E-Update for the Week of March 29, 2021

Highlights:

• On March 24, USED announced the release of $81 billion of funding from the Elementary and Secondary School Emergency Relief funds appropriated by the American Rescue Plan Act (ARP ESSER. The Department will release the remainder of the ARP ESSER funds (approximately $40.6 billion) after states submit their implementation plans for using ARP ESSER funds to safely reopen schools and meet the needs of students.
• On March 24, the Senate Health, Education, Labor, and Pensions (HELP) Committee held a hearing to consider the nomination of Cindy Marten to serve as U.S. Department of Education (USED) Deputy Secretary. Marten is currently serving as Superintendent of San Diego Unified School District (SDUSD).
• On March 24, the Institute of Education Sciences (IES) published data from its NAEP 2021 School Survey. The data offers the first nationally representative picture of what proportion of schools offer remote learning, in-person learning, or a hybrid of the two

Biden Administration:

Nominations and Personnel:

HELP Committee begins consideration of Marten as USED Deputy Secretary: The Senate Health, Education, Labor, and Pensions (HELP) Committee held a hearing to consider the nomination of Cindy Marten to serve as U.S. Department of Education (USED) Deputy Secretary. Marten is currently serving as Superintendent of San Diego Unified School District (SDUSD). Throughout the hearing, Marten expressed her support of the Biden Administration’s position on still requiring states to administer standardized testing in K-12 schools, but she acknowledged that the pandemic has made it difficult to administer tests. She also expressed support for summer learning programs to help make up for classroom instruction lost due to the pandemic and underscored the importance of identifying and elevating best practices to help solve the most challenging issues facing our education systems. A press release from Chairwoman Murray is here. A press release from Ranking Member Burr is here. A recording of the hearing is here.

In the hearing, Ranking Member Richard Burr (R-NC) said that he’s ultimately leaning toward supporting Marten’s nomination, indicating that her nomination could move through confirmation quickly. Though the Committee has yet to schedule a vote on Marten’s nomination, Chairwoman Patty Murray (D-WA) indicated that she wants to move “as quickly as possible.” It remains unclear when the full Senate will vote on her confirmation.
March 24, 2021

Young confirmed as Deputy OMB Director, quickly moved into acting Director role: The Senate confirmed Shalanda Young to serve as Deputy Director of the Office of Management and Budget (OMB). Young received bipartisan support with a 63-37 vote. White House Press Secretary Jen Psaki noted that Young will serve as the acting OMB director, until the position receives a nomination and is confirmed by the Senate. Young previously served as staff director for the House Appropriations Committee. Opening Statement for Shalanda Young before the Senate Budget Committee is here.
March 23, 2021

Speeches and Statements:

Biden previews school infrastructure needs in first White House press conference: President Biden held his first press conference at the White House and discussed his upcoming infrastructure proposal. The president noted that he plans to release his proposal next week – potentially as early as Wednesday – and discussed how it will focus on rebuilding both the “physical and technological” infrastructures of the country. Additionally, the president noted that there is a clear need for schools to be improved. “Look at all of the schools in America… how many schools where kids can’t drink the water out of the fountain? How many schools are still in the position where there’s asbestos? How many schools in America we’re sending our kids to don’t have adequate ventilation?” stated the president. The president’s full remarks are here.
March 25, 2021

Budget and Appropriations:

House Appropriations Committee extends request deadlines: The House Appropriations Committee announced revised deadlines to submit requests for fiscal year (FY) 2022 appropriations bills. The House Labor, Health and Human Services, Education, and Related Agencies (Labor/HHS) Appropriations Subcommittee will accept requests until April 28. A list of deadlines is here. A former Dear Colleague Letter with submission instructions is here. Guidance from the Committee on submitting Community Project funding requests is here.
March 19, 2021

Coronavirus Updates (as related to education issues):

Administration:

U.S. Department of Education (USED):

First round of ESSER funds released to states, reopening plans needed for remaining funds: USED announced the release of $81 billion of funding from the Elementary and Secondary School Emergency Relief funds appropriated by the American Rescue Plan Act (ARP ESSER). The Department announced that the first round of funding is to support states’ efforts to get students back in the classroom safely for in person learning, keep schools open once students are back, and address the academic, social, emotional, and mental health needs of all students. In its letter to state education chiefs, the Department said that the remainder of the ARP ESSER funds (approximately $40.6 billion) will become available after states submit their implementation plans for using ARP ESSER funds to safely reopen schools and meet the needs of students. The letter also explains that the application for the remaining funds should be released next month. The award assurances for states is here. The letter to state education chiefs is here. State-by-state allocations are here. A press release is here.
March 24, 2021

