Connections March 2015

Total Page:16

File Type:pdf, Size:1020Kb

Connections March 2015 Connections March 2015 In this issue Why and when to ask NEW Coaches Handbook! “Why?” 2 By Michele Mattoon, NSRF Director Sign up for CFG Coaches Recently, I was facilitating a CFG Training this summer coaches training in Bloomington, IN, NSRF’s homebase. We were in the pro- cess of learning about probing questions 3 my CFG community so many years ago. and had just finished reading the Under- I told them that when my colleague Communities of Practice standing Probing Questions text. One of the participants (let’s call her asked me the probing question I was support Early Care “Ann”) commented that she had learned about to reveal, it felt like he reached education leadership to be careful with “why?” questions. out and punched me in the gut. My and professional She had been told that they can sound reaction was immediate, strong, and emotional, consisting of hurt, anger, development in Palm accusatory and make people feel defen- sive. (In that article, we urge partici- and defensiveness. That question was, Beach County pants to make sure they’re an advocate “Why do you think that that’s your job?” for the presenter with their language In this particular training, after the 4 and inflection, rather than appearing to group reflected about my revelation criticize especially when asking “why” for a few moments, “Ann” pointed out Book Review: Building questions.) “Ann” had been told that, that my intensely negative reaction was instead of asking “why,” to use words caused by a “why” question. This was a Better Teacher by like, “How did you decide…” or “What clearly true and a few other people in Elizabeth Green are your feelings around…” the group chimed in to say that “why” After a quick discussion about the questions would definitely make them 6 necessity for being cautious when using feel spotlighted and judged. After some discussion, I asked the group to listen to “why,” the group went into the Probing NSRF® Connections • March 2015 9 the rest of my story. In the Questions Practice Activity. As an depths of winter, I finally learned that example within this activity, I shared When I heard this question from my within me there lay an invincible Mini-poster summer. – Albert Camus a dilemma from when I was a young critical friend, my immediate thoughts teacher with a student who had behav- were something like, “What do you 9 ioral problems. My focusing question mean, ‘why do I think it’s my job?’ Of centered on just one aspect of her dif- course it’s my job! I’m here to help ficulties: “How do I help that child in anyway I can my student develop the and social/emotional And more! Michele social skills she needs to Mattoon is the learning (especially for If you’re reading on an make and keep friends?” Director of first graders) is just as electronic device, watch for After the group the NSRF, an important as academ- International icons . practiced creating and ics! Students need Facilitator, and teachers that care for and blue type indicating refining their prob- CFG Coach. ing questions for me, I them!” and on and on in hotlinks to more content or Prior to leading NSRF, she that vein. You get the decided to share with taught first and second grade email addresses. picture. After a time, I them one of the most at Harmony School for more powerful probing ques- than 20 years. Email her at managed to calm down tions I received when I [email protected]. a bit. (Good thing there presented this dilemma to is a rule against trying to 2 NSRF® Connections • March 2015 answer probing questions!) The more of safely and trust. I reflected, the more I realized that Why do you think This discussion highlighted the under my anger and defensiveness cautions that should be taken when and my sadness for this little girl, I that’s your job? using a powerful probing question really was not being the best teacher such as “why?” Using “why” unskill- to her I could be. Why not? I real- fully can quickly shut down learning ized that a part of me was trying to After I had finished my story, by creating defensiveness and irrita- fill the role of her absent mother. another of the participants (who had tion or anger. However, when used When that truth hit me, it dra- actually been a CFG coach for many correctly, “why” can be a powerful matically changed my perspective of years and was taking the training tool to surface one’s beliefs and all the dilemmas I had around this again as a “refresher”) also shared a values. To make use of “why” in the student. In truth, the suggestions “why” story. He was once asked sev- most productive manner possible, use that my group gave me back then eral “why” questions in a row when it: may or may not have helped me. But he brought a dilemma to his CFG » As an advocate for the present- the radical change of perspective community. He also had an uncom- er—be intentionally curious and open, brought