Category Archives: Research

ICYMI: 2020-21 Notable Field Research Roundup

Photo courtesy of Allison Shelley for EDUimages

Aside from the requisite holiday gatherings and family time (be it virtual or in person), the end of any year is often a time to tie up loose ends and, if you’re lucky, to catch up on things you might have missed. As we close the books on 2021 — yet another year marred by the ongoing COVID-19 pandemic — Bellwether did some of that work for you. 

If, like many of us, you could barely keep up with your own inbox, you might have missed some thought-provoking research in the education sector. Bellwether assembled five of the most insightful, interesting, and notable third-party research reports of 2020-21. (Think of it as an “envy list” from folks on the Bellwether team. This is work we really thought was important and kind of wish we’d done!) 

Tag this email, bookmark the page, and save it for a (snowy) day this holiday season: Here, in no particular order, are five notable research reports from 2020-21 authored by external researchers and organizations, covering everything from the impact of COVID-19 on Black students to voter trends and more. 

Black Education in the Wake of COVID-19 & Systemic Racism: Toward a Theory of Change & Action

Black Education Research Collective (BERC) | July 2021
Guided by two key questions — 1) what is the impact of COVID-19 on the education of Black children and youth in the U.S.?, and 2) how should educators and community leaders respond to calls for change and action? — BERC researchers synthesized nationwide qualitative and quantitative data collected from January to May 2021. Key findings of the mixed-method study amplify the impact of the pandemic and systemic racism on Black education, including increased racial trauma and mental health issues. Click here to learn more.

The College Payoff: More Education Doesn’t Always Mean More Earnings

The Georgetown University Center on Education and the Workforce (CEW) | October 2021
Is college ‘worth it’? Georgetown’s CEW conducted an analysis exploring how career earnings vary by education attained, degrees pursued, occupation, industry, gender, race and ethnicity, and location. A key finding: more education doesn’t always equate to higher earnings. Click here to find out why.

Beyond Red vs. Blue: The Political Typology

Pew Research Center (Pew) | November 2021
Nonpartisan Pew examined the current political landscape and where voters are at. Although partisanship is a dominant factor in politics, Pew created a political typology — classifying the public into nine groups based on ideological and political values and attitudes — to do a deeper-dive analysis within partisan coalitions. The results carry interesting implications for our current political environment as well as the upcoming fall 2022 midterm elections. Click here to examine Pew’s political typology.

When “Tried and True” Advocacy Strategies Backfire: Narrative Messages Can Undermine State Legislator Support for Early Child Care Policies

Evidence for Action | July 2021
Researchers engaged more than 600 state legislators across the country to read different advocacy messages that were in favor of increasing investments in early child care and education. One message simply asked legislators to support these investments, while another message included a personal narrative about a young couple struggling to secure child care in their community. The findings demonstrate that legislators were more likely to support early child care policies when accompanied by a simple pro-policy message, over a personal narrative. Legislators who identified as conservative were less likely to support either type of message, especially messages that included a personal narrative. Findings point to the efficacy of message-testing among a broad audience in advocacy efforts. Click here to read the analysis.

Connecting Social-Emotional Development, Academic Achievement, and On-Track Outcomes 

City Year and the Everyone Graduates Center at the Johns Hopkins University School of Education | May 2020
Researchers examined the mounting statistically significant evidence that an integrated approach to social, emotional, and academic development provides the best pathway for students to accelerate learning and graduate from high school prepared for postsecondary and adult success. As the pandemic continues, this research amplifies important, ongoing issues facing U.S. students. Click here to unpack the findings.

Are there other 2020-21 third-party studies and analyses we missed? Engage with us on Twitter @bellwethered to share your selections!

The 3 Million Who Never Showed Up for Virtual Schooling

For some students, the devastation of the COVID-19 pandemic on education goes far beyond coping with the difficulties of distance learning. For these students, a day in March or April marks the last day of their formal education altogether. Out of the approximately 53 million K-12 students in the United States who stopped attending in-person school in the spring, an estimated three million may have never showed up online at all.

That figure comes from a new Bellwether analysis that estimates the number of students who, due to various barriers, did not make the transition, remaining disconnected even as schooling continued online. Just as the pandemic has disproportionately affected our most vulnerable and marginalized communities, this “disconnected” population is more likely to be composed of English learners, students in foster care, migrant students, students experiencing homelessness, and students with disabilities. Three million students is approximately 1 out of every 4 of these student populations combined — and also roughly equivalent to the entire school-age population of Florida.

Against the backdrop of the pandemic, wildfires, hurricanes, social unrest, and a general election, it’s easy to miss what’s happening here. But just like the pandemic itself, the defining feature of this crisis is the scale — this is something that every district, in every state, is struggling to address. Once a young person leaves school, it can be very difficult to re-engage them. The long-term implications of even a short period of learning loss are serious, and the outcomes associated with dropping out of high school are even more dire.

We could be witnessing the beginning of an event that has lifelong implications for this generation of students, in much the same way that the Great Recession has hamstrung millennials’ accumulation of wealth relative to previous generations. And among the young people of this new generation, the harshest impacts fall, time after time, on communities of color, students with disabilities, and those living in poverty. 