Cardona announces new Summer Learning Collaborative with CCSSO, NGA: USED Secretary Miguel Cardona announced the launch of a new Summer Learning & Enrichment Collaborative (the Collaborative), a partnership between USED, the Council of Chief State School Officers (CCSSO), and the National Governors Association (NGA). The Collaborative is intended to help states use ARP funding to develop high-quality summer learning and enrichment programs for all students, with a focus on addressing the needs of student groups disproportionately affected by COVID-19. The Collaborative will launch in April 2021 and bring education leaders and experts together as they develop their plans for this summer, with the goal of building capacity for states and school districts, in partnership with other key stakeholders, to use ARP ESSER funds to identify and implement evidence-based summer learning and enrichment strategies that meet the needs of all students. A press release is here.
March 24, 2021

Cardona to begin School Reopening Tour: USED Secretary Cardona announced the launch of a School Reopening Tour, during which the Secretary will travel to local communities as part of the Department’s ongoing efforts to support states, schools, students, parents, and educators as they navigate returning to in-person learning. In the coming weeks, Secretary Cardona will visit schools that have successfully reopened and stayed open, as well as schools that are facing roadblocks and challenges as they work to reopen. He will also meet with various stakeholders during the tour and discuss different reopening strategies, including implementing the Centers for Disease Control and Prevention’s (CDC) recommended mitigation measures for K-12 schools, ensuring reopening efforts are advancing equity, and supporting students and communities most impacted by COVID-19. A press release is here.
March 24, 2021

Institute of Education Sciences (IES):

IES survey finds that fewer students of color attending in-person learning compared to white students: The Institute of Education Sciences (IES) published data from its NAEP 2021 School Survey, which was produced in response to President Biden’s Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers. The data offers the first nationally representative picture of what proportion of schools offer remote learning, in-person learning, or a hybrid of the two, and highlights that the percentage of students who are still attending school virtually may be higher than previously understood. Key findings from the data include that while 47 percent of grade 4 schools and 46 percent of grade 8 schools nationwide offered full in-person teaching, just 38 percent of grade 4 students and 28 percent of grade 8 students are attending school full time in person; that just 28 percent of Black 4th graders and 15 percent of Asian 4th graders were attending in-person full time, compared to almost half of white students; and that students in towns or rural locations were more likely than those living in cities or suburbs to be attending in person. The full data are here. A statement from USED Secretary Cardona is here.
March 24, 2021

Congress:

House:

House Education Committee explores how to improve educational equity post COVID: The House Education and Labor Early Childhood, Elementary, and Secondary Education Subcommittee held a hearing titled, “Lessons Learned: Charting the Path to Educational Equity Post COVID-19.” The hearing focused on what work remains to close achievement gaps and how all students can receive the resources and supports they need to succeed. Subcommittee Chairman Gregorio Kilili Camacho Sablan (D-NMI) discussed the disproportionate impacts of the pandemic on students of color, students with disabilities, students from low-income families, and English learners, and noted that Black and Latino students are estimated to be 6-12 months behind at the end of the school year while white students will only be 4-8 months behind. Subcommittee Ranking Member Burgess Owens (R-UT) argued that remote learning has widen achievement gaps and in-person learning is the best way to support students. Additionally, the Ranking Member argued that families need to have more freedom to make choices for their children’s education. A recording of the hearing is here. The full opening remarks from Chairman Sablan are here. The full opening remarks from Ranking Member Owens are here.
March 25, 2021

Non-Coronavirus Updates:

Congress:

Burr, Foxx question USED accountability waivers, call-into question authority to ask states for more information: House Education and Labor Committee Ranking Member Virginia Foxx (R-NC) and Senate HELP Committee Ranking Member Richard Burr (R-NC) sent a letter to USED Secretary Cardona questioning a recently released template for states to request waivers of certain accountability and reporting requirements under the Elementary and Secondary Education Act (ESEA). The Members argue that the template “violates the Secretary’s authority” and that it “raises serious questions” about USED’s commitment to “faithfully executing the laws under [its] jurisdiction and to transparency within the Department’s operations.” The Members continue that the template’s invitation that states email the Department if they wish to discuss assessment flexibility is “opaque” and appears to “coerce states into the Department’s preferred policy directions, creating frustration and uncertainty among all stakeholders.” The full letter is here.
March 25, 2021

