Category Archives: School Funding

COVID-19 Sheds Light on Existing Weaknesses in Early Childhood Systems

COVID-19 highlights the foundational weaknesses in our nation’s approach to early care and education. Unlike K-12 public schools, which are funded primarily by state and local government and operated by government entities or under their oversight, early childhood care and education in the United States is funded primarily through parent tuition payments and delivered through a patchwork of providers. These include center-based child care operated by for- and nonprofit entities ranging from small businesses to national chains, home-based childcare, Head Start, and school-based pre-K programs, all of which operate under different regulations and resources depending on the type of program they are, the age of children they serve, and where their funding comes from. 

It’s a complicated system given these underlying financing, structural, and policy factors, which COVID-19 has only underscored. The existing fragmentation has complicated efforts to protect children’s health and safety during the virus, ensure care for children of essential workers, or even collect accurate data to understand what is going on. And the system’s underfunding and reliance on parent payments has made early childhood providers and workers incredibly vulnerable in the current situation. 

As state and local governments began to close schools and nonessential businesses in mid-March, early childhood providers and state system leaders faced several urgent needs. These included making decisions about whether to close child care programs to protect child and staff safety, ensuring continuing access to child care for essential frontline workers, and providing early intervention and development support to children at home. As the chart below shows, these immediate needs cut across interrelated dimensions of health, economics, and child development — as does the early childhood field itself.

chart: "COVID-19 is creating new early childhood sector needs, and exacerbating others"

As early childhood leaders and policymakers begin to look around the corner — to think about economic recovery as the public health crisis begins to subside — new questions and challenges are emerging. Many early childhood providers have lost substantial revenues as a result of COVID-related closures and reduced demand for childcare, and are at risk of going out of business. Getting America back to work will require stabilizing the child care sector to enable workers across the economy to return to their jobs, or find new ones. Continue reading

Evaluators Bring Superpowers to Your Federal Grant Application

Yesterday, my colleague Lina Bankert wrote about three new federal grant competitions that have just been posted. Those who are new to federal grant competitions may find the evaluation requirements and research-design options (explained below) overwhelming. Federal grant applications typically require:

  • An evidence-based rationale for the proposed project’s approach, such as a logic model
  • Citations of prior research that support key components of a project’s design and meet specific thresholds for rigor specified by the What Works Clearinghouse
  • Expected outcomes and how applicants will measure those with valid and reliable instruments
  • Explanation of how the proposed project will be studied to understand its impact

Proposals may be scored by two kinds of individuals: reviewers with programmatic expertise and reviewers with evaluation expertise. Sections of the grant are allocated a certain number of points, all of which total to a final score that drives which proposals receive awards. The evaluation section of these proposals can represent up to 25% of the total points awarded to applicants, so having a strong one can make or break an application. 

red letters that say "KAPOW" coming out of a blue and yellow comic-style explosion

Image by Andrew Martin from Pixabay

Writing these sections requires a sophisticated understanding of research methodology and analytical techniques in order to tie the application together with a consistent and compelling evidence base. Our evaluation team at Bellwether has partnered with a number of organizations to help them design programmatic logic models, shore up their evidence base, and write evaluation plans that have contributed to winning applications to the tune of about $60 million. This includes three recent partnerships with Chicago International Charter School, Citizens of the World Charter Schools, and Grimmway Schools — all winners in the latest round of Charter School Program (CSP) funding for replication and expansion of successful charter networks.

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Applications Open for 3 Federal Grants: Tips From Bellwether

In the past few days, three major education-related federal grants have opened their application processes.

The Supporting Effective Educator Development (SEED) Grant Program, the Teacher and School Leader (TSL) Incentive Grants, and the Education Innovation and Research (EIR) Fund collectively offer approximately $266 million in funding to eligible education entities. (All three currently list a June 2020 application deadline.)

Teachers at Skyline High School meet with community partners to plan work-based learning opportunities for students.

