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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.
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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.”
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District Administration by Matt Zalaznick | The convergence of early retirements, resignations, and a decrease in new teachers entering the profession has created a shortage of well-prepared teachers in California. This teacher shortage has only been exacerbated by COVID-19 and is now more visible as schools prepare to reopen. District Administration highlights research and recommendations from this LPI report for addressing these challenges.
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EdSource by Diana Lambert | This EdSource article and related podcast highlight an LPI report written by Desiree Carver-Thomas, Melanie Leung, and Dion Burns examining the effects of COVID-19 on California's teacher workforce. “Teacher shortages were not created overnight, nor will they be solved with quick, band-aid solutions,” Carver-Thomas says.
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EdSurge by Stephen Noonoo | Long Beach Unified, one of California’s largest school districts, is having issues finding qualified teachers and substitutes. This article, featuring LPI research and commentary from Desiree Carver-Thomas and Michael DiNapoli, explores teacher pipeline problems across the state of California, the impact of COVID-19, and potential solutions.
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VPM NPR by Ian M. Stewart | Teacher shortages have been long-standing in the educator workforce. Although the exact number of teachers who have left the profession is still being calculated, significant COVID-related teacher shortages are predicted. “We've seen some early signs that pandemic teaching conditions could accelerate people leaving the profession either looking for different work or retiring early,” says LPI's Michael DiNapoli.
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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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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.