Burr, Foxx urge Cardona to maintain Trump Admin Title IX regulations: House Education and Labor Committee Ranking Member Virginia Foxx (R-NC) and Senate HELP Committee Ranking Member Richard Burr (R-NC) sent a letter to USED Secretary Cardona urging the Department to maintain the Trump administration’s Title IX rules. The letter follows a recent Executive Order signed by requiring review of the Trump administration’s Title IX rules for possible suspension, revision, or rescission. In the letter, the Members write that the current Title IX rules create “a balanced and fair system that provides protections for victims while respecting the due process rights of the accused.” The Members argue that the Department’s past guidance “encouraged institutions to adopt processes that have been struck down by multiple courts,” and that revision of the current Title IX rule could “jeopardize key protections for victims and the due process rights of the accused and place institutions back into legal jeopardy.” The full letter is here.
March 23, 2021

Senate:

Schumer outlines Senate Democrats’ legislative agenda: Senate Majority Leader Chuck Schumer (D-NY) sent a Dear Colleague Letter to the Democratic caucus. In the letter, the Majority Leader outlined legislative priorities for the upcoming work period. Majority Leader Schumer noted that the Senate will focus on voting rights, civil rights, economic recovery and jobs with an emphasis on climate change and “building back better,” health safety, and gun safety. The full letter is here.
March 25, 2021

Upcoming Events (Congressional and Administration):

• On March 29 at 1:00 pm, USED and the Center to Improve Social and Emotional Learning and School Safety will hold an event titled, “Addressing the Impact of COVID through Summer Learning and Enrichment.” The webinar will discuss how summer learning and enrichment programs can help meet the social, emotional, mental health, and academic needs of students and will elevate evidence-based components of high-quality summer learning and enrichment programs. The webinar will also discuss how such programs can be supported with funding from ARP and how district capacity can be built to support opportunities this summer and beyond. More information and registration are here.
• On March 31 at 3:00 pm, USED and the National Center on Safe Supportive Learning Environments will hold an event titled, “Lessons from the Field: Safely Reopening and Sustaining In-Person Instruction.” The webinar will discuss the Safer Schools and Campuses Best Practices Clearinghouse and how it will serve as a collection of resources and lessons for schools and districts to use in order to reopen safely. Additionally, the webinar will feature practitioners from various school districts, and they will share lessons learned on preparing for and returning to in-person instruction.  Christian Rhodes, Chief of Staff for the Office of Elementary and Secondary Education will facilitate the event. More information and registration are here.

Upcoming Events (Outside Organizations):

• On March 30 at 12:00 pm, New America will hold an event titled, “Reimagining Early Care and Education.” The webinar will focus on how early care and education programs are essential for children and families and how such programs can be reimagined and improved. More information and registration are here.
• On March 30 at 2:00 pm, ExcelinEd will hold an event titled, “Pathways Matter.” The webinar will focus on how education to workforce pathways can be better coordinated and how policymakers can use state policy to ensure learners of all ages in their state are prepared to meet the demands of today’s evolving job market. More information and registration are here.
• On March 31 at 1:00 pm, New America and the Century Foundation will hold an event titled, “Stopping the Cycle of Abuses by For-Profit Colleges.” The webinar will explore what lessons the history of for-profit colleges and attempts to regulate the sector hold for today and what the Biden Administration may do to regulate the for-profit sector. More information and registration are here.
• On March 31 at 1:00 pm, the Reinventing America’s Schools (RAS) Project and The 74 will hold an event titled, “Teacher Diversity in a Post-COVID World.” The webinar will feature a panel discussion focused on the need and significance of diversifying America’s teaching force and how efforts can be improved at the state, local, and school levels. More information and registration are here.
• On March 31 at 1:00 pm, the Schools, Health, and Libraries Broadband (SHLB) Coalition will hold an event titled, “What Could Schools and Libraries Do With $7 Billion?” The webinar will focus on how schools and libraries can support remote learning and extend their broadband connections off campus using newly appropriated funds from ARP. The event will discuss case studies in how schools and libraries have done this successfully in the past. More information and registration are here.
• On March 31 at 3:00 pm, the Urban Institute will hold an event titled, “Strategies for Practitioners Serving Youth and Young Adults Remotely.” The webinar will discuss findings from a recent resource guide that describes strategies to provide education and training, employment, career readiness, and mental health services to youth. More information and registration are here.
• On April 1 at 1:00 pm, the Bipartisan Policy Center (BPC) will hold an event titled, “Parent Experiences with Child Care.” The webinar will focus on the impacts of the pandemic on the child care industry and how this has directly impacted parents and families. More information and registration are here.
• On April 7 at 3:00 pm, the American Institutes of Research (AIR) will hold an event titled, “Addressing Equity Through Social and Emotional Learning.” The webinar will discuss how social and emotional learning (SEL) is associated with positive academic and life outcomes for students, and how SEL can support equity and help students thrive during this challenging time. More information and registration are here.