to me by that “why” ques- fortable initial reaction, but similar and avoid using a tone, inflection tion absolutely did. Because of that to my experience, he truly had an and/or body language that is judging, single probing question I was much epiphany around his dilemma because more able to think clearly about what of the multiple “why?” questioning. » In a group that already has built a was best for that student, the other culture of safety and trust, and “Ann” now wondered if the students in my class, and myself as “why” was one of the first or last » At the end of a probing question their teacher. Although the proto- questions I was asked. “In my case,” session, rather than the beginning. col did not give me a magic wand I said, “it was one of the last ques- Without these proper conditions to make all this student’s struggles tions I was asked.” This training in place, you would probably be wise disappear, I was able to let go of a group then discussed how a “why” to stick with “what” or “how” ques- lot of the anxiety and stress that question early in a round of prob- tions instead. For other examples of this student’s history and behavior ing questions might be too powerful probing questions, please rerview the created for me. The clarity that this or too provocative, and might best Probing Questions Cheat Sheet or “why?” question brought me allowed be shared late in the round. I also Probing Questions Approaches. me to make better choices around pointed out that I shared my dilemma how I reacted and tried to help my in my CFG community—one that had student. already built the needed foundation Big news! Coaches Handbook coming soon In addition to prepping this month’s edition of Connections, › Activities to hone your CFG coaching skills including a we’ve been working like mad preparing the new Coaches cheat sheet for matching protocols to the work at hand Handbook, which will be used in all the new coaches trainings › Information to share with colleagues and administrators to this summer and which will be available for purchase on our promote your new CFG communities website in the autumn. This new book, because it includes › More tools and techniques for CFG coaches the protocols and materials that are only available on our website for trained coaches, will ONLY be available for NSRF- Once the artwork for the handbook certified coaches and NSRF National Facilitators to purchase. goes to the printer, we’ll also begin Brand-new content includes not only updated and new proto- adding the new materials to our web- cols and activities, some never-before seen on our website, site, available to our coach members. but also an entire section dedicated to tools for coaches, Watch for an announcement about including: new materials on the website in the next issue of Connections ... or just › Tips and pointers around how to form CFG communities, the keep an eye on the website for new facilitation of protocols, and more content! › Helpful information about how to structure and run your CFG community NSRF® Connections • March 2015 3 NSRF LOVES OUR BLOOMINGTON, INDIANA HOME ... BUT We do NOT support the Indiana Religious Freedom Restoration Act, nor do most Bloomington businesses. NSRF welcomes everyone, and everyone attending trainings in Bloomington will be welcomed throughout the city. Sharpen your facilitation skills, improve student achievement AND positively shift school culture through CFG training! Sign up for spring or summer Critical Friends Group® New Coaches Open Trainings Current options: May 6-8 + two more days TBA in Athens, Greece June 22-26 in Nashville, TN June 22-26 in Orange County, CA July 6-10 in Los Angeles, CA July 13-17 in Bloomington, IN Open trainings this summer will use our brand-new Coaches Handbook as the training manual, with expanded content and updated materials! Rave reviews: “Best PD EVER!” “Informative! Educational! Protocols I can use frequently in my work.” “...the protocols are really useful in bringing out our ‘best selves.’ They drew me into the activities in a way that nudged me towards being fully present. I developed a greater awareness of the effect of my behavior and how it might benefit or hurt the rest of the participants.” To enroll or learn more, visit the NSRF website or call 812-330-2702! 4 NSRF® Connections • March 2015 Communities of Practice support Early Care education leadership and professional development in Palm Beach County By Monique Wilkinson NSRF National Facilitator and CFG Coach in Florida, and Mary Sibley, CFG Coach in Florida Note: Palm Beach Palm Beach County, Florida’s Early Care Education (IEECE), a partner in the County’s County uses the and Education community is nationally known ECE system, has taken the lead in developing term “Communities for being on the cutting edge of quality im- and co-facilitating communities of practice at of Practice” (CoPs) rather than Critical provement to support outcomes for children.
