Category Archives: Education Policy

Business Organizations Play a Key Role in Education Advocacy Post-COVID

Questions about when and how to reopen schools will have ripple effects for the business sector and broader economy. If schools cannot open at all, or open only part-time or for small groups of students on a rotating basis, adults cannot return to work. Without a workforce, businesses cannot reopen and the economy remains shuttered. As a result, the business community has an especially important role to play in current deliberations about whether and how to reopen schools.

Business advocacy organizations, such as chambers of commerce and business roundtables, are well-suited to engage in these deliberations. These organizations advocate on behalf of policies that ensure students gain the skills, knowledge, and experiences they need to be successful in the current and future economy. This can look like helping to pass legislation requiring computer science coursework or successfully advocating for legislation to improve access to industry-recognized credentials and work-based learning experiences. In light of the current pandemic, business advocacy organizations bring an important voice to the conversation about what schooling could and should look like in the near future.  

What makes these organizations well-suited to engage in these conversations? While there’s limited research examining how the most successful organizations work, my colleagues and I recently completed a report that uncovered three key strengths that the most successful have in common. 

First, business advocacy organizations have a deep understanding of the advocacy landscape in their state and understand how to bring diverse groups — such as Republicans and Democrats or business and labor — together for a common cause. In Washington State, for example, the Washington Roundtable coordinates the College Promise Coalition, which includes stakeholders from public and private two- and four-year colleges and universities, students, families, alumni, education advocates, education leaders, and business leaders. As part of its advocacy to improve enrollment and completion rates in the state’s postsecondary institutions, the coalition’s broad base demonstrated widespread support for the Workforce Education Investment Act, which ultimately passed. Coordinating community-wide efforts like these will be imperative as regions work to repair their business, economic, and education sectors in a post-COVID world.  Continue reading

Business Leaders Must Continue to Engage in Education Advocacy

The business and education sectors are feeling the effects of the coronavirus pandemic acutely. Among small businesses, 75% have applied for emergency relief from the federal government and nearly three in ten have reduced staff. About half report having less than one month cash on hand. At the same time, tens of thousands of schools are closed and uneven transitions to distance education suggest significant adverse effects on student learning.

That’s why, even as the business community struggles to keep its head above water, business leaders must continue to invest time and energy into supporting the best possible paths forward for students — our nation’s future employees, professionals, and entrepreneurs.

A strong education system is key to economic growth, something that will be a priority after this crisis. In addition to the vast research linking a population’s education to economic prosperity, it’s impossible to miss how the unemployment rate for high-school graduates is currently at least twice that for those who hold at least a bachelor’s degree. As policymakers think about economic recovery in the years ahead, they will benefit from the business community’s vantage point on the skills and knowledge students need to be successful.

cover of May 2020 bellwether report

National business groups like the U.S. Chamber of Commerce include education as a policy priority; other business organizations, like America Succeeds, focus exclusively on education issues. In recent years, these and other business efforts have lent their voice to the drive toward providing strong options for students after high school, including apprenticeships and industry certifications alongside four-year college degrees. But business associations have a long track record of engaging in essential education issues; they were an important part of the coalition advancing higher standards and accountability in the 1990s, which helped shine a light on vast inequities in the education system and created urgency for reform.

Today, with the learning trajectories of students in turmoil, the business community again has a stake in charting the path forward. Business advocacy organizations can help create space for innovative thinking and drive policy proposals for resources and programs tailored to the needs of their state. And they can impart skills, for instance convening school leaders who benefit from management training. In Washington State, Partnership for Learning and the Washington Roundtable have provided leadership training to high school principals.

The business community can also support the continuation of learning for high school students through apprenticeships and other work-based learning experiences, since the school year has been disrupted and postsecondary opportunities have been clouded by economic uncertainty. Colorado Succeeds, an affiliate of America Succeeds, helped establish a state policy that provides school districts and charter schools up to $1,000 per student who completes a qualified industry credential program, work-based learning experience, or relevant coursework.

Of course the business community shouldn’t be the sole voice in education, especially since the purpose of schooling is not just about ensuring future economic prosperity. We also rely on schools to shape upstanding community members and informed citizens. But the business community absolutely has interests aligned to the success of today’s students — its perspectives are legitimate and often valuable.

