RecentPublications

On March 31, President Joe Biden unveiled his American Jobs Plan, which is the second part of his two-step economic plan for rescue – as enacted in the American Rescue Plan Act[1] which provided $1.9 trillion in additional coronavirus relief – and now recovery. According to a fact sheet released by the Biden Administration, the proposal would “invest about $2 trillion this decade” in traditional infrastructure, such as school and child care facilities, high-speed broadband, roads, clean energy, research and development, etc. This summary is of the major education-related provisions within the American Jobs Plan, including details on the proposed significant investments in early childhood, elementary and secondary school, and higher education facilities.

On March 11, President Joe Biden signed H.R.1319, the American Rescue Plan Act of 2021 (ARP), which will provide $1.9 trillion in funding to support continued relief and recovery from the coronavirus pandemic. This expands on prior packages, including the Coronavirus Aid, Relief, and Economic Security (CARES) Act in March 2020 (approximately $2.2 trillion) and the Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act in December 2020 (approximately $900 billion). This summary is of the major education provisions within the ARP, including details on the significant investments in early childhood and child care, elementary and secondary education, and higher education.

Amid the profound disruption of the coronavirus pandemic, some schools and districts have responded with highly innovative staffing and scheduling strategies. They are extending the reach of great teachers, leveraging co-teaching models and teacher teams in new ways, and creating more flexible student groupings and more student-centric classrooms-all with the goal of playing to teachers’ strengths, better serving students, and providing more support for educators. This report, from Future Ed and EducationCounsel, explores these new staffing strategies, the conditions that enabled them, how educators have overcome barriers to the innovations, and what it would take to sustain and scale them post-pandemic.

On January 20, President Joe Biden and Vice President Kamala Harris were sworn into their respective Offices, marking the official beginning of the Biden Administration. During the first few days of the new administration, President Biden took several executive actions, some of which have notable education and early childhood impacts. The summary provides a detailed look at President Biden’s early actions related to education, including signing multiple Executive Orders and Memoranda on day one of his presidency followed by additional executive actions on his second and third days in office. Additionally, the president released a National Strategy for the COVID-19 Response and Pandemic Preparedness, which includes a goal to safely reopen schools, businesses, and travel while protecting workers.

On January 14, President-elect Joe Biden unveiled a $1.9 trillion relief package, which he called an American Rescue Plan to continue to respond to the covid pandemic and the economic crisis. The overview provides a detailed look at what is included in the plan for education-related funding, including $170 billion for K-12 education, higher education, and governors to support education in their states, $40 billion to expand access to high-quality, affordable child care, and $350 billion for state and local fiscal relief, which includes funding that will likely be used to support local education. The overview also outlines possible next steps for consideration of an additional relief package and key to know information.

This document aims to help state leaders navigate the uncharted territory of administering statewide assessments amidst the educational and societal disruptions caused by the COVID-19 pandemic. EducationCounsel, with support from a coalition of funders, engaged Mary Ann Snider, the former Rhode Island Deputy Commissioner and Director of Assessment, and Lisa Dare, who has worked with New Meridian Corporation, the New York City Department of Education, and the College Board, to draw on their expertise and practitioner experience to lay out the options available to states – and the tradeoffs among those options – as they make decisions about their assessment systems and how they use the resulting data this year. The purpose of this document is to provide a tool to help state leaders and other key stakeholders understand the options available and to help each state chart its best course toward spring assessments based on its goals and circumstances.

Over the past 20 years, numerous higher education institutions have closed without warning, leaving student veterans without degrees and few options. But by implementing a new risk-based review system, state agencies will for the first time target their reviews to the riskiest providers most likely to leave veterans worse off, help students finish their studies if their school may be at risk of closure, and push schools to improve or risk losing GI Bill dollars if they continually fail to offer veterans a meaningful path to economic advancement. Most importantly, this new system is built on public data and designed so that states can evaluate program risk with more consistency across states and sectors. This means that this model is a critical proof point for how states can protect all students, not just student veterans.


