Georgia Heyward is a special projects lead at Edunomics Lab at Georgetown University.
Charters and traditional schools are often portrayed as at odds with each other. But this collaboration shows that isn’t always the case—and it shows promise for the future.
States and districts should be using this moment as an opportunity to reassess how they support adolescents and their families.
The Governor’s Emergency Education Relief Fund (GEER I and II) gave states $4.25 billion in discretionary federal dollars to support K–12 schools, higher education, and workforce initiatives.
We interviewed K–12, state, and nonprofit leaders who have been focused on redesigning education and career pathways about how their work has changed in the last year and what their priorities are as the nation emerges from the pandemic.
Earlier this month, the Centers for Disease Control and Prevention made clear that good ventilation and consistent mask wearing are far more effective at preventing the spread of COVID-19 than disinfecting surfaces.
COVID-19 disrupted the already tenuous system of support for students graduating high school and going on to college or career. Students from low-income households and students of color have been hit hardest.
This brief, informed by interviews with school and system leaders in the New England region, suggests some efforts to reinvent schools before the pandemic have helped schools to navigate the current crisis.
As school systems nationwide struggle to deliver learning in a pandemic, parent advocacy groups are stepping up to help Black and Hispanic families who have often been left out of previous education policy making discussions.
This report includes in-depth case studies of five Washington State charter schools to understand their strategies for full inclusion of students with disabilities, and offers recommendations to school leaders and policymakers.
Our nationwide scan found some promising efforts by school districts to support professional learning despite massive logistical hurdles and a tangle of red tape.
Last spring, fewer than half of the nation’s school districts expected teachers to deliver remote instruction, grade student work, and take attendance.
Parents, students, teachers, policymakers, and community members are all waiting for schools to release fall reopening plans. Four months into COVID-19, and just weeks out from the new school year, very few districts in our database report concrete expectations for the 2020-21 school year.
School systems face a monumental challenge preparing for fall amid a public health and fiscal crisis. Vulnerable students can ill afford to repeat this spring, when the initial virus outbreaks and sudden closures caught schools unprepared.
Initial findings from the first month of CRPE’s in-depth reviews of district and charter school organizations’ responses to the COVID-19 crisis has revealed major gaps in learning opportunities available to students.
This report is the first step in developing an evidence base about how charter schools meet the needs of unique learners, how they can improve in this work, and what aspects of chartering as a governance model support or impede their ability to do so.