Publications (Congressional and Administration):

• On March 26, IES published a report titled, “Early Child Care in Single-Parent and Two-Parent Families: 2019.” The report analyzes data from the Early Childhood Program Participation (ECPP) survey from 2019, which examines weekly participation in child care. Key findings of the report include identifying that 65 percent of children in single-parent families participated in child care weekly, compared to 58 percent of children in two-parent families; that children in single-parent families were more likely to participate in multiple types of child care (26 percent) compared to children in two-parent families (17 percent); and that cost remains the most reported difficulty in accessing child care, for both single parent families and two-parent families, 39 percent and 37 percent respectively. The full report is here.
• On March 26, the U.S. Department of Housing and Urban Development (HUD) published a report titled, “Evaluation of the HUD Youth Homelessness Demonstration Program: Early Implementation Report.” The report assesses the 10 Continuums of Care (CoCs) – state and local planning agencies that coordinate their area’s response to homelessness – funded by HUD in 2016. Key findings from the report include identifying that the CoCs enabled an increase in access to housing for youth experiencing homelessness through a variety of approaches, including more directly integrating youth into systems with resources like rapid re-housing; that CoCs engaged youth through advisory boards, advocacy efforts, and decision-making; and that all CoCs reported collaborating with other agencies that also serve youth, though fewer sites coordinated with juvenile justice and healthcare systems. The full report is here. A press release is here.
• On March 22, the National Center for Education Statistics (NCES) published new data for public high school 4-year adjusted cohort graduation rates (ACGR). The data is from the 2018-2019 school year. Key findings from the data include identifying that the national average ACGR is 85.8 percent; that students with disabilities have the lowest average ACGR with only 68.2 percent graduating within 4-years; and that Black (79.6 percent), Latino (81.7 percent), and American Indian/Alaska Native (74.3 percent) students continue to trail white students (89.4 percent). The full data are here.

Publications (Outside Organizations):

• On March 25, the Institute for Higher Education Policy (IHEP) released a report titled, “Developing a Data-Informed Campus Culture: Opportunities and Guidance for Institutional Data Use.” The report outlines recommendations on how to create and strengthen a data-informed campus culture needed to “support students most in need of the social mobility and economic security that higher education can provide.” Key recommendations include to identify data champions among leadership and across campus to establish a data culture and increase data literacy; to establish unified metrics across offices and a data dictionary to standardize definitions, streamline analysis, and improve data literacy; and to develop partnerships to streamline data processes, including synthesis and governance. The full report is here.
• On March 26, the American Enterprise Institute (AEI) published a report titled, “Fixing Income-Driven Repayment (IDR) for Federal Student Loans.” The report explores recommendations to strengthen IDR as an alternative to mass loan forgiveness, which AEI argues gives “excessive benefits” to borrowers with graduate school loans. Key findings from the report include that absent reforms, borrowers who attended graduate school receive the largest benefit under IDR, or about $52,000 in loan forgiveness on average; that IDR could provide as much or more relief to low-income households as would forgiving $10,000 of debt per borrower; and that safety-net features should be built into the program to target borrowers with balances below $10,000, who are the most likely to default on their loans. The full report is here.
• On March 23, the Fordham Institute published a report titled, “The Acceleration Imperative: A Plan to Address Elementary Students’ Unfinished Learning in the Wake of Covid-19.” The report aims to help “kick-start” instructional leaders’ plans to address the challenges faced by students, families, teachers, and staff during the COVID-19 pandemic by providing key evidence-based recommendations that address school culture and climate, curriculum, instruction, and recovery. Key takeaways from the report include that many students – especially the youngest children in the highest-need schools will require extra help coming out of the pandemic, particularly in the form of extended learning time, high-dosage tutoring, and expanded mental-health supports; that extra help should complement, but cannot replace, what students need from schools’ core programs, such as high-quality curricula and positive school cultures; that to make-up for what has been lost, leaders must focus on acceleration, not remediation; and that decisions should be guided by high-quality research evidence whenever possible. The full report is here.
• On March 16, the Institute for Women’s Policy Research (IWPR) published a report titled, “Busy with Purpose: Lessons for Education and Policy Leaders from Returning Student Parents.” The report draws from IWPR’s analysis of national postsecondary data describing first-time enrolled students with children who left college before completing a degree or certificate and a series of 11 interviews with student parents who have taken prolonged breaks from postsecondary enrollment. Key findings from the report include identifying that student parents are nearly twice as likely to leave college without a degree as students without children; that the likelihood of leaving college without a degree or certificate within six years of enrollment is particularly high among community college students (62 percent), single student parents (54 percent), Black student parents (58 percent), and student parents of infants (56 percent); and that single fathers (71 percent), Black and Latino fathers (72 percent and 66 percent, respectively), and fathers at public four-year institutions (70 percent) experience higher stop-out rates than student parents overall, student mothers, and other student fathers. The full report is here.