TheSecretary'sCorner

Riley_Richard
May 24, 2018

Secretary Riley reflects on successful strategies to transform schools in rural communities. Read more.


LatestCounsel

February, 2021
By Gina Adams, Danielle Ewen, and Grace Luetmer

As COVID-19 began to spread in the United States last March, many child care centers and home-based child care providers closed. And although providers have slowly begun to return to work, as of December, the workforce is still nearly 20 percent smaller than it was before the pandemic.

When compared with the 6 percent national drop in employment over the same time period, the challenges facing the child care field are clear. These massive job losses plague a workforce already beset with low wages and challenging working conditions.

And because the child care/early childhood education (CC/ECE) field is disproportionately composed of Black and Latina women, who face inequitable opportunities and significant wage gaps, this crisis has had a major impact on the earnings and career trajectories of many women of color.

October, 2020
EducationCounsel

The Trump Administration recently waded into waters reserved – not only by tradition but also by federal law – for state and local educational agencies: what curriculum is taught in public schools. Most significantly, the President threatened to withhold federal education funding from the state of California if it uses the 1619 Project curriculum. In a September 17 speech delivered at the White House Conference on American History, he described that particular curriculum (and other anti-racist approaches) as “toxic propaganda, ideological poison that, if not removed, will dissolve the civic bonds that tie us together.” He also announced the creation of a 1776 Commission that would “promote patriotic education” and a National Endowment for the Humanities grant that would fund the creation of “a pro-American curriculum that celebrates the truth about our nation’s great history.”

Many education and legal experts quickly pointed out that federal law prohibits the federal government from getting involved in state and local decisions about curriculum.

Through its long-standing engagement with GLSEN, a national nonprofit dedicated to promoting and supporting LGBTQ+ inclusive schools, EducationCounsel has authored numerous amicus briefs along with Willkie Farr & Gallagher LLP on behalf of GLSEN, the National PTA, the American School Counselor Association, and the National Association of School Psychologists (referred to as “amici” below) in the U.S. Supreme Court and several federal circuit courts of appeal.

While equitable access to school restrooms may seem unimportant and tangential to some, being able to use the restroom that matches his gender identity has been the plight of Gavin Grimm, and to an increasing number of transgender and gender non-conforming individuals, for many years. His journey continues with the Fourth Circuit Court of Appeals hearing oral arguments on his case late last month — for the second time.

Last year, EducationCounsel filed an amicus brief in the U.S. Court of Appeals for the Fourth Circuit on behalf of Gavin (Grimm v. Gloucester Country School Board). Gavin, who identifies as transgender, is a former student of Gloucester County Schools and has been fighting for relief from a policy that prevented him from using bathrooms and locker rooms that corresponded with his identity.

June 3, 2020

The horrific killings of George Floyd, Ahmaud Arbery, Breonna Taylor and countless other Black people, combined with the nationwide protests that followed, have once again laid bare the painful truth that systemic racism and inequities remain an unconscionable blight on our nation. In criminal justice. In housing. In healthcare. In employment. And also in education.

In this moment, like too many that have preceded it, we hear, honor, and share the grief and outrage of our Black family members, friends, and colleagues; and we commit to speaking up and taking action—Black lives matter.

While we recognize the importance of words at a time like this, we also know just how inadequate words alone can be. The words of our Declaration of Independence reflect aspirations unmet; the words of our Constitution, commitments unfulfilled. If we are to achieve the dream, the lived reality of people of color in our country must give way to a new one. And we all must be agents of that change.

We believe in the power of education to transform lives of individuals and the communities in which they live. Unfortunately, far too many Black students are denied that transformative experience in ways that suppress their gifts and humanity. The potential for education will only come if we act to dismantle its systemic inequities and racism, thereby enabling each and every young person to thrive and live to their fullest potential.

EducationCounsel will act in ways large and small – through the priorities we advance, the partners and clients we work with, the pro bono and community investments that we make, and the ways in which we lift our voices – to advance education systems designed for equity. We will use the power we carry, individually and collectively, to constantly work on being actively anti-racist and dismantling white supremacy, with a renewed focus on justice for all.


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