Pods in Action: The Central Florida Urban League
CFUL opened Whitney M. Young Academy, a microschool designed to meet the individual needs of low-income, African American students.
‘The space and grace is evaporating:’ School leaders eager to tackle learning loss faced unexpected challenges this year. They’ll need help to lead everyone back on track
Headed into 2022-23, school administrators are going to have to pursue new strategies to make up for learning loss.
Arizona Autism Charter School: Meeting the Unique Needs of Students with Autism and Other Related Disabilities
Pandemic responses in schools like AZACS offer enduring lessons about fluid and effective practices that meet the needs of all students.
From a Lakota-focused microschool to service opportunities for kids with disabilities, innovations from 161 schools to aid marginalized students
This year’s Canopy data suggest schools are innovating is to design solutions to the problems most often faced by marginalized students and families.
Pods in Action: The Boston Community Learning Collaborative
A group of community-based organizations that had been working to reimagine education before the pandemic capitalized on a window of opportunity to create new microschool-inspired learning environments for Black and Latino youth.
Pods in Action: Black Mothers Forum
An education advocacy group that responded to the COVID-19 crisis by launching two microschools for Black families in Phoenix, Arizona.
Pods in Action: Neighborhood North
Neighborhood North leaders saw a need to support students at risk of falling behind in school and support families by providing childcare.
Pods in Action: Engaged Detroit
Engaged Detroit was created to help Black families interested in homeschooling “take control” of their children’s learning.
Equitable Pandemic Learning Pods? A Glimpse of an Emerging Ecosystem
This working paper maps the ecosystem of organizations needed to support equitable learning pods.
Pandemic Pods and Teaching to the Whole Child: The Role of Parents and Community
This paper outlines lessons we can draw from the focused implementation of the whole-child approach in pandemic learning communities.
