April 19, 2021 | NHK World-Japan

After a year of remote learning, some of California's students are being allowed back in the classroom. But experts worry that a bungled reopening of schools could worsen education inequality, which has already been exacerbated by the pandemic.

Serving Students Experiencing Homelessness During the Pandemic

Commentary authors
Margaret Olmos
Ali Bloomgarden
Summary

The COVID-19 pandemic worsened the educational challenges for homeless students, disproportionately impacting Black and Latinx youth. Despite efforts like Project Roomkey providing temporary shelter, transitional-age students faced barriers accessing education and support services. Collaboration between schools and expanded learning partners offers a path forward. Recommendations include developing trust-based multigenerational support, addressing educational gaps among homeless youth, and creating personalized learning hubs. Centralized support programs, such as Berkeley Unified School District's HOPE, and leveraging expanded learning staff to identify and support homeless students are crucial. Reimagining student transportation and fostering inter-agency collaborations are key steps toward providing comprehensive and equitable support to homeless students and families. Strengthening partnerships between schools and expanded learning programs remains essential to redefine educational support for homeless students beyond traditional classroom settings.

Reenvisioning Learning for Students with Learning Differences

Opportunities for Expanded Learning Partnerships
Commentary authors
Amy Andersen
Tamara Clay
Heather DiFede
Summary

COVID-19 amplified the challenges for students with learning differences during distance learning, prompting the implementation of in-person or hybrid special education services. Yet, these adaptations diverge from conventional methods, necessitating innovative solutions. Collaborating with expanded learning partners offers a broader approach beyond crisis teaching, aiming for comprehensive support. Key strategies involve sharing training resources, prioritizing universally accessible learning environments, and restructuring the school day to better suit individual needs. However, barriers to collaboration persist, including funding misalignments and compliance concerns within existing regulations like the Individuals with Disabilities Education Act (IDEA). Addressing these challenges requires policy adjustments, collaborative platforms, and interagency agreements to ensure cohesive support for students with disabilities across different learning environments.

Expanded Learning Partnerships to Help Reinvent School for Upper Grade Students

Commentary authors
Robert Canosa-Carr
Brad Lupien
Summary

In response to the educational challenges posed by COVID-19, a partnership between The Accelerated Schools (TAS) and the expanded learning provider, arc, aimed to revamp learning strategies for older students in South Los Angeles. Recognizing the inadequacy of a one-size-fits-all model, they reimagined a student-centered approach tailored to address the complex needs of older students in a virtual learning setting. Amidst pandemic disruptions, they observed that older students, often juggling familial and economic responsibilities, struggled with remote learning. The collaboration utilized a mix of synchronous and asynchronous models, leveraging community-based organizations (CBOs) to reinforce instructional content, support student needs, and enhance engagement. Lessons highlighted the need for robust collaboration between schools and CBOs, shared grading systems for consistency, and ongoing student input in shaping educational strategies. Their experience underscored the value of this partnership in creating innovative, adaptable learning approaches that better serve students during unprecedented times.

March 24, 2021 | Carnegie Learning
During the 2020-2021 school year, some students managed to stay on track academically throughout remote and hybrid learning, while many others experienced the COVID slide we had feared. Unfortunately, this variation in student knowledge is nothing new. COVID-19 has just exacerbated it. When your students’ learning gaps vary so widely, with so much learning loss to address, the stakes are high to properly diagnose each student’s needs. The question isn’t whether to assess, but how.
March 15, 2021 | WBUR

As momentum builds to reopen schools, education experts say they're concerned about students who have fallen behind during the pandemic. They are worried that achievement gaps are widening—especially for English language learners.

March 9, 2021 | Berkeley Blog

While many teachers still endure remote instruction and the Zoom fatigue that comes with it, more and more are returning to schools. Over half the nation’s districts have reopened and children are returning to classrooms, including urban centers like Chicago...

March 3, 2021 | San Francisco Chronicle

Gov. Gavin Newsom and legislative leaders have unveiled another plan to prod public schools across California to reopen. It provides $2 billion to districts that resume in-person instruction by March 31, another $4.6 billion to address learning loss, and punishes...