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High-quality summer and afterschool learning programs (“out-of-school time” or OST programs) play an important role in young people’s lives. They are even more important in 2022, when many educators are relying on them to help young people recover from learning time lost to COVID-19 and to promote well-being. This guide identifies opportunities within several federal funding streams which providers, districts, summer and afterschool intermediaries and municipal and state officials can tap to cover program costs, plan for the future and develop infrastructure to execute their plans.

On March 1, President Biden delivered his first State of the Union Address to Congress in which he both recognized the ongoing economic impacts of the pandemic and outlined his plan to address the burden of increased costs on American families. Before discussing his proposals to advance his domestic agenda, President Biden reserved the opening of his address to outline American actions intended to support the nation of Ukraine as they continue to defend themselves against Russia.

Over the past 20 years, many higher education institutions have closed without warning, leaving student veterans without degrees and with few options to complete their degrees and get better jobs. Partially in response to these concerns, and recognizing the limited staffing and budgets of state approving agencies to provide quality assurance, Congress passed for the first time a law requiring risk-based reviews…

On January 27, U.S. Department of Education (USED) Secretary Miguel Cardona delivered a speech outlining his priorities for the Department, as well as his priorities for “continued recovery through the pandemic and improving America’s education system more broadly.”

EducationCounsel, in partnership with Policy Studies Associates and the Wallace Foundation, co-authored this publication to support district leaders in evaluating various federal programs…

This case analysis provides an overview of the federal district court opinion in SFFA v. UNC, which has been appealed, along with practical policy takeaways associated with the court’s decision.

Are there widespread teacher shortages in U.S. public education? Recent headlines suggest there are. But a closer look at school staffing trends in recent years yields a different story, one with important consequences for education policymakers. This report analyzes pre-pandemic teacher supply and demand trends, identifies new staffing questions raised by the Covid crisis, and offers policy recommendations to help states and school districts address schools’ true human capital needs to ensure that all students-especially those too often marginalized and underserved-are taught by effective educators.


TheSecretary'sCorner

Riley_Richard
May 24, 2018

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


LatestCounsel

Dec. 15, 2021
By Elysa Cash and Danielle Ewen

In response to the increased needs of families, children, and educators across the country, public education has experienced a significant influx of federal funding throughout the pandemic. In addition to funding from the American Rescue Plan (ARP) and the support from schools and communities, leaders building birth-to-third grade systems should know of the flexibility of the federal programs already in place.

Dec. 13, 2021
By Davida McDonald

Wyoming has developed a statewide Early Childhood Strategic Plan that directs families, early childhood and K-12 educators and administrators, communities, and state officials to collaborate to thoughtfully connect children’s relationships, environments, and experiences during early childhood. The plan also directs Wyoming to execute effective and supportive policies and practices that recognize the essential need to support young children and families before, during, and after times of transition, especially the transition into the first year of elementary school.

August, 2021
By Scott Palmer and Sean Worley

Earlier this year, President Biden signed into law the American Rescue Plan (ARP) Act, the federal government’s third major COVID-19 relief bill. The law provides nearly $2 trillion to support the nation’s efforts to reopen and recover from the coronavirus pandemic. Included is more than $126 billion for K-12 schools and additional funding for early childhood and higher education.

These are historic levels of K-12 funding, far surpassing the amounts in previous pandemic relief bills, and they go well beyond annual federal K-12 education investments. Moreover, the relief package could have an impact well into the future, as districts and states are allowed to spend their allotments through September 2024—enabling them to identify and develop solutions that meet immediate needs and seed long-term, evidence-based shifts to better promote equity and improved outcomes.

July, 2021
The following was written by Adwoa Obeng, a rising senior at George Washington University.  The EducationCounsel team was fortunate to have Adwoa as our summer intern, during which she supported several core projects and activities.  Adwoa has a deep passion for equity in education, especially for students of color and young girls.  The blog reflects her experience and her recommendations for how to improve the experiences of young girls of color.

Girls are often told they can be anything they want to be, but what is rarely said is that what they look like matters greatly. African American girls are one of the most at-risk student groups in the United States, and often face substantial barriers to reaching their full potential. In Michigan, a 15-year-old African American girl was incarcerated during the COVID-19 pandemic because she violated her probation by not completing her schoolwork. In Sacramento, a 9-year-old African American girl was suspended and kicked out of her virtual classroom because she was asking too many questions via the chat section. This treatment is not isolated or limited to the classroom. In the 2017-2018 school year, African American girls were four times more likely to be expelled, four times more likely to be suspended from school, and five times more likely to be arrested than Caucasian girls.


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