The Education Policy Hotlist
Top news in U.S. education policy for the week of September 25th - 29th
Happy Friday, everyone!
Weekends are supposed to be relaxing, but sometimes they can be more stressful than weekdays. With so many activities and events to attend, it can be hard to find time to unwind. I’m hoping to squeeze in a trip to the orchard this weekend and savor the fall fruits — maybe even do some canning.
But I also see the value of having a busy schedule. It’s a chance to teach our kids how to handle pressure, make choices, and adjust to different situations. Last night we had a scheduling conflict with all four kids within one hour. It was a chaotic and challenging moment, but we tried to explain our decisions as parents and show them how to be resilient and flexible adults (even if we didn’t always succeed). Cheers to doing our best!
Okay, let’s talk about education policy. This week’s Hotlist features some interesting and relevant topics for you to explore about learning time and student-centered approaches to recovery. You’ll find articles on play-based learning in urban settings, Rick Hess’ critique of the Carnegie unit and his suggestions for reform, and some examples of state leaders putting students at the center of their decisions.
I hope you enjoy reading the Hotlist and find it useful. Please feel free to contact me with any feedback, questions, or suggestions. Have a wonderful weekend!
Warmly, Christine
Mark Your Calendar
Tuesday, October 3rd at 3:00 p.m. (EST), New America is hosting “From Book Bans to Inclusive Education.” An in-person and webcast event about today’s challenges within the book-banning culture. Register here.
Tuesday, October 3rd at 3:00 p.m. (EST), The Restart Network is hosting a “Learnings from Research and Practice to Increase Student Engagement” symposium featuring presentations from researchers and policy leaders leading efforts to advance academic recovery. Register here.
Tuesday, October 24th at 4:00 p.m. (EST), Fordham is hosting a webinar to discuss their recent report, Excellence Gaps by Race and Socioeconomic Status. Register here.
Federal Education Policy
How does a government shutdown influence students and families?
Government shutdowns can negatively impact education in various ways:
Delays in federal funding for schools and programs that rely on grants from the Department of Education, such as Title I, special education, Head Start, and Pell Grants. This could affect the ability of schools to pay staff, purchase supplies, and provide services to students in need.
Disruptions in research and innovation depend on federal agencies like the National Science Foundation, the National Institutes of Health, and the Department of Energy. This could affect the progress of scientific discoveries, the development of new technologies, and the training of future researchers.
Losses in educational opportunities for students and teachers who participate in federal programs, such as the National School Lunch Program, the Smithsonian Institution, the National Park Service, and the Library of Congress. This could affect millions of students and educators nationwide's nutrition, health, and enrichment.
With these severe educational consequences, a shutdown should be avoided to protect student services.
So, what’s the Education Department’s plan if the government shuts down? Check out their 2021 contingency plan.
Tennessee lawmakers consider rejecting federal education funds
Some legislative leaders in Tennessee want to turn down $4.2 billion in federal stimulus money for schools, saying it comes with too many strings attached. They propose to use state funds instead to support education recovery from the pandemic. However, this idea faces many challenges and risks, such as losing vital support for vulnerable students, violating federal laws, and creating budget shortfalls. The article explores the pros and cons of this proposal, and how other states have dealt with similar issues.
Academic Recovery
How to help students catch up after the pandemic: A research-based guide
The COVID-19 pandemic has disrupted millions of students' education, creating learning and widening achievement gaps. To address this challenge, educators must implement effective strategies to accelerate student academic recovery. EdResearch for Action updated its guidance about what works and what doesn’t work for accelerating learning. The guide provides practical recommendations for teachers, school leaders, and policymakers.
A five-point plan to help students recover from the pandemic’s impact on education
Manno argues that the Covid-19 pandemic has caused a K-12 education crisis that requires a robust response. He proposes five principles to guide a supersized recovery effort that builds on what states and communities are doing. The principles are: 1) promote student learning and teacher development; 2) provide students with extra support; 3) expand school choice and innovation; 4) leverage technology and data; and 5) engage families and communities. You can explore the article for examples of promising practices and resources for each principle.