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

These programs closely align with Bellwether’s mission of supporting underserved students: 

  • SEED: “Increase the number of highly effective educators by supporting […] practices that prepare, develop, or enhance the skills of educators”
  • TSL: “Develop, implement, improve, or expand comprehensive Performance-Based Compensation Systems or Human Capital Management Systems for teachers, principals, and other school leaders […] especially [those] who […] close the achievement gap between high- and low-performing students”
  • EIR: “Create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and rigorously evaluate such innovations”

While these grants require complex applications and can be highly competitive, Bellwether is here to help. Since 2010, we have successfully partnered with many organizations in their successful bids for federal grants. These include the following organizations, some of which have won several times with our support: Harmony Public Schools, IDEA Public Schools, Louisiana Department of Education, National Math and Science Initiative, New Schools for New Orleans, RePublic Schools, Rhode Island Department of Education, and Tennessee Department of Education.

Back in 2016, I shared a series of tips on writing a successful federal education grant application, so we’re re-upping that conversation today.

But first, a few 2020 additions to our 2016 thoughts:

First, it is worth naming that we are navigating through highly uncertain times precipitated by the COVID-19 crisis. Leaders across the sector are urgently attending to foundational needs and may see a grant application as yet another item on top of an already packed to-do list. We empathize — and also believe that now is an opportune moment for organizations to think ahead and consider how to evolve to address changing needs, either by accelerating existing work or by pursuing a bold new innovation.

Second, don’t feel like you have to go it alone. Many strong grant proposals are developed in partnership. We encourage organizations to have conversations early on with potential partners who can bring particular expertise or serve as a “test lab” for an initiative. (My colleague Allison Crean Davis will write a companion post tomorrow about the evaluation capabilities needed for a winning grant — and how we can support on that front.)

Finally, even if your application does not rise to the top, consider yourself a winner. Grant development can help you get clarity on where you’re headed and highlight gaps that you need to close before taking on a big new initiative. Going through the process of identifying strengths and opportunities can be just as valuable as actually acing the competition. Continue reading

Five Themes, Plus Video, From Bellwether’s Webinar on #COVIDandSchools

Yesterday we hosted a robust webinar conversation about what’s been happening on the ground in American schools and what school leaders need to think about as they meet the remarkable challenges posed by COVID-19.

Bellwether’s Andy Rotherham shared the virtual stage with four pivotal sector leaders — Dan Domenech, American Association of School Administrators; Eva Moskowitz, Success Academy Charter Schools; Nina Rees, National Alliance for Public Charter Schools*; and Sonja Santelises, Baltimore City Public Schools — each of whom candidly talked about the challenges they’ve faced as school founders, district leaders, and organizational heads. While the conversation sometimes traced a grim reality, there were also shared stories of hopefulness, innovation, and success.

If you missed the webinar, a complete video recording with captions is available here and below: 

Here are five key themes that came up in the conversation (quotes have been lightly edited for length and clarity):

Students’ humanity comes first.

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Choosing a College is Both Art and Science: An Introduction to “Match and Fit”

Over the coming months, high school seniors across the country will anxiously wait to hear which colleges have accepted them. And after all the hard work of applying comes another tough step: deciding where to go to college. 

How do young people decide where to go to college? Do they pick the most selective school, or do they prioritize the place where their friends are going? Do they stay close to home or get as far away as possible? Big school or small school? Urban or suburban? Public or private? Greek life or geek life

There are countless factors to weigh, which can make the college selection process feel overwhelming, particularly for students from low-income backgrounds and those who are the first in their family to attend college. As counselors, advisers, and mentors to young people, we need to build systems and processes that enable them to make informed postsecondary choices.   

Fortunately there’s a useful framework for considering postsecondary options that’s gaining popularity among high school counselors and frontline staff in college access programs: “match and fit.”

While there is no standard definition, practitioners generally agree on the following working definitions: 

  • Match: The degree to which a student’s academic credentials align with the selectivity of the college or university in which they enroll. Match encompasses the quantitative elements of choosing a postsecondary option; it is more science than art.   
  • Fit: A more nebulous concept that refers to how well a prospective student might mesh with an institution once on campus: socially, emotionally, financially, and otherwise. Fit encompasses the qualitative elements of choosing a postsecondary option; it is more art than science. 

Together, these concepts enable students, families, and college counselors to share a common language when talking about college. A student may technically “match” to a particular institution based on their academic credentials, but then decide that school is not a great “fit” given their desires and interests. Conversely, a student might have their heart set on a college — it may seem like a perfect “fit” — but it may turn out to be a poor “match” when the student’s GPA and test scores are considered.  

Importantly, these concepts can be used to support equity in access for underserved students. Here’s how: Continue reading