Chiefs for Change, a bipartisan network of state and district education leaders, released today outlining how school districts and state education departments have partnered with the U.S. wireless industry to connect more than 2.4 million students to the internet for online learning during COVID-19. The report, produced in partnership with CTIA, an association representing the wireless communications industry, notes that: School districts have found wireless hotspots and tablets/laptops with built-in hotspot connectivity to be quick and easy to activate; Cross-state frameworks are simplifying and streamlining how systems procure hotspots to connect large numbers of students; A major portion of the funding for the technology purchased through these and other initiatives was provided by the Coronavirus Aid, Relief, and Economic Security (CARES) Act.
Ten new videos from Edutopia showcase the science of learning and development at work in out-of-school settings. Produced in collaboration with LPI, the videos—The Science of Learning & Development in Out-of-School Time—are part of Edutopia’s How Learning Happens series featuring a range of topics on social and emotional learning. The videos highlight exemplary out-of-school programs in four communities, examine best practices, and integrate commentary from Linda Darling-Hammond and the Forum for Youth Investment’s Karen Pittman. While the videos were filmed pre-COVID, the lessons they convey—on what it takes to build meaningful relationships, and to cultivate a sense of belonging and self—are timely.
Gateway Public Schools—a middle and high school serving a diverse group of about 800 students in San Francisco—was founded in 1998 by parents of students with learning disabilities seeking a supportive environment for their children. As a public charter organization with a lottery entrance system, Gateway seeks to admit a student body that represents the population of San Francisco’s public schools at large, giving priority to local residents and to students eligible for free or reduced-price lunch. Approximately 25% of students enrolled receive special education services, 80% are students of color, and more than 50% are from low-income families.
Prep School for Poor Kids: The Long-Run Impacts of Head Start on Human Capital and Economic Self-Sufficiency
This paper evaluates the long-run effects of Head Start using large-scale, restricted 2000-2018 Census-ACS data linked to the SSA’s Numident file, which contains exact date and county of birth. Using the county rollout of Head Start between 1965 and 1980 and age-eligibility cutoffs for school entry, we find that Head Start generated large increases in adult human capital and economic self-sufficiency, including a 0.65-year increase in schooling, a 2.7-percent increase in high-school completion, an 8.5-percent increase in college enrollment, and a 39-percent increase in college completion. These estimates imply sizable, long-term returns to public investments in large-scale preschool programs.
This Policy Outline defines two-generation strategies, which support students who are parents in continuing their educational careers, and it highlights policy examples in six states.
Student engagement isn’t a binary skill. It comprises what we refer to as the three high impact elements (SELements) of student engagement. SELement 1 (S1): connected, safe, and welcomed; SELement 2 (S2): choice, voice, and agency in their learning; and SELement 3 (S3): connect what they are learning to real-world meaningful application. Now more than ever, we need to teach SEL strategies as a matter of purpose rather than banking on the idea that things will quickly return to normal.
For years, afterschool programs have kept kids safe, inspired them to learn, and helped working families. America After 3PM—the largest survey on afterschool, spanning 16 years—found that unmet demand has skyrocketed. For every child in an afterschool program, 3 are waiting to get in. Demand remains strong during the pandemic, as parents see programs providing critical supports.
The pandemic has caused trauma for people of all ages, including and especially our youth. These challenging circumstances have forced students nationwide to pursue their education in entirely new ways, using new technology. Youth have had to do so while facing feelings of isolation and dealing with family members who have fallen ill; others have been affected by the digital divide, which has only been exacerbated by the pandemic.
Six communities across the country—Boston; Dallas; Denver; Palm Beach County, Fla; Tacoma, Wash.; and Tulsa, Okla.—are exploring whether and how children benefit when schools and out-of-school-time programs intentionally work together to build students’ SEL skills. The multiyear Partnerships for Social and Emotional Learning initiative is also examining what it takes to do this work. This video highlights key insights and findings from RAND Corporation’s report on the first two years of the initiative the most comprehensive study of social and emotional learning implementation to date. Watch the three-minute video to learn more.
With parents taking on the role of teachers during the COVID-19 pandemic, they may be feeling uncertain as they navigate teaching reading for the first time. Literacy experts at Targeted Reading Instruction have responded to that shift by creating TRI@Home. The Latino Policy Forum has created a short video to help parents promote early learning in their homes. The video is available in both English and Spanish. Additionally, the Latino Policy Forum is offering virtual workshops at no cost to those serving English Learners and their families. A description of the workshops can be found here. Those interested in attending a workshop can contact Rosario Hernandez.