That’s a gloomy picture to paint, and it’s easy to feel as though we can’t grapple with this problem the way we would want to, given the enormity of everything else happening in the world. But there are concrete steps we can take right now to mitigate the damage being done, from improving attendance data collection — and data sharing — across public agencies to implementing interventions that meet the most vulnerable students where they are. Many teachers and leaders have identified a need for collaboration with social service providers and telecommunications firms to provide Internet connectivity to those in dire need. And states must provide stronger guidance, funding, and resources for schools and social services that can be spent flexibly, effectively, and in a timely manner.

Above all, the number one thing public officials can do to start to repair the damage done — and to prevent the unimaginable harm of a “lost generation” — is to develop and effectively implement the public policies needed to defeat the COVID-19 pandemic by reducing community transmission to levels negligible enough to permit a return to the normal school environment. There is no sustainable education policy workaround that can surmount a public health crisis of this magnitude. Back on March 13, seven months ago, it was difficult to imagine we would find ourselves in this position; our best course of action now is to take aggressive action on behalf of the roughly three million students whose educational futures are in the balance.

Assessment Myth-Busting During COVID-19

Assessments get a bad rap. Many educators express concerns that assessments are just an exercise in compliance, and especially with COVID-related cancellations, some seem ready to throw assessments out the window altogether. But during COVID-19, educators are likely to face classrooms with a wider-than-usual range of academic abilities due to disruptions in learning that occurred in the spring. 

Assessments are actually the best tool to help identify and narrow those gaps between students that have inevitably widened during this pandemic, as they enable us to gather evidence about where students are in the learning progression. In developing our new book, Bridging Research, Theory, and Practice to Promote Equity and Student Learning, my co-editors and I drew on the experiences of educators across the United States to illustrate how assessments can be used to identify where students are with regard to learning goals, communicate with students and families about learning goals, and support student learning. And during COVID-19, it is even more important to take these steps to ensure that students are on the right track.

 Myth Truth Assessments just let you know if you get the content or not Assessments are a tool that can be used to support learning Assessments are just tests Assessments include a variety of different types of evidence of where students are with regard to learning goals Assessments are just used by teachers and administrators Assessments are useful for students and parents as well as teachers and administrators

That said, assessment alone is not sufficient to enable all students to reach their learning goals. We need educators at all levels to use assessment data to inform next steps in instruction (in the classroom) and resource allocation (at the district, state, and federal level) to ensure that every student has the opportunity to meet learning targets.  Continue reading

Four Speakers and Four Themes From Our “Lost Year” Webinar

The pandemic is not behind us. Delivery of education in schools continues to vary from state to state, district to district, and even school to school. 

Research will be critical for figuring out what methods are working, how much learning is actually happening, and what innovations are showing early promise.

On October 5th, Bellwether Senior Adviser Allison Crean Davis gathered four accomplished education researchers to discuss how the pandemic has impacted education research, the emerging significant equity issues, and the future of education research. Complete captioned video is available here or below:

As researchers articulated how they are making sense of this moment, a few key themes emerged:

Missing Data — and Missing Students

Education researchers are already busy developing statistical models and simulations to account for “missing data,” i.e.,the lack of data from state assessments in spring 2020, which is typically used to measure student achievement from year to year. According to Megan Kuhfeld, Research Scientist at NWEA, researchers are discussing the multitudes of caveats and asterisks that will follow any conclusions based on what happened during the 2019-20 school year. The studies, models, and data will have to include significant nuance to capture the varied impact on students by subgroup, learning setting, access to technology, and attendance. 

More pressing, though, than missing data is missing students. As Constance Lindsay, Assistant Professor at UNC School of Education pointed out, there are students who have not “shown up” since schools physically closed. We need to know where they are and who they are. From an equity perspective, it is important to understand the exacerbated effects of the pandemic on missing students’ learning and outcomes. 

The 2019-20 and current school year are emerging as a new baseline to begin to capture “what happened.” Studies are being published, by Kuhfeld and others, with early estimates of learning loss in general and by some subgroups.  Continue reading

FAQs for Future Applicants to the Federal Charter School Program Grant

As applicants anxiously await the results of the FY2020 Charter School Program (CSP) State Entities grant competition, we want to offer some tips for prospective future applicants. As my Bellwether colleagues recently wrote, the CSP is a discretionary grant that provides federal resources to create, replicate, and support high-quality public charter schools. Developing a strong CSP application takes significant time and forethought. Although future funding of the CSP hangs in the balance, charter networks thinking about applying should plan far in advance to develop a strong application. 

Bellwether has partnered with a number of charter management organizations to develop winning federal education grant proposals, including CSP Replication and Expansion grants. The Frequently Asked Questions below explain what differentiates a successful application and provide advice on developing a winning proposal. 

Logistics of applying 

When should I start thinking about applying for a CSP grant? 

Six-to-eight-week turnarounds are fairly common: in 2019, the notice inviting applications appeared on November 26, 2019 and the deadline for transmittal of applications was January 10, 2020. Because the turnaround is pretty quick, occurs at a time of year when many staff may be planning time off, and the applications themselves are often over sixty pages long, preparing in advance is very helpful. 

As you think about applying, consider your network’s readiness to grow and increase impact. Indicators of readiness to grow can cross multiple dimensions, such as quality of programming, strength of student outcomes, clarity of instructional and cultural visions, student and staff retention and satisfaction, and financial health and sustainability. Bellwether offers a “Readiness to Grow” diagnostic tool that can help organizations assess their strengths and areas for focus before or during a growth process (see case study that used this tool here).  Continue reading