Category Archives: COVID-19

Relief at last? Join Bellwether on March 17 to discuss what Biden’s first major law means for schools.

Last week, the Biden Administration signed its first major law — and it’s a big one: $1.9 trillion in spending with additional stimulus checks going to millions of Americans, child tax credits for families, and funding to pull millions of Americans out of poverty. It also includes a lot of funding for schools that could be transformative — or just absorbed as business as usual. Whether and how America’s students benefit from the aid package is an open question. How should states, cities, and schools use this funding to go from pandemic to progress? How can education leaders use this boost in funding to innovate and support students, especially those who live on the margins? And what are the key lessons from the last big education recovery bill during the Great Recession in 2009.

On Wednesday, March 17, at 2 p.m. ET, join Bellwether’s Andy Rotherham and education leaders to discuss the possibilities for schools.

​Participants:

  • Phil Bredesen, Chairman of the Board and President, Clearloop and former Governor of Tennessee, 2003-2011
  • Lillian Lowery, Vice President of Student and Teacher Assessments, Educational Testing Services and former State Superintendent of Schools, Maryland and Secretary of Education, Delaware
  • Deborah Gist, Superintendent, Tulsa Public Schools
  • Ken Wagner, Senior Advisor for AnLar, NCTQ, and kmkwagner Advisory, and former Commissioner of Elementary and Secondary Education, Rhode Island
  • Andy Rotherham, Co-Founder & Partner, Bellwether Education Partners (moderator)

​Registration:

Please click here to register for this event. Live captioning will be available.

Learn More:

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Questions? Contact us.

Puerto Rican students during the COVID-19 pandemic: Data update and Q&A with Carlos Rodríguez Silvestre

In October 2020, “Missing in the Margins: Estimating the Scale of the COVID-19 Attendance Crisis” estimated that approximately 3 million American students had experienced minimal to no formal education since March 2020 due to the COVID-19 pandemic. The analysis focused on the most educationally marginalized students in the country — English learners and students with disabilities, in foster care, experiencing homelessness, and/or eligible for the Migrant Education Program. But the original 50 state and D.C. estimates left out Puerto Rico, the Bureau of Indian Education, and other U.S. territories. These students have been just as affected by the pandemic, if not moreso, and deserve more attention. 

Missing in the Margins data estimates now include data from Puerto Rico and the Bureau of Indian Education. Other U.S. territories did not have sufficient comparable data on the population groups in our original estimates, but we are hopeful that this expanded version paints a more comprehensive picture. 

The estimates emphasize the scale of the challenge before state and local education agencies as they work to begin the recovery process. As before, estimates are based on student population numbers from educationally marginalized groups, not on 2021-22 enrollment numbers. Those enrollment numbers, where available, track with our earlier estimates: enrollments are down around 2-3% on average, with much larger reductions concentrated in kindergarten. But even this far into the 2020-21 school year, we still do not have a clear enough picture of who these unenrolled students are or where they have gone: private school, home school, work, or elsewhere. 

In 2017, public school enrollment in Puerto Rico was approximately 350,000 students, but economic crises, natural disasters, and the COVID-9 pandemic have all contributed to fast enrollment declines. Local estimates suggest enrollment is now closer to 280,000. We estimate up to 25,000 children on the island may have had little or no access to education due to the pandemic.

To learn more, we sat down virtually with Carlos Rodríguez Silvestre, Executive Director of the Flamboyan Foundation in Puerto Rico, where he oversees all aspects of the Foundation’s mission-driven work and programmatic strategy in Puerto Rico, to ensure students most impacted by inequity are prepared to succeed in school and beyond. This Q&A has been edited for length and clarity.

  • Carlos Rodriguez SilvestreHow are students in Puerto Rico faring during the COVID-19 school closures and virtual learning? How have the effects of COVID-19 interacted with other disaster response efforts, including the ongoing recovery from Hurricane Maria?

COVID-19 compounded trauma for students in Puerto Rico. The end of in-person classes last March 16 due to the COVID-19 pandemic is the latest in a series of interruptions to the education system in Puerto Rico, including Hurricanes Irma and Maria in 2017 and earthquakes in early 2020. We estimate that students in Puerto Rico already lost up to 159 days of school between 2017 and 2020. \Adding on lost instructional and socialization time related to the pandemic further deepens challenges for students, families, and educators. 

Taken together, these disasters have had a profound effect on the physical, social, emotional and academic wellbeing of students. Any resolutions will need to take into account the compounded nature of trauma on students and the uniqueness of Puerto Rico’s context. 

  • Are there experiences or considerations that may be unique to Puerto Rican students and schools? 

Yes. The compounded impacts of multiple disasters present unique challenges for Puerto Rican students and schools. 

