INTERIM DEAN CHRISTOPHER EDLEY, JR. joins a panel of experts, advocates and school district leaders to share how they think about and define resource equity in education."Equity refers to subgroup disparities in both outcomes on the one had, and opportunities or inputs on the other. It's a question of measuring the right things, looking at the subgroup differences and asking the question, what's driving those differences, and how can we do better?" Edley says. "It (equity) doesn't require identifying somebody who is the villain in creating inequity. It simply requires identifying the disparities that we believe are unacceptable and deciding that something must be done." Listen to the entire discussion, Budgeting for Educational Equity, Episode 1 – Introduction: Getting Our Resource Equity Bearings (00:21:47).
PROFESSOR JANELLE SCOTT contributes to a discussion on what life might be like for kids as schools ramp up for in-person learning. She notes that challenges facing education can't be understood separate from issues of housing security, healthcare, and food security. "My hope is that we come to see education as part of a broader ecology in which children and young people grow up in and how we can support and sustain young people throughout their educational trajectory," she tells Lynda Lopez from WCBS News Radio 880. Listen to the full show, Connect the Dots: Kids, COVID and the new normal (00:22:56).
PROFESSOR JANELLE SCOTT joins On Point to talk about the myriad of challenges of returning to in-person classes. There are still many questions about the health and safety of students, along with the social and emotional trauma students and teachers have experienced during the pandemic. Still, there are reasons to be hopeful, Scott says. "Schools, when they work well, are places where students are able to make sense of their world, in community. What I'm optimistic about that schools can provide, especially with the infusion of federal money, is the connection to community. ... We have ideas about how to deliver rigorous, culturally relevant curricula that can meet all students where they are and help them how to learn and live and play together in a multi-racial and democratic society. Our public schools are just this ideal space to rebuild better," she says. Listen to the full show, Inside The Push To Get Students Back To School (00:47:34).
The co-founders of Voces Y Manos (Voices and Hands), Yenifer Valey Gomez and GSE doctoral student MICHAEL BAKAL write in an op/ed in The San Francisco Chronicle that the United States, and Vice President Kamala Harris in particular, must do more than tell Guatemalans "don't come" to the United States. "Harris has a historic opportunity to support a new model of what government can look like in Central America — one that ensures citizens have access to jobs, clean water, education and health care," they write. Read the full op/ed, "Opinion: Telling Guatemalans, 'Don't come' won't work. Here's what Kamala Harris should do instead."
DEAN PRUDENCE L. CARTER discusses critical race theory on The Takeaway. Getting critical race theory out of schools has become a conservative rallying cry this year, despite the limited understanding that many on the right seem to have about the concept itself. But with laws banning it popping up in states nationwide, the strategy appears to be working. So at this disconcerting moment, what should American schoolchildren learn about race and history? And how should they feel about the United States of America as a whole? Read or listen (00:19:54) to the interview, "The Battle Over Critical Race Theory."
PROFESSOR BRUCE FULLER writes in a Chicago Tribune op/ed that President Joe Biden has an opportunity to make a long-term impact on educational equity with intentional funding of pre-K. "Biden is right to advance new federal dollars to equalize access to quality pre-K. Otherwise, public schools will fruitlessly paper over learning disparities that already surface in kindergarten. But Biden should incentivize local experiments, like Boston’s, first lifting poor youngsters, then integrating preschoolers across racial lines, nurturing a more inclusive and colorful circle time,” he writes. Read the full Chicago Tribune op/ed "To integrate schools, Biden should start with Pre-K Chicago Tribune.”
DEAN PRUDENCE L. CARTER joins On Point to discuss what standardized testing, if any, should look like during a worldwide health crisis. “I'm not suggesting that we don't test. I'm not an anti-tester. What I worry about is the extent to which we use tests for high stakes. We know that communities are already suffering. ... What does (the test) tell us? Bad data is not necessarily useful data,” she said. Listen to the full discussion with WBUR's On Point story "A Different Kind of COVID Test: Standardized Assessments During The Pandemic" (00:54:34).
PROFESSOR TRAVIS J. BRISTOL tells EdWeek that preservice teacher education programs need to do a better job at ensuring their programs are aligned with what is required for a state credential. “We’re placing an undue burden on candidates of color when the preparation programs aren’t giving students the necessary skills to pass this exam, and so these teacher candidates of color are now having to do extra work,” he said. Read the full EdWeek story "Most States Fail to Measure Teachers’ Knowledge of the ‘Science of Reading,’ Report Says.”
PROFESSOR BRUCE FULLER writes in an op/ed for Brown Center Chalkboard of the Brookings Institution that some teachers are taking note of the innovations from remote teaching and will likely use them when classes resume in-person. "It’s clear that many of them feel exhausted after long staring into that flickering grid of bedraggled faces. But we also discovered an uninvited yet living laboratory for creative teachers. Their pedagogical inventions–deploying digital tools that spur lively conversation or offer personalized feedback in real time–have bubbled up from below, rather than mandated by district bureaucrats from above," Fuller writes. Read the full op/ed, "With digital savvy, teachers can enliven America’s classrooms.”
PROFESSOR TRAVIS J. BRISTOL discusses the importance of schools having BIPOC teachers with XQ Schools. "We have a very narrow definition of what it means to be a good teacher in our country and in many of our schools,” explained Bristol. “Part of broadening that definition means encapsulating someone who truly cares about their students because you can’t help students master the content if they don’t feel that you care for them. Read the full interview with XQ Schools "Why Representation Matters to BIPOC Teachers and Their Students.”
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