These challenges also present an opportunity to redesign schools into restorative spaces where young people are known and nurtured. Research shows several practices school leaders can adopt to increase equity and help students thrive.
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In this issue of the Reimagining College Access newsletter: RCA establishes Regional Collaborative in California, new commission on racial equity in admissions, and report urges University of California to not add a new admissions test.
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The American Rescue Plan Act of 2021 includes just over $170.3 billion for schools, making this the federal government’s largest-ever single education investment. Among approved uses for funds are initiatives to accelerate learning, such as through summer school, expanded learning time, or tutoring programs; upgrades to facilities and other improvements to ensure a safe school reopening; investments in wraparound supports, such as through community schools; and initiatives to stabilize and diversify the educator workforce.
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Edutopia by Emelina Minero | Edutopia shares methods to help teachers to build strong relationships with students in accordance with the science of learning and development. Linda Darling-Hammond offers commentary on how such methods support students’ learning: “If you’re in a positive emotional space, if you feel good about yourself, your teacher. That actually opens up the opportunity for more learning.”