A crippling economic crisis had left the island bankrupt in 2006 and 15 years later recovery has not been realized. Schools and island infrastructure were already under-resourced as a result.  Continue reading

From Pandemic to Progress: Eight Bellwether briefs set long-term visions for education policy and practice

Today, we and several of our Bellwether colleagues released From Pandemic to Progress: Eight Education Pathways for COVID-19 Recovery, making the case for the the education sector to recenter and rebuild after the disruptions caused by COVID-19. At some point — hopefully soon — vaccines will become broadly available and students and teachers everywhere will return to full-time, in-person learning. School, system, and sector leaders will pause and take a breath. Then they quickly will turn their attention back to many of the questions that have simmered in the background for the past year, but that are quickly coming back to a boil.

In the wake of COVID-19, leaders and policymakers will need ambitious but achievable pathways to re-engage in complex policy questions and rebuild education. From Pandemic to Progress draws on the breadth of Bellwether’s expertise and a diversity of viewpoints across our team in a series of briefs — each with a take on what we will need in the years ahead to create a sector that can provide students with the high-quality education and supports they need and deserve to be successful.

Here are the issues and areas where we believe the sector should not go back to normal:

Redesigning Accountability: Bonnie O’Keefe grounds the debates on assessment and accountability back in core principles and practicalities. She doubles down on the need for transparent data and subgroup reporting, but also challenges policymakers to create systems that are aligned to the realities of classroom instruction and school-based decision making.

Supporting a Diverse Choice Ecosystem From the Bottom Up: Alex Spurrier lays out a vision for fostering choice and enabling a diversity of educational approaches, by seeding consortia of assessments, similar to Advanced Placement, that ensure the quality but not the homogeneity of options.

Prioritizing Equity in School Funding: Jennifer O’Neal Schiess pinpoints the inequities in school funding and explains why it should be decoupled from the real estate market, with local property taxes playing a minimal or vastly different role in the funding of schools.

Establishing Coherent Systems for Vulnerable Students: Hailly T.N. Korman and Melissa Steel King stay laser-focused on students who have experienced homelessness, foster care, pregnancy, or other disruptions to their education and call on public agencies to address the confusing fragmentation of social services so students can receive comprehensive and streamlined support.

Creating an Institute for Education Improvement: Allison Crean Davis makes a case for changing the way we change, calling for a standalone entity that can champion and support the education sector in rigorous, data-driven approaches to continuous improvement.

Diversifying the Teacher Workforce: Indira Dammu reminds us of the research that links a diverse teacher workforce to improved student outcomes, and makes recommendations for how policymakers can support the recruitment and retention of teachers of color.

Building on the Charter Sector’s Many Paths to Impact: Juliet Squire acknowledges headwinds facing charter school growth, but reminds policymakers and practitioners of the many ways — beyond increasing enrollment — that charter schools can expand their impact.

Bringing Home-Based Child Care Providers Into the Fold: Ashley LiBetti shines a spotlight on the critical role that home-based child care providers play in caring for the country’s youngest children, a role that the pandemic further dramatized; she makes the case for policies that address the important role that home-based child care plays in the early childhood ecosystem.

Whether addressing a long-standing issue that has shaped the education reform debates for decades, or an issue that has yet to garner the attention it deserves, each brief lays out a long-term vision for success and pathways to get there.

The education sector is far too familiar with the cycle of faddish policies and knee-jerk reactions when reforms don’t immediately produce increases in student proficiency. And certainly the last year has rightfully concentrated attention and resources on addressing the most urgent and basic student needs. But when the crisis subsides, education policymakers and practitioners will need a point on the horizon to aim for. We hope these briefs inspire and inform long-term visions for serving America’s kids.

 

 

How to Jumpstart Education’s Innovation Engine

Former Bellwarian Jason Weeby, who helped to develop and lead our work around education innovation, offers a series for Ahead of the Heard that makes the case for maintaining some pandemic-era education innovations. Learn more about Bellwether’s work here. Read more posts in this series here.

Can policymakers, funders, and education system leaders come together to find, foster, and spread new ways of teaching, learning, and organizing schools that came out of pandemic-era schooling?

I’m an optimist, so I can’t help but say yes. But I’m also a realist, so I think the most likely path to advancing innovation across the education sector is to link it to a broader plan to help students recover from pandemic-related learning loss. I outlined five strategies for building the conditions for pandemic-era innovations to thrive in my last post; two of them stand out as critical to jumpstart the process: federal leadership and bold philanthropy

Ideally, fostering new schooling approaches would be part of any plan that President Biden and Secretary Cardona hatch for attacking learning loss. The need for a robust pandemic response provides Cardona justification to create the muscular and sophisticated innovation infrastructure at the Department of Education that dates back to at least 2007. High-profile federal leadership would also give big foundations, colleges and universities, and nonprofits something to rally around, especially if it were bipartisan. A clear and compelling vision, realistic goals, a roadmap for action, and a framework for collaboration with foundation heads, scholars, nonprofit leaders, and labor and parent unions, would go a long way toward rebuilding the trust in the federal government that the last administration lost.