Recommended publications
  • DIVERSE EQUITABLE INCLUSIVE K-12 Public Schools a New Call for Philanthropic Support
    DIVERSE EQUITABLE INCLUSIVE K-12 Public Schools A New Call for Philanthropic Support the Sillerman Center FOR THE ADVANCEMENT OF PHILANTHROPY Acknowledgements This report was written by Dr. Susan Eaton and Dr. Suchi Saxena. This report grows out of a long-running project of the Sillerman Center that engages grantmakers who want to better understand the causes, myriad harms and potential cures for racial and socioeconomic segregation in our nation's K-12 public schools. This report was informed by interviews with a wide variety of educators and other practitioners working towards diverse, equitable and inclusive schools, by numerous convenings and conferences, by research and by the authors' experience in this field. We wish to thank our project collabora- tors and sponsors, The Ford Foundation and the Einhorn Family Charitable Trust. We deeply appreciate all the people who reviewed this report for us, who participated in interviews and who attended meetings that we hosted in 2017. Special thanks to Sheryl Seller, Stacey King, Amber Abernathy and Victoria St. Jean at the Sillerman Center, to Mary Pettigrew, who designed this report and our beloved proofreader, Kelly Garvin. We especially appreciate the thorough reviews from Gina Chirichigno, Itai Dinour, Sanjiv Rao and Melissa Johnson Hewitt, whose suggestions greatly improved this report. Susan E. Eaton Director, The Sillerman Center for the Advancement of Philanthropy Professor of Practice in Social Policy The Heller School for Social Policy and Management Brandeis University Table of
    [Show full text]
  • Renewing the News
    Renewing the News alter Cronkite tion of everyday behavior, stepped to the podium and the vexing cultural and before a respectful audi- political challenges it has ence at Harvard one No- spawned in its unbound- Wvember evening in 1990. ed flood of information. An avuncular legend of broad- Though Cronkite spoke cast journalism, celebrated that evening from the apex as “the most trusted man in of American journalism, he America,” he was an obvious had begun his career at its choice to initiate an annual base: with a local report- lecture series at the Kennedy ing job at The Houston Post. School’s Shorenstein Center In 1990, that base appeared on Media, Politics and Policy. secure. Even in the age of Cronkite shared insider tales television, American news- from the 1950s and ’60s as he papers employed by far described the unfortunate ef- the most journalists and fects of television on Ameri- produced by far the most can politics: shallow debates, journalism, especially at shrinking soundbites, image the local level. The indus- over substance. try’s most profitable year The ninth of 11 questions he would not come until 2000. fielded pointed him toward the And then it collapsed. future. “There is the imminent Long supported by adver- emergence of a digital, global tisers drawn to the audi- information environment with Supporting journalism— ence they commanded, the instantaneous transmis- newspaper publishers sion of information…in many and democracy—after found themselves stunned forms almost anywhere,” his and stumbling across an questioner said. Combined the Internet eviscerated unfamiliar and treacher- with the proliferation of cable ous landscape.
    [Show full text]
  • The Society of Professional Journalists Foundation Board Of
    The Society of Professional Journalists Foundation Board of Directors Meeting Sept. 6, 2019 9 a.m. to Noon CDT San Antonio Grand Hyatt, Lone Star B San Antonio The foundation's mission is to perpetuate a free press as a cornerstone of our nation and our liberty. To ensure that the concept of self-government outlined by the Constitution survives and flourishes, the American people must be well informed. They need a free press to guide them in their personal decisions and in the management of their local and national communities. It is the role of journalists to provide fair, balanced and accurate information in a comprehensive, timely and understandable manner. AGENDA SOCIETY OF PROFESSIONAL JOURNALISTS FOUNDATION BOARD MEETING SAN ANTONIO GRAND HYATT, Lone Star A DATE: Sept. 6, 2019 TIME: 9 a.m. – Noon CDT 1. Call to order – Gratz 2. Roll Call – Albarado a. Gratz k. Evensen u. Leger b. Limor l. Fletcher v. Lehrman c. Albarado m. Gillman w. LoMonte d. Dubin n. Hall x. Gallagher Newberry e. Batts o. Hawes y. Pulliam f. Bethea p. Hsu z. Ross g. Bolden q. Jones aa. Schotz h. Brown r. Ketter bb. Tarquinio i. Carlson s. Kirtley j. Cuillier t. Kopen Katcef 3. Approval of minutes – Albarado Enter Executive Session 4. Talbott Talent Report – Leah York, Heather Rolinski Exit Executive Session 5. Remembering John Ensslin – Gratz 6. Foundation President’s Report – Gratz 7. SPJ President’s Report – Tarquinio 8. Treasurer’s Report – Dubin 9. Journalist on Call – Rod Hicks 10. Committee Reports – Gratz 11. Bylaws change – Gratz 12. Election 2 a.
