Evidence shows outcomes for college enrollment, retention, and degree completion; earning potential in the labor market; and overall achievement are improved when students have access to advanced curricular opportunities in mathematics and science compared to students who take fewer or less rigorous courses. Yet equitable access to advanced courses remains out of reach for many students, particularly students of color and students from low-income families.
A new bipartisan federal COVID-19 rescue package will supply public schools with additional financial support to help address a wide range of needs. The question is, what will this long-awaited federal aid provide and what more will be needed to allow schools to open safely and offer quality instruction?
The disruption to education caused by the pandemic presents an opportunity for policymakers and educators to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. This framework provides research, state and local examples, and policy recommendations for 10 key areas of education.
To make the most of federal funds through the Coronavirus Aid, Relief, and Economic Security (CARES) Act, districts and states should invest in systems, structures, and supports that increase long-term capacity and produce immediate benefits for historically underserved students. Here are five evidence-based and equity-focused investments to support students and schools grappling with the impact of the COVID-19 crisis.
Access to fully certified and experienced teachers matters for student outcomes and achievement, yet many states have hired uncertified and inexperienced teachers to fill gaps created by persistent teacher shortages. These teachers are disproportionately found in schools with high enrollments of students of color, according to LPI analysis of the most recent U.S. Department of Education Civil Rights Data Collection, which has proposed cutting key data collection questions related to school funding and educator experience.
In the National Governors Association's new School Leadership Hot Topics Podcast series, LPI’s Jessica Cardichon and Stephanie Levin discuss new reports on principal turnover, the impact of principal leadership and support on teacher shortages, and ways that states are using the Every Student Succeeds Act to develop and support principals and school leaders.
NASSP School of Thought by Jessica Cardichon | A new guest post by LPI Director of Federal Policy Jessica Cardichon for NASSP’s School of Thought blog discusses the role school principals have in creating relationship-centered schools that support strong family and community engagement. How is that progress threatened by the Trump administration’s rescission of Obama-era school discipline and safety guidance? Read more >
In 2018, the Trump administration rescinded voluntary federal guidance intended to help states end exclusionary and discriminatory school discipline practices. Many states had implemented policies based on evidence-based approaches outlined in the guidance and have seen lower rates of suspensions and expulsions among all students, including students of color, and other benefits. Loss of that guidance removes an important set of resources available to states and districts to end harmful practices.
Chronic absenteeism disrupts student learning and impedes students’ success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on chronic absenteeism and what some states are doing, and suggests policies to reduce it. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.
A positive school climate supports student learning and success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on school climate and what some states are doing, and suggests policies to improve it. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.
