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As federal policymakers craft future COVID-19 relief packages, two key questions should guide their analysis: First, what will it take to make school districts whole—that is, make sure they have sufficient funding to cover the myriad of added costs and budget cuts associated with COVID-19? And, how can federal funds be used to address historic and current inequities in ways that put us on a path toward a more just educational future?
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Student poverty was a concern in the U.S. even before the COVID-19 pandemic, when 1 in 5 children already lived in low-income families. This study evaluates the shortcomings of commonly used child poverty measures, including the Free or Reduced-Price Lunch program, and proposes alternatives.
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As poverty rates grow in the wake of the COVID-19 pandemic a new study evaluates the shortcomings of commonly used child poverty measures and proposes alternatives.
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A community schools initiative, launched by the Los Angeles County Office of Education in September 2019, provides personnel, infrastructure, and funding support for 15 high schools throughout the county. The structures and relationships developed as a result of the initiative enabled schools’ rapid response to support students and families during the COVID-19 crisis.
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Those of us who work in education must acknowledge that our school systems have been complicit in perpetuating systemic racism, including through the criminalization and marginalization of Black children. Our goal in this moment must be to dismantle these discriminatory policies and replace them with approaches that honor the dignity of the lives of Black children as they do of all children.
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The pandemic and resulting school closures have made clear the essential role schools play in the lives of students, families, and communities. Besides their core role of advancing learning, they have fed millions of children and families, provided computers and connectivity to those without, and—in many cases—enabled child care for essential workers. Pandemic-related state budget cuts will make federal stimulus funds critical to ensuring that school systems can continue to fill these vital functions.
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This blog was updated August 7, 2020, to include state-by-state analysis of the CARES act and federal legislation currently under consideration. The blog and interactive explore how education funding can be impacted by COVID-19 related declines in state tax revenues and how federal stimulus aid can offset deep education cuts.
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In this repost from Education Week, Andrew Ujifusa looks at a new state-by-state analysis by Michael Griffith on how state budget cuts and Congressional relief could manifest in education funding for students.
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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.
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In 2013, California enacted far-reaching education reform. It included a bold, new approach to equitable funding, a more holistic vision of student and school success, and community engagement in decision-making. Although its size and scale put California in a league of its own, the lessons from this decade-plus effort to reimagine, enact, and implement a better system offer guidance for all those looking to make—or influence—education policy.