Educators and policymakers should ensure it has a seat at the table.

All States Need to Shore Up Literacy Instruction After the Detroit Decision

There has been a lot written about the 6th Circuit’s decision in Detroit’s right-to-literacy case, the latest in a long line of lawsuits bringing state and federal constitutional challenges to the quality of education opportunities provided to public school students. The court held that the Constitution protects a right to a minimal education opportunity: the right to literacy. This decision is an unmistakable signal to schools and districts about the importance of meaningful literacy instruction. 

And although the facts in this case are specific to Detroit’s unique relationship with Michigan’s state government, that will not excuse another state or district from falling short in their obligation to provide an education that offers a genuine opportunity for literacy.

three young black girls and one black adult looking at a table of books, Knight Arts Challenge Detroit: Charles H. Wright Museum of African American History The Charles H. Wright will use the arts to foster an interest in reading by weaving interactive cultural experiences throughout the museum’s Children’s Book Fair.

Photo of Charles H. Wright Museum of African American History via Knight Foundation on Flickr

The path to good literacy instruction isn’t a mystery. There is relevant science and resources to help schools, districts, and states. Good instruction is described in a set of practice guides produced by the U.S. Department of Education’s Institute of Education Sciences, which are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts. States and districts can encourage the use of these resources by administrators, teachers, school specialists, and families.

To identify which specific programs and interventions have been effective at improving student outcomes, state and district leaders can search the What Works Clearinghouse, with particular attention to programs that have been independently evaluated. Reading interventions may impact a variety of outcomes, including alphabetics, reading fluency, comprehension, and general reading achievement. Since some interventions may be more effective than others for certain types of literacy skills, states might encourage the use of needs assessments to better understand which interventions are the best fit for a school or district. Continue reading

Major Conference Going Virtual? My Lessons From Co-Hosting #AEFP2020

Nine days before a conference for which 750 people had already registered, an education organization I’m on the board of decided to switch to virtual because of coronavirus. This was, as you can imagine, a pretty hectic choice, but one we’re proud of as we prioritized the health and safety of our members.

The Association for Education Finance and Policy (AEFP) is a nonprofit professional and academic association. At the annual meeting, researchers, practitioners, and policymakers share research and lessons learned about efforts to enhance student learning. Initially, my role was to chair a session and moderate a policy talk. The switch to virtual meant that I also served as host for seven sessions. 

Three computer monitors showing different concurrent sessions of @aefpweb virtual conference

Photo via @aefpweb on Twitter

Since many other conferences will be going virtual in the coming months, here are lessons I learned about the transition — as well as some unexpected upsides to going remote: 

Organize your team and provide clear instructions.

AEFP’s executive director, Lydia Ross, and IT contractor, Hiep Ho, arranged for all 126 sessions, four featured policy talks, the skills sessions, and the general session to be held via Zoom webinars. (Zoom has provided a helpful list of tips for setting things up in a way that minimizes party-crashers and other unwanted behavior.) In addition to the usual chair and presenters, each session had a host. Hosts were provided instructions on how to log into the designated Zoom room to start the webinar and enable panelists to share their screens during presentations. AEFP used Zoom’s branding capabilities to tailor the conference look by uploading the group logo and creating a custom URL. AEFP also created a Zoom page on the conference website with instructions and troubleshooting tips. Having this information accessible made it easier to support attendees. 

Continue reading

Media: “Why America’s Schools Should Stay Open This Summer” in The 74

Let’s cancel summer!

This bums me out as a summer lover, but it makes sense for a bunch of reasons, namely education, equity, economy, and politics. Read more in my piece over at The 74:

But the unavoidable fact is that school leaders have two choices. One is to essentially throw up our hands and say the novel coronavirus is just an act of God — what can you do? Let’s just muddle through. The other is to say that, yes, this is an unprecedented and remarkable situation in modern American education, but despite that, schools are going to live up to the warranties they make to students.

My hunch is no one wants to think about this now, but it will be a big issue in a month or so. Do you think our national adventure in home schooling should extend through the summer?