Tag Archives: education policy

Expand Supplemental Learning Options with the Filling the Gap Fund

Photo courtesy of Allison Shelley/The Verbatim Agency for EDUimages.

Bellwether Education Partners, in partnership with the Walton Family Foundation, is excited to announce the Filling the Gap Fund. This new grant opportunity is designed to help families and students leverage public policy to find and engage in supplemental learning opportunities.  

The COVID-19 pandemic continues to expand how families and students think about education. The pandemic disrupted students’ learning experiences, often with enormous consequences for those furthest from opportunity. But it also disrupted the long-held belief that education only happens between 8 a.m. and 3 p.m. within the walls of a school building. Faced with immense challenges since March 2020, families and educators created innovative, flexible approaches to supplemental learning designed to address the impact of the pandemic on students. 

Policymakers have taken notice of family and student interest in supplemental learning options. Across the country, state leaders are creating policies to help families access supplemental learning opportunities. These policies — from part-time enrollment to parent-directed education spending — enable families and students to access a wide range of supplemental educational options that best meet their needs. 

The problem, however, is that these policies are often underused or don’t reach students furthest from opportunity. The grants made through our request for information (RFI) will seek to fill this gap. 

We encourage public schools, tribal schools, school systems (e.g., school districts or charter networks), and nonprofit organizations to apply through a request for information (RFI) if:  

  • Your organization has a new or early-stage idea about how to provide families with information and support that will help them leverage public policies and access supplemental learning options. 
  • Your organization is well-positioned to support families and students furthest from opportunity.  

Excited? We are, too. There are several ways to be a part of this work! 

1. Learn more.  

You can learn more about this opportunity by reading the full RFI. You can also join our mailing list to stay in the loop about deadlines, frequently asked questions, and our applicant webinar, which will take place in mid-May. 

2. Apply! 

Responses to the RFI are due no later than 11:59 p.m. PDT Monday, June 6, 2022, after which Bellwether will invite select organizations to submit proposals for funding. Grants will range from $50,000 to $300,000, depending on the opportunity for impact and the maturity of the project. 

We’re interested in learning about new or early-stage ideas for providing families with the information, resources, and support they need to leverage public policies and access supplemental learning options. We particularly encourage applications from organizations who are well-positioned to support families and students furthest from opportunity. 

3. Share this opportunity with others. 

Share the Filling the Gap RFI with schools and organizations who you think might be a good fit. Be sure to let them know that in addition to broad exposure and recognition for their work, grantees will participate in a cohort in which they’ll learn from one another, receive support from experts, researchers, and other partners, and plan for sustainability and scale. 

Questions? Reach out via proposals@bellwethereducation.org. Don’t miss this opportunity! 

Tracking Parents’ Complex Perspectives on K-12 Education

Photo courtesy of Allison Shelley for EDUimages

Every policy wonk loves a good poll, and education policy wonks are no exception. Polls give added depth and dimension to an array of current (and shifting) public opinions, attitudes, and needs. But too often, wonks tend to over-index on the latest, flashiest data point as new polls are released — making it difficult to examine the broader context of other polls analyzing similar data points, or to contextualize prior administrations of the same poll.

The recency bias associated with new polling data is a persistent problem in fully understanding how parents think about K-12 education across the country. Contrary to media-driven hype, parents have diverse viewpoints that don’t fit broad narratives offered by pundits. Just as children and circumstances change over time, so do parents’ opinions on what their child needs. And to say that the COVID-19 pandemic brought change to parents and to their children’s educational needs is an understatement — one that underscores the need for a deeper examination of how parents’ views on K-12 education have (or haven’t) changed since March 2020.

Alex Spurrier, Juliet Squire, Andy Rotherham, and I launched the Parent Perception Barometer to help advocates, policymakers, and journalists navigate the nuance of parents’ opinion about K-12 education. The interactive barometer aggregates nationwide polling and other data on parents’ stated and revealed preferences regarding their children’s education. The first wave of polling data indicates that parents are largely satisfied with their child’s education and school, but many have specific concerns about their child’s academic progress as well as their mental health and well-being. As parent opinions aren’t static, the barometer will be updated on a regular basis with the release of new polling data.

There are multiple benefits of aggregating this polling data in the barometer: 

  • First, it allows us to examine emerging or persistent trends in the data. Looking at the same question asked over multiple time periods as well as similar questions asked from different polls separates signal from noise. 
  • Second, it shapes a holistic consideration of a body of relevant data, tempering the pull of recency bias that comes with each new poll’s release. 
  • Third, by analyzing similar poll questions, we identify data points that may be outliers. For instance, if three polls asking a similar question all indicate that parents strongly favor a particular policy, and a fourth poll indicates otherwise, we may look more closely at that poll’s language wording and be more cautious about the types of statements or conclusions we make.

