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Well before the pandemic, districts across the country grappled with ongoing teacher shortages, driven by both teacher turnover and significant declines in those choosing to enter the profession. COVID-19 has only worsened these pre-pandemic conditions, undermining access to well-prepared and experienced teachers, especially for students from historically underserved groups. A number of federal opportunities are key levers to strengthening the pipeline into the profession.
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Nova Escola by Victor Santos | “In addition, of course, to strengthening the teaching profession. . . educators need more confidence and more support in their work,” says Maria E. Hyler. This article explores how COVID-19 has created challenges and new priorities for teaching and learning, especially in teacher education and training.
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Teen Vogue by Emma Sarran Webster | Teen Vogue explores affirmative action amidst the reignited debate about higher education admissions policies. Peter W. Cookson, Jr. offers perspective: “The people who [had] benefited by...higher education admissions policies had been essentially white males, particularly if they had a legacy,” he said. “[Affirmative action] was an attempt to bring equity and equal opportunity to the admissions process.”
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The Economist | This article exploring the educational inequities students of color have experienced during the pandemic points to an LPI blog by Michael Griffith and Allie Pearce highlighting the need for high-functioning HVAC systems. “10m pupils and 1m public school employees face heightened exposure to COVID-19 as a result of defunct ventilation systems in public schools.”
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Can large-scale tutoring support students and teachers in addressing lost instructional time? The short answer is yes, but only if we pay close attention to the details of implementation to avoid the mistakes of the past. New policy proposals can draw upon the most up-to-date education research to design tutoring programs that are effective in meeting student needs.
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In Baltimore City and around the country, community-based organizations, often in partnership with schools and districts, are providing students with structured expanded learning opportunities during the pandemic. These connections and supports are providing students critical opportunities to build skills and stay connected to their peers, mentors, and community while schools are shuttered.
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POLITICO by Nicole Gaudiano | In this school reopening overview, Mike Griffith shares perspective on how state budgets influence reopening plans. "If there are deeper cuts and no additional federal aid, the concern is that states will look to education budgets for additional funding," he said.
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Community schools is an evidence-based approach that helps school staff and community members respond quickly and effectively to support children and young people who face barriers to educational success from poverty and cultural marginalization. New research in New Mexico examines how state policies can support community schools, both in the long term and as the state recovers from the COVID-19 crisis.
Barnett BerryKevin C. BastianLinda Darling-HammondTara Kini
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Teacher workplace conditions can influence the overall quality of teaching, teacher retention, and school improvement. In North Carolina, several policy strategies have been identified that create the conditions that enable teachers to work more effectively. These policies can help the state build a road map for excellence and equity for every student—and the teachers and administrators who serve them every day.
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In 2015, LPI began its work to bring high-quality evidence into policy and practice at the federal, state, and local levels with the goal of creating a stronger and more equitable education system. This report encompasses the past five years of research and impact and creates a blueprint for the work ahead.