Students and Families
How to rebuild trust and collaboration between families and educators
The pandemic disrupted relationships between parents and schools, creating new challenges and opportunities for both sides. In a recent thought piece from Fordham, the author argues that parents and schools must reset their expectations, communicate, and collaborate to support student learning and well-being. He offers practical suggestions for how to do so, such as establishing clear goals, sharing feedback, and celebrating successes. He also urges parents and schools to respect each other’s roles and expertise and to avoid blaming or shaming each other. Parents and schools can help students thrive in the post-pandemic era by working together.
How a Nevada teen made statewide efforts to improve mental health in schools
Robert Barsel, a 17-year-old high school senior from Nevada, partnered with legislators and the state superintendent to champion mental health education in Nevada. After leading peer support groups and developing a comprehensive mental health curriculum, Barsel collaborated with Nevada Senator Roberta Lange to sponsor S.B. 313, which aimed to embed mental health education into Nevada’s public schools. They met with Jhone Ebert, the state superintendent of public instruction, to explore ways to support access to mental health resources in schools. Their efforts highlight the power of student involvement in policymaking and the importance of mental health education for students.
Assessment and Accountability
Oregon schools experiment with new approach to assess kindergarteners.
Oregon schools are piloting a new way of assessing kindergarteners that does not rely on standardized tests. Instead, teachers use observation, conversation, and play to get to know their students and their strengths and needs. The new Kindergarten Readiness Snapshot approach is designed to be more developmentally appropriate, culturally responsive, and trauma-informed than the previous test, called Kindergarten Assessment. The pilot is part of a more significant effort to rethink how schools measure student learning and growth in the early grades.
Houston ISD superintendent says he will not resign amid criticism.
Mike Miles, the superintendent appointed by the Texas Education Agency to lead Houston ISD, said he has no plans to step down despite facing backlash from some community members and elected officials. Miles defended his actions and vision for the district, which included closing low-performing schools, changing the curriculum, and hiring new principals. He also addressed the challenges of dealing with the COVID-19 pandemic, the state takeover, and the racial and socioeconomic disparities in the district.
This article matters because Mike is doubling down on the need to lengthen the runway when doing transformative work. Miles explains that he needs at least four years to put the district on the right path.
Play and Learning
How urban spaces can foster learning and fun for children during summer
Summer is a time for children to explore, play, and learn outside the classroom, but many face barriers such as lack of access, safety, and guidance. In this article, researchers propose transforming city blocks into learning playgrounds, where children can engage with various urban spaces and activities that spark their curiosity and creativity. They highlight how cities worldwide do this, such as creating pop-up parks, interactive museums, and scavenger hunts. They also suggest ways to support and scale up these efforts, such as involving community partners, providing digital tools, and evaluating outcomes. Children can have a more enriching and enjoyable summer experience by making the city a learning playground.
Education Technology
The Hidden Risks of Ed Tech: How Online Tools Can Track Students’ Data and Privacy
New research featured in The74 explores how some ed tech tools can collect and share students’ personal information, such as browsing history, location, and academic performance, without their consent or knowledge. It also discusses the potential consequences of such data tracking, such as targeted advertising, identity theft, and discrimination. The article urges parents to be aware of the privacy policies and practices of their children's ed tech tools and to advocate for more robust data protection laws and regulations.
Teacher Workforce
How financial incentives can help attract and retain special education teachers
Special education teachers are in high demand and in short supply in the U.S. education system. A new Brookings article examines financial incentives' potential benefits and drawbacks to address this staffing challenge. It reviews the existing evidence on the effectiveness of different types of incentives, such as scholarships, loan forgiveness, signing bonuses, and salary supplements. It also discusses the implementation issues and trade-offs in designing and funding incentive programs.
ICYMI
Rick Hess on why the Carnegie unit is outdated and what can replace it
The Carnegie unit, or the credit hour, is the standard measure of student learning time in American education. Many argue that the Carnegie unit is no longer relevant or useful in the 21st century, as it does not reflect the quality or depth of student learning. Rick explores some alternative ways of measuring and rewarding student learning, such as competency-based education, micro-credentials, and digital badges. In the end, these approaches can better capture the diverse and personalized learning experiences of students in a changing world. Most importantly, Rick spends time acknowledging the challenges and barriers to implementing these changes, such as the lack of consensus, infrastructure, and policy support.
Dr. Christine Pitts is an executive leader, advancing public policy for social impact. Follow her on LinkedIn and Instagram for more updates.