Education philanthropy has moved away from K-12 in favor of pre-K and post-K in recent years. The fallout from the pandemic should force them to reconsider that move. Ideally, big national foundations would coordinate their funding efforts toward a campaign against learning loss, as they did in 2010 to support the i3 program. Suppose there’s no government effort with which to coordinate. In that case, funders could create a collective time-bound fund that supports proven efforts like expanded learning time and high-dosage tutoring in addition to more exploratory programs and models. The fast, no-strings-attached, equity-focused, big money brand of philanthropy that MacKenzie Scott has exemplified should inspire funders to be bold and swift.

Fortunately, it looks like these conversations have already begun. The Walton Foundation, the Bill & Melinda Gates Foundation, Zoom, and private donors have teamed up to pilot high-dosage tutoring to stem learning loss. And a BIPOC-led coalition of organizations including Digital Promise, Camelback Ventures, Education Leaders of Color, Pahara Institute, Surge Institute, and UnidosUS has formed with the goal of developing “an aggressive action agenda” to mitigate learning losses for Black and Brown students.

To curry support for his American Rescue Plan, President Biden tweeted yesterday: “The risk in this moment isn’t that we do too much — it’s that we don’t do enough.” The same sentiment applies to rebuilding and improving our education system once the pandemic subsides. 

If we don’t do enough to seed, foster, and share ideas that can improve schools, our collective desire to return to normal and the gravitational pull of the status quo will keep education innovation on the fringe. Students who desperately needed better schools before the pandemic will simply be relegated back to them with more academic ground to make up.

When it comes to making our schools more effective and equitable through innovation, federal policymakers and philanthropists play an outsized role in jumpstarting some much-needed movement. 

Three leaders on schooling during the COVID-19 pandemic

It’s been almost a full year since the pandemic transformed our nation’s schools, and we find ourselves in yet another time of rising COVID-19 cases, hospitalizations, and deaths. Schools have seen nearly every possible iteration of virtual, in-person, and hybrid learning, but the leaders we work with have proven incredibly adaptable and graceful in the face of constant changes and stress.

Back in April 2020, we interviewed four leaders who piloted some of our tips and shared these video conversations. We recently followed up with two of those leaders and engaged a third to ask about their progress and lessons learned.

Watch our new three-part series with short videos from Jessica Nauiokas of Mott Haven Academy Charter School, Daniela Anello of D.C. Bilingual, and Jennifer Benavides of Fox Tech High School. What will they leave behind — and take away — from this incredibly challenging year?

Here are a few lessons from these inspiring women:

Ask how students feel before assuming they are ready to learn

Especially in schools that serve populations of predominantly low-income students and/or students of color, students may be under intense stress. They may have family members newly sick, out of work, or experiencing housing insecurity. Students may have more people under one roof than ever before, making it difficult to focus on learning. The adults in their lives are likely stretched thin and worried about events in the news.

All three leaders spoke of their intentional efforts to understand and address students’ emotional state and wellness regularly. For D.C. Bilingual, this meant checking in weekly on each family from March to June 2020, and doing so on a biweekly basis during this new school year. For Mott Haven, this has meant capturing students’ written and spoken feelings about dealing with the uncertainty in the world.

Fox Tech is piloting the Rhithm app to get a quick snapshot of how students are feeling and who has optimal capacity for learning. The tool allows the school to direct counselors or district social workers to those most struggling.

Some aspects of school or instruction may remain virtual even after the pandemic

For Nauiokas and her team, student-teacher conferences during COVID have seen higher rates of attendance and levels of parent engagement. Students can participate from home “at a time that’s convenient for the family,” she says, and the adult team can all join the line at the same time, helping students see the collective effort supporting their success. Mott Haven expects to keep these conferences virtual moving forward.

At DC Bilingual, Anello and her team are attentive to making sure students get a developmentally appropriate amount of screen time. She also believes that overall, student exposure to and mastery of technology will be beneficial in the long term. “It can help [students] navigate state tests that are on the computer,” offers Anello, in addition to giving them a chance to practice sharing their knowledge using slide decks and presentations, skills that will be useful throughout their schooling and careers.

Students need to be talking to one another

The loss of peer engagement and socialization is particularly tough for the youngest learners, so schools need to create ways for students to engage not just with teachers but with one another. These leaders have tried different virtual platforms for student-to-student engagement. Benavides’ teachers host break out rooms on Zoom or Google Classrooms, encourage students to leave comments on others’ work, and use the web application Pear Deck to allow students to engage back and forth.

Our video series is live here. If our team can support your school with curriculum, instruction, culture, or assessment planning, please contact us.