The Parent Perception Barometer provides several ways to support a comprehensive analysis of parents’ perceptions. For those most interested in exploring data on a single topic across multiple sources, the Data Visualization tab provides a high-level summary of recent trends in parents’ stated and revealed preferences. For those looking for more technical background on the polls and data, information about specific polling questions, possible responses, and administration dates can be found within the Additional Detail tab. The barometer also allows users to view and download underlying source data. 

The Parent Perception Barometer is a valuable resource to ground policy and advocacy conversations in a nuanced, contextual understanding of parents’ opinions — bringing clarity and context to the K-12 education debate.

An “Abundance Agenda” Must Include K-12 Schooling

Photo courtesy of Allison Shelley for EDUimages

Scarcity is a familiar concept to economists, but most Americans don’t need to crack open a textbook to understand its impact right now. Walking through my local grocery store, there are barren produce displays and freezers with only a fraction of the products they typically stock. And I’ve had to scour the greater Louisville, Kentucky region to find at-home COVID-19 tests for sale.

In a thought-provoking new piece for The Atlantic, Derek Thompson argues that the problem of scarcity isn’t just limited to grocery stores and pharmacies it’s a societywide challenge that we ought to address.

“Altogether, America has too much venting and not enough inventing. We say that we want to save the planet from climate change — but in practice, many Americans are basically dead set against the clean-energy revolution, with even liberal states shutting down zero-carbon nuclear plants and protesting solar-power projects. We say that housing is a human right — but our richest cities have made it excruciatingly difficult to build new houses, infrastructure, or megaprojects. Politicians say that they want better health care — but they tolerate a catastrophically slow-footed FDA that withholds promising tools, and a federal policy that deliberately limits the supply of physicians.”

But there’s a significant sector missing from Thompson’s analysis of our scarcity challenge: K-12 education.

Public schooling is supposed to be a public good that provides equitable access to educational opportunities for all children, in the same way that public parks provide everyone with an opportunity to enjoy natural beauty in our communities.

For many families, however, access to a quality public education is an unfulfilled promise.

Scarcity in K-12 schooling is a much more opaque phenomenon than in higher education. We can easily monitor the ever-rising cost of college tuition, but most parents don’t pay tuition for K-12 schools. Instead, the “price” of attending public schools is embedded in rent or mortgage payments.

Affluent families have an abundance of educational options: they can afford to pay for tuition at private schools, buy a home in sought-after school districts, and provide their children with supplementary learning opportunities like tutoring, music lessons, and athletic programs.

Lower-income families face many more barriers to educational opportunity. Public schools are often their only educational option. As my colleagues and I showed in Priced Out of Public Schools, they also face scarcity in public schooling opportunities due to a combination of where affordable rental housing is located and how school district boundaries are drawn.

Thompson argues for a national “abundance agenda” to address problems created by scarcity. In K-12 education, that could mean an expansion of educational opportunities, particularly for lower-income families.

There are systemic ways to achieve abundance in educational opportunities. We could tackle reforms to update district boundaries more frequently — similar to how we engage in redistricting for legislative seats — to provide better, more equitable access to public K-12 schooling opportunities. Other efforts could expand access to nonpublic education options, as 18 states did in 2021.

Reformers can also expand educational opportunities within the public school system more incrementally through public charter schools. A recently-announced $750 million grant-making effort to support the expansion of public charter schools could serve as a catalyst for a broader reinvigoration of the charter sector, as my colleague Andy Rotherham notes in his latest for The 74.

For too long, families have not had access to the schooling options their children deserve. An “abundance agenda” for educational opportunity has the potential to garner support from the left, right, and center of our increasingly polarized nation and, more importantly, to provide children with equitable access to the public schools they deserve.

Teaching Race in the Classroom: An Eduwonk Guest Blog Series

What are we really talking about when we talk about Critical Race Theory? Eduwonk hosted a weeklong guest blog takeover by Sharif El-Mekki and Ian Rowe. In a series of thought-provoking posts, they expand on their recent National Alliance for Public Charter School discussion and unpack elements of what is quickly growing into a nationwide CRT culture war.

Visit Eduwonk to read Rowe’s thoughts on preparing all students to achieve greatness and how the CRT debate is distracting from the dismal nationwide reading proficiency numbers, and El-Mekki’s perspective on what students of color really need to succeed and the importance of high-quality, diverse educators who reflect the demographics of the students they teach. 

While the two experts don’t always agree, they bring a wealth of knowledge and mutual respect to a difficult, nuanced, and timely conversation. For more reflections in the Eduwonk CRT series, click here.

Sharif El-Mekki is founder and CEO of The Center for Black Educator Development. Ian Rowe is the founder and CEO of Vertex Partnership Academies and a senior fellow at the American Enterprise Institute.

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.