    [Show full text]
  • Read the 2018-2019 Shorenstein Center Annual Report
    Annual Report 2018–2019 Contents Letter from the Director 2 2018–2019 Highlights 4 Areas of Focus Technology and Social Change Research Project 6 Misinformation Research 8 Digital Platforms and Democracy 10 News Quality Journalist’s Resource 12 The Goldsmith Awards 15 News Sustainability 18 Race & Equity 20 Events Annual Lectures 22 Theodore H. White Lecture on Press and Politics 23 Salant Lecture on Freedom of the Press 33 Speaker Series 41 The Student Experience 43 Fellows 45 Staff, Faculty, Board, and Supporters 47 From the Director Like the air we breathe and the water we drink, the information we consume sustains the health of the body politic. Good information nourishes democracy; bad information poisons it. The mission of the Shorenstein Center is to support and protect the information ecosystem. This means promoting access to reliable information through our work with journalists, policymakers, civil society, and scholars, while also slowing the spread of bad information, from hate speech to “fake news” to all kinds of distortion and media manipulation. The public square has always had to contend with liars, propagandists, dividers, and demagogues. But the tools for creating toxic information are more powerful and widely available than ever before, and the effects more dangerous. How our generation responds to threats we did not foresee, fueled by technologies we have not contained, is the central challenge of our age. How do journalists cover the impact of misinformation without spreading it further? How do technology companies,
    [Show full text]
  • What and Who Are Fueling the Movement to Privatize Public Education — and Why You Should Care
    The Washington Post Answer Sheet Analysis What and who are fueling the movement to privatize public education — and why you should care by Valerie Strauss May 30 !Email the author This is an important article by author Joanne Barkan about the history of the movement to privatize U.S. public schools, which is now at the heart of the national debate about the future of publicly funded education in this country. We now have an education secretary, Betsy DeVos, who is admittedly doing everything she can to promote alternatives to traditional publicly funded education. Many state legislatures are helping her with programs using taxpayer money to fund private and religious education. Supporters of America’s public education system are concerned about what they say is an assault on the most important civic institution in the country. In this article, Barkan explains the history and current state of the privatization movement and what may lie ahead for the education system. She is a writer based in New York City and Truro, Mass. Her recent writing has focused on market-based public education reform in the United States, the intervention of private foundations in public policy, and the relationship between philanthropy and democracy. An earlier version of this article will be included in “The State, Business and Education,” edited by Gita Steiner-Khamsi and Alexandra Draxler (London: Edward Elgar Publishing, October 2018). I normally don’t include a list of references at the end of posts, but I am with Barkan’s article to show the broad range of sources she used for this comprehensive piece.
    [Show full text]
  • General Reading/Articles
    General Reading/Articles: Guidance of Sensitive Issues https://tltc.umd.edu/discussions 5 Guidelines to Sensitive Issues https://docs.google.com/document/d/10lC_S01uHr7KeIiAB_L2h2ixJKdx3oOOpiMauGU ETWM/edit?usp=sharing CommonSense Education resources on social-justice and equity-focused instruction ​ Educators tackle tough Conversations . virtually https://www.chalkbeat.org/2020/5/31/21276371/educators-tackle-tough-conversations-a bout-race-and-violence-this-time-virtually The Urgent Need for Anti-Racism Education https://www.edweek.org/tm/articles/2019/08/14/the-urgent-need-for-anti-racist-education .html How to be an Anti-Racist Educator http://www.ascd.org/publications/newsletters/education-update/oct19/vol61/num10/How -to-Be-an-Antiracist-Educator.aspx Talking about Race (National Museum of African American History and Culture) https://nmaahc.si.edu/learn/talking-about-race Talking to your kids about racism https://www.usatoday.com/story/news/nation/2020/05/31/how-talk-kids-racism-racial-viol ence-police-brutality/5288065002/ This article gives several examples of how teachers around the country are addressing these issues with students. There is a New Jersey teacher (Trenton) who is featured in the article! https://www.chalkbeat.org/2020/5/31/21276371/educators-tackle-tough-conversations-about-rac e-and-violence-this-time-virtually Everyday Democracy - Resources, Handouts on racial Equity, Stereotypes, Racism, etc. https://www.everyday-democracy.org/resources/handouts https://www.everyday-democracy.org/resources/facing-racism Why
    [Show full text]
  • What We Talk About When We Talk About Impact: One News Organization’S Approach to Practicing Journalism with a Purpose
    What We Talk About When We Talk About Impact: One News Organization’s Approach to Practicing Journalism with a Purpose By Elizabeth Green, Philissa Cramer, and Anika Anand 1 I. Introduction The organization now called Chalkbeat began as two tiny operations on two different sides of the country. We were the definition of scrappy. Our New York City office was housed inside a basement. Our longest­range plans were made in the morning, for lunch. One day, having finally arranged our desktops in a logical design, we awoke to learn that our officemates had been forced to execute a midnight evacuation. The shared basement workspace, it turned out, was actually a squat. We were a news startup born in a time of exciting journalistic innovation, with our own original spin — local rather than national, single­subject rather than general interest, nonprofit rather than commercial. But we spent very little time thinking about this new world we were helping to build. Instead, we focused our curiosity on the universe we covered: the New York City and Colorado public schools and the fascinating national education reform movement that was enveloping them. We might have stayed that way forever, but by 2011, our situation had begun to change. Three years in, our websites — then called GothamSchools and EdNews Colorado; now Chalkbeat New York and Chalkbeat Colorado — were receiving tens of thousands of monthly visitors. Strange looks and press­pass bans were replaced by offers of exclusive access and angry fulminations when we failed to publish the morning news roundup exactly on time (or, in the case of our more anxious readers, concerned emails making sure we were still alive).
