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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.
Jennifer DePaoliLaura 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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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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The removal of all prohibitions on the use of federal school transportation funds to support school integration signals a hopeful shift in federal support of voluntary local school desegregation efforts—and the availability of much-needed resources to support them. This is particularly significant as the country is experiencing rates of school resegregation that rival those that preceded Brown v. Board of Education.
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Systemic challenges in New Mexico mean that a large number of students do not have access to a high quality education that prepares them for college and career—a situation made worse by the COVID-19 pandemic. Among the evidence-based ways that New Mexico policymakers can address educational challenges is through career and technical education pathways, which foster a range of positive outcomes for students.
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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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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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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.
Maria E. HylerDesiree Carver-ThomasMarjorie WechslerLarkin Willis
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The Districts Advancing Racial Equity tool provides a practical and accessible resource for understanding, assessing, and advancing racial equity within school districts. The tool captures research-informed, high-leverage aspects of schooling that school leaders can use to create systems that build on the strengths of and respond to the needs of students of color.