Legislation:

H.R.2147
A bill to prohibit States and local educational agencies that ban books from receiving funds under the Student Support and Academic Enrichment Grants program.
Sponsor: Rep. John Joyce (R-PA)

H.R.2160
A bill to authorize borrowers of loans under the William D. Ford Federal Direct Loan Program to modify the interest rate of such loans to be equal to the interest rate for such loans at the time of modification.
Sponsor: Rep. Mark Pocan (D-WI)

H.R.2171
A bill to amend the Internal Revenue Code of 1986 to permit certain expenses associated with obtaining or maintaining recognized postsecondary credentials to be treated as qualified higher education expenses for purposes of 529 accounts.
Sponsor: Rep. Abbigail Spanberger (D-VA)

H.R.2174
A bill to establish a rural postsecondary and economic development grant program.
Sponsor: Rep. Elise Stefanik (R-NY)

S.879
A bill to authorize the Secretary of Education to make grants to support educational programs in civics and history, and for other purposes.
Sponsor: Senator Chris Coons (D-DE)

S.883
A bill to modify the Federal TRIO programs.
Sponsor: Senator Susan Collins (R-ME)

S.885
A bill to establish a rural postsecondary and economic development grant program.
Sponsor: Senator Susan Collins (R-ME)

S.886
A bill to establish a National Child Abuse Hotline.
Sponsor: Senator Susan Collins (R-ME)

S.905
A bill to amend the Internal Revenue Code of 1986 to permit certain expenses associated with obtaining or maintaining recognized postsecondary credentials to be treated as qualified higher education expenses for purposes of 529 accounts.
Sponsor: Senator Amy Klobuchar (D-MN)

S.945
A bill to provide temporary impact aid construction grants to eligible local educational agencies, and for other purposes.
Sponsor: Senator Mazie Hirono (D-HI)

S.980
A bill to restrict funds to local educational agencies that have obligated previously appropriated funds and reopen schools for in-person learning.
Sponsor: Senator Bill Hagerty (R-TN)

S.992
A bill to amend title IV of the Higher Education Act of 1965 to require institutions of higher education that participate in programs under such title to distribute voter registration forms to students enrolled at the institution, and for other purposes.
Sponsor: Senator Cory Booker (D-NJ)

S.995
A bill to amend the Stop Student Debt Relief Scams Act of 2019 to make technical corrections.
Sponsor: Senator Tammy Baldwin (D-WI)

S.996
A bill to award grants to certain intuitions of higher education to educate and train students to participate in the telecommunications workforce.
Sponsor: Senator Roger Wicker (R-MS)

S.1023
A bill to provide tax credits to low- to moderate-income individuals for certain computer and education costs, to direct the Federal Communications Commission to modify the requirements for the Lifeline program to provide increased support, and for other purposes.
Sponsor: Senator Dick Durbin (D-IL)

S.1026
A bill to assist States in, and pay for the Federal share of the cost of, defraying the cost of pre-apprenticeships or related instruction associated with qualified apprenticeship programs, and for other purposes.
Sponsor: Senator Amy Klobuchar (D-MN)