    [Show full text]
  • Storytelling and Social Media
    NIEMAN REPORTS Storytelling and Social Media HANNA, one of the subjects in “Maidan: Portraits from the Black Square,” Kiev, February 2014 Nieman Online From the Archives For some photojournalists, it’s the shots they didn’t take they remember best. In the Summer 1998 issue of Nieman Reports, Nieman Fellows Stan Grossfeld, David Turnley, Steve Northup, Stanley Forman, and Frank Van Riper reflect on the shots they missed, whether by mistake or by choice, in “The Best Picture I Never Took” series. Digital Strategy at The New York Times In a lengthy memo, The New York Times revealed that it hopes to double its “Made in Boston: Stories of Invention and Innovation” brought together, from left, author digital revenue to $800 million by 2020. Ben Mezrich, Boston Globe reporter Hiawatha Bray, author Steve Almond, WGBH’s “Innovation The paper plans to simplify subscriptions, Hub” host Kara Miller, NPR’s “On Point” host Tom Ashbrook, “Our Bodies, Ourselves” improve advertising and sponsorships, co-founder Judy Norsigian, journalist Laurie Penny, and MIT Media Lab director Joi Ito optimize for different mediums, and nieman.harvard.edu, events extend its international reach. No Comments An in-depth look at why seven major news organizations—Reuters, Mic, The Week, Popular Science, Recode, The Verge, and USA Today’s FTW—suspended user comments, the results of that decision, and Innovators “always said how these media outlets are using social no when other people media to encourage reader engagement. said yes and they always 5 Questions: Geraldine Brooks Former Wall Street Journal foreign said yes when other correspondent and Pulitzer Prize-winning novelist Geraldine Brooks talks with her old Columbia Journalism School classmate people said no.
    [Show full text]
  • Choices Worth Making: Creating, Sustaining and Expanding Diverse Magnet Schools Acknowledgements
    A Manual for Local Stakeholders CHOICES WORTH MAKING: CREATING, SUSTAINING AND EXPANDING DIVERSE MAGNET SCHOOLS ACKNOWLEDGEMENTS We gratefully acknowledge Gary Orfield and Erica Frankenberg for the guidance and insight as we developed the manual. We also thank Rachel Levy and Brian Woodward for their dedicated research assistance. We appreciate Gina Chirichingo for her work on the section dealing with political will, portions of which are reprinted from the 2010 Civil Rights Project manual, Integrating Suburban Schools. Other portions of the manual are reprinted or adapted from prior Civil Rights Project reports by Erica Frankenberg and Genevieve Siegel- Hawley on magnet schools, as well as a chapter on magnet schools by the same co-authors from the 2013 book, Educational Delusions? Why Choice Can Deepen Inequality and How To Make Schools Fair (UC Press). Written by: Jennifer Ayscue, Rachel Levy, Genevieve Siegel-Hawley, and Brian Woodward Production: Layout: Laurie Russman Lauren Gonzalez, Principium Studio © 2017 Civil Rights Project/Proyecto Derechos Civiles ACKNOWLEDGEMENTS TABLE OF CONTENTS Purpose of this Manual 2 Why Districts Should Consider Intentionally Diverse Magnets 4 Evidence for Intentionally Diverse Magnets 4 The Background of Magnet Schools 6 Developing a Diverse and Equitable Magnet School 8 First Door Strategies to Enroll a Diverse Student Body 8 Second Door Strategies to Facilitate Successful Integration of Diverse Student Groups 16 Sustaining a Magnet School 22 How to Build Political Will for Diverse and Equitable Magnet Schools 24 Further Reading 31 Resources 32 Civil Rights Project/Proyecto Derechos Civiles 2 I CHOICES WORTH MAKING: CREATING, SUSTAINING AND EXPANDING DIVERSE MAGNET SCHOOLS PURPOSE OF THIS MANUAL he purpose of this manual is to support Magnet schools represent unique school districts and schools in developing diverse and equitable magnet programs.
