Tag Archives: federal role in education

Election Reflections

Plenty is being said about what the presidential election means and what it says about America’s values. At Bellwether, we deeply value inclusion, equity, and tolerance alongside other democratic values, including liberty and freedom. For us, the election did not change our deep commitment to these values, which is as strong today as it was prior to Election Day.

Something else that hasn’t changed since November 8th? Across America, children are getting up each morning and going to school. They’re still counting on their schools to help them learn and cultivate the knowledge and skills they need to navigate adulthood and lead a happy, fulfilled life full of choices and opportunities. Some of their schools go above and beyond in delivering on this promise. Too many others fall far short especially for students in underserved communities. Addressing these deep and persistent inequities is at the core of what we do at Bellwether.

The election matters, of course, but leaders at the state and local level are still rolling up their sleeves and ready to continue doing the challenging work of expanding education equity. They’re trying to sort out the opportunities and challenges the Every Student Succeeds Act creates and continuing or launching their own initiatives to improve schooling.

Helping them is a primary reason Bellwether exists. And students need our support now more than ever. That’s why we’re staying focused on continuing our work with and alongside state and local organizations and agencies on the ground working for kids. Across our strategy, talent, and policy teams, we offer more than 50 professionals committed to the vision of a world in which race and income are no longer predictors of life outcomes for students. We all work towards an American education system that affords every individual the opportunity to determine their own path and to lead a productive and fulfilling life.

If your work aligns with these values and we can support what you do, we’d like to hear from you. Please contact us.

Donald Trump, Public Education, and the Rise of the (New) New Federalists

donald-trump-1818950_1280Many of you might have woken up on November 9 (and perhaps each day thereafter) thinking to yourself “but Donald Trump can’t actually do that, can he?” As far as education goes, the answer is mostly “no, he can’t.” The federal executive branch cannot make binding education policy: it can only offer states funds in exchange for adopting preferred policies.

This is because thankfully there are structural limitations to the president’s power; in high school social studies we called them “checks and balances” and probably thought of them as quaint academic concepts. But these checks and balances — especially the intentional friction between the states and the federal government — will play a big role in education policymaking over the next four years.

Federalism is the name for the concept that the U.S. Constitution grants certain limited powers to the federal government and that all other powers are preserved by the states. Despite the possibly misleading name, it is the philosophy that constrains federal power and it is a fundamental principle of American government. And one of the most visible exercises of that state power is public education. (Others that will likely be very important over the next four years include policing and health care.) Continue reading

New Juvenile Justice Law Does a Lot for Students, But Not Enough

JJDPA is the Juvenile Justice Delinquency and Prevention Act. After sitting for more than a decade without authorization, it passed the House last week and now moves on to the Senate.

Originating in the Education and Workforce Committee, it’s touted as a big progressive reform. And it is in fact, it does far more for young people who are incarceratstudent-1647136_1920ed than this year’s federal education package, the Every Student Succeeds Act (ESSA). There are reasons to cheer for the new statute, but it still doesn’t do enough to ensure that kids who are locked up have the high-quality education experiences that they need in order to return to their communities as productive participants.

The Committee factsheet lays out the four general sections of the bill:

  • provisions to ensure the continuity of young people’s education while incarcerated;
  • clear guidance and directions for states and localities on how to reduce racial and ethnic disparities among incarcerated youth;
  • better reporting of important juvenile justice metrics to the Office of Juvenile Jus
    tice and Delinquency Prevention;
  • and provisions to ensure accountability in the use of federal resources devoted to juvenile justice initiatives.

(Unrelated to education, it also refines and strengthens important protections for children detained in the juvenile and adult systems by clarifying a number of judicial and correctional regulations and procedures.)

That first bullet point: “provisions to ensure the continuity of young people’s education while incarcerated” is both promising and disappointing. In fact, this statute doesn’t do much more than most of us probably assumed was already a well-established minimum standard. Continue reading

#16for16: A Policy Agenda for the Next President (Whoever That Is)

WhitehouseThis election season has been long on drama and vitriol and woefully short on substantive policy ideas. And K-12 education might win the “Most Ignored Major Policy Issue” superlative in the yearbook of the 2016 campaign. Isolated references to charter schools and feel-good statements about teachers aside, neither Clinton nor Trump has proposed a comprehensive vision for our nation’s public schools. This lack of attention belies the importance and need for an education vision: Although the current administration presided over the passage of the Every Students Succeeds Act (ESSA), the devil is in the details, and the critical work of its implementation will be left to the next administration. But we’d be hard pressed to identify what policies might emerge come January.

We’re here to help.

Bellwether has compiled a collection called 16 for 2016: 16 Education Policy Ideas for the Next President. We solicited ideas from a range of authors across the ideological spectrum, both inside and outside the education sector. You are almost guaranteed to love some of these ideas, and probably hate some too, and that’s the point. No matter who prevails in November, the new presidential administration will need to set an ambitious education agenda. And with this collection, we are priming the pump for whichever candidate is sitting in the Oval Office in January.

In this volume, you’ll find: Continue reading

Immigration is an Education Issue

Read more live coverage of #EDlection2016 via Bellwether and The 74’s Convention Live Blog.

The DNC kicked off Monday night with two parallel stories of immigration that are meaningful, especially for those closely watching education issues. Karla Ortiz a 10-year-old American citizen spoke along with her mother, Francisca Ortiz, who is undocumented.

Another speaker, Astrid Silva identified on the schedule simply as “DREAMer” is the organizing director at the Progressive Leadership Alliance of Nevada. She is also undocumented. Although these speakers highlighted the importance education played in their personal stories, it might not be immediately obvious that momentum around immigration reform in the federal executive office is explicitly connected to our schools.

The appearance of these speakers on night one suggests that the Clinton campaign intends to bring renewed energy to passing the DREAM Act, now more than six years old. And while this statute is a federal immigration law, it has enormous implications for state education programs.  Since 1982, undocumented students have been entitled to attend a public K-12 school; they also cannot be excluded from public college or university. But what they still can’t do is qualify for in-state tuition or get federal grants or loans to pay for it. Some states have taken up the cause and created their own state funding opportunities but programs vary wildly with different eligibility requirements and benefits available.

By leading with two stories that are about both immigration and education, the DNC sets the stage for some high-level ideological and policy friction between the federal government and the states. Immigration policy belongs to the federal government alone (even though we’ve seen lots of states try to assert their power and lose). Education policy is primarily a state responsibility, even though the federal government can offer incentives for states to adopt preferred policies or practices. But the recent passage of ESSA shifts even more decision-making power to the states, while still providing them with federal dollars.

There’s also the matter of DACA (Deferred Action for Childhood Arrivals): a separate federal executive action that applies to this same category of undocumented people: young people ages 15-31 who are enrolled in, or recently graduated from, high school. DACA acts as an interim measure while the DREAM Act winds its way through Congress, protecting eligible students’ continued U.S. residency by allowing them to apply for a two-year reprieve from the threat of deportation.

The success of DACA, however, rests on our public K-12 schools.

In order to qualify for DACA protection, students must prove that they are attending (or have graduated from) a U.S. high school. That requirement means more than just gathering the paperwork, it also means that we’re trusting our schools have the capacity to support these students through high school.

Threading the needle not only on immigration and education, but also state and federal authority is going to be a tricky task. But the Clinton campaign seems to be gearing up for it.  We’ve gotten a lot of the “why” now I think we’re all ready to hear the “how.”