    [Show full text]
  • Friday Five News Articles
    3/9/2018 Friday Wire (2-16-18) Having trouble viewing this email? Click here Hi, just a reminder that you're receiving this email because you have expressed an interest in Colorado League of Charter Schools. You may unsubscribe if you no longer wish to receive our emails. February 16, 2018 Welcome to another edition of the Friday Wire. Let us know if your school is in the news! Please send articles or announcements to Kerri Barclay. Articles and announcements are due by noon on Thursday of each week. Announcements will be featured in Charter Community Announcements, located above the Charter Community Calendar below. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Friday Five Top Five Important Takeaways This Week T he Friday Five will be back next week! Be sure to read the Charter School Announcements below. Today is the last day to register for the 2018 Colorado Charter Schools Conference. Click here! News Articles Tips to talk with children about school violence 9News - February 15, 2018 The shooting at a Florida hig h school that left 17 dead and many more injured on Wednesday may bring up emotions and questions especially among school-aged children. Five groups may present charter applications this year to open in Aurora Chalkbeat Colorado - February 14, 2018 Five groups have signaled their intent to apply to open a charter school in the Aurora school district. Colorado lawmakers say yes to anti-bullying policies but no to suicide prevention https://ui.constantcontact.com/visualeditor/visual_editor_preview.jsp?agent.uid=1130035189823&format=html&print=true 1/8 3/9/2018 Friday Wire (2-16-18) efforts Chalkb eat Colorado - February 14, 2018 It was the suicide late last year of 10-ye ar-old Ashawnty Davis that prompted state Sen.
    [Show full text]
  • 2019 Annual Report TABLE of CONTENTS Table of Contents
    2019 Annual Report TABLE OF CONTENTS Table of Contents Letter from the CEO 5 Impact 6 Year in Review 16 By the Numbers 20 Testimonials 22 Support Us 23 2 CHALKBEAT 2019 ANNUAL REPORT 3 LETTER FROM THE CEO A message from our CEO Elizabeth Green Chalkbeat Co-founder and CEO Dear Friends, In 2019, we covered major breaking support. Over the past six years, news, from teacher strikes to school 1,300 donors, 1 million readers, and closures; published important 200+ sponsors have come together investigations that led to major with our team to create the thoughtful policy shifts; and lifted up the voices journalism public education of students, parents, and educators deserves. across the country. Thank you for supporting us We also paved the way for the throughout our journey. Thank you organization we plan to become and for your feedback, story ideas, and announced Chalkbeat 2025, our five- petitions to come to your city. And year strategic plan to extrapolate thank you to our team, who works our successful model from seven tirelessly and shares with me a bureaus to 18 over the next five common mission to provide local- years. We will expand our breadth first coverage on one of our society’s of coverage to include stories from most critical issues. parts of our nation well beyond our initial bureaus. We will serve more Together, we can create the new local communities and integrate civic infrastructure our democracy their powerful stories into the deserves: independent, local-first larger, national story of how public coverage about public education that education is transforming across the we can all rely on for generations to country.
    [Show full text]
  • Education in a Pandemic: the Disparate Impacts of COVID-19 on America's Students (PDF)
    Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students OFFICE FOR CIVIL RIGHTS Message from the Acting Assistant Secretary In his Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers, President Biden expressed our nation’s commitment to students across the country: “Every student in America deserves a high-quality education in a safe environment.”1 Over the course of the COVID-19 pandemic, so many students have found new ways to continue learning in this challenging time and countless teachers, staff, faculty, administrators, and institutional leaders, along with students’ families, have gone above and beyond to support our students at all educational levels. Yet, this promise of a safe, high-quality education was already out of reach for many students long before the COVID-19 pandemic and could slip further away if we do not act collectively and with attention to equal opportunity for all students. Against this backdrop, this Report responds to President Biden’s Executive Order, and, specifically, to this call to the Assistant Secretary for Civil Rights in the Department of Education: [T]o deliver a report as soon as practicable on the disparate impacts of COVID-19 on students in elementary, secondary, and higher education, including those attending historically black colleges and universities, and Tribal colleges and universities, Hispanic- serving institutions, and other minority-serving institutions.2 The Department’s Office for Civil Rights
    [Show full text]