Broadband equity

 "A new report and case studies demonstrates the effectiveness of connecting low-income students and households to the internet by extending school, library, and other “anchor institution” networks into the community. ... Building broadband networks “to-and-through” anchor institutions is often the most cost-effective and financially sustainable option to connect students in rural and underserved areas, challenging a narrative that claims this approach is too costly. The case studies show that both large and small school districts, including Council Bluffs (IA) and Fresno (CA), are using a variety of wireless technologies and partnerships to permanently close the homework gap."

Katz, R. (2022). The to and through opportunity: An economic analysis of options to extend affordable broadband to students households through anchor institutions. Schools, Health & Libraries Broadband (SHLB) Coalition.

https://www.shlb.org/policy/research/to-and-through

Public Schooling for Undocumented and Asylum-Seeking Children Study

 Migration over the U.S. southwest border in the past decade has been composed of growing numbers of undocumented and asylum-seeking families and children from Mexico and Central America. By U.S. law, states must provide education to all children, regardless of immigration status. Yet sufficient information needed for policymaking is lacking, in particular about the ages and geographic locations of the children by state and district, needs for teachers and staff to accommodate these children, and experiences and good practices in schools.

To fill this gap, the authors model the numbers of such children by state, review the federal and state policy landscapes, and provide case studies of how schools are managing education. The report specifically aims to help various stakeholders understand the broad range of issues and implications related to population increases in undocumented and asylum-seeking children over the southwest border.

Key Findings

• Growing numbers of undocumented and asylum-seeking children from Central America and Mexico are arriving in the United States.
• Approximately 575,000 were encountered at the border from FYs 2017 to 2019, and 321,000 were enrolled in U.S. schools in 2020.
• Federal law establishes the rights of these children to public education.
• The two case study school districts, Jefferson Parish Schools and Oakland Unified School District, were making efforts to provide quality education for this population and address challenges through innovating and learning.
• However, gaps remain in the supports needed in the education of these newcomers, including those related to data, educational resources, funding, and nonacademic supports.

Culbertson, S. (2021). educaeting newcomers. Rand.

https://www.rand.org/pubs/research_reports/RRA1326-1.html?utm_source=WhatCountsEmail&utm_medium=NPA:2906:7316:Sep%2030,%202021%205:46:55%20AM%20PDT&utm_campaign=NPA:2906:7316:Sep%2030,%202021%205:46:55%20AM%20PDT

Pandemic and literacy study

 Experts say the pandemic may be interfering with young learners' ability to acquire reading skills, especially those who spend time at home doing other things instead of reading.  An analysis of data found that second- and third-grade students' reading fluency fell approximately 30% from 2019 to 2020. The pandemic also deepened inequities. 

Domingue, B. et al. (2021). Changing patterns of growth in oral reading fluency during the COVID-10 pandemic. PACE. 

https://edpolicyinca.org/sites/default/files/2021-03/wp_domingue_mar21-0.pdf

https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758

School librarian decline study

      A recent report highlights an ongoing decline in the number of districts nationwide with school librarians. According to the findings, there were about 20% fewer librarians during the 2018–2019 school year in the 13,000 districts examined than a decade prior. But the absence of these educators isn’t equally distributed: Smaller, rural districts, and those with higher proportions of English-language learners, Latinx students, and low-income students were more likely to lack a librarian.

     Debra E. Kachel and Keith Curry Lance write: “Most of us know there have been large losses of school librarians over the past two decades. What is less well known—and begs for attention—is that these losses pose a major educational equity issue. In our new study, we found that everyone isn’t losing their librarians; losses tend to occur in districts where there are more students living in poverty, more minority students, and more English-language learners. Districts with fewer such students are far more likely to have and maintain librarians. The other news is that, since 2015–2016, several states have begun to see net increases in their numbers of school librarians.”

School Librarian Investigation: Decline or Evolution? (2021). Seattle: Antioch University.

https://libslide.org/publications/

https://knowledgequest.aasl.org/whats-behind-the-slide-findings-from-a-study-of-school-librarian-employment/

Post-COVID action for public education report

The International Commission on Education Futures developed nine ideas for public action, knowing that the pandemic will forever transform education. These ideas for action are the commission’s attempt to actively shape the future of education and help strengthen and enhance its power for all students, including those in developing nations.

• Commit to strengthen education as a common good.
• Value the teaching profession and teacher collaboration. 
• Promote youth participation and rights.
• Address the importance of connectivity and access to knowledge and information.
• Make free and open-source technologies available to teachers and students. 
• Ensure scientific literacy within the curriculum.
• Protect domestic and international financing of public education.
• Advance global solidarity to end current levels of inequality.
• Protect school's social spaces.

Education in a post-COVID world. (2021). UNESCO. 

https://journal.canadianschoollibraries.ca/unescos-nine-ideas-for-education/

Diversity Improvements Needed in Education

According to one report, diversity, equity, and inclusion (DEI) practices have a positive impact on staff recruitment, retention, and overall favorability. Among "advanced" DEI organizations, for example, nearly all of staff promote the organization, while over half— regardless of race — report that they intend to stay with their organizations for the next three years. And while the report found that fewer than half of respondent organizations have formal DEI policies in place, every organization that participated in the survey is focused on DEI to an extent. At the same time, one fourth of staff respondents report experiencing discrimination in the workplace, with staff of color are much more likely to report having had such an experience. The report also found that when compared to the percentage of African-American and Latino pre-K-12 students, the percentage of African-American and Latino leaders in American education remains unbalanced.

Padamsee, X. & Crowe, B. (2017). Unrealized impact the case for diversity, equity, and inclusion. Arlington, VA: Foundation Working Group. http://www.unrealizedimpact.org/wp-content/uploads/2017/07/Unrealized_Impact-Final-072017.pdf

Equity priority

A new research project finds that the overwhelming majority of educators agree that equity in education for all children should be a national priority. Teachers and principals also agree (87%) that “many of their students face barriers to learning that come from outside the school environment.” While a greater percentage of educators in high-poverty schools (98%) report having students with barriers, two-thirds say the same in low-poverty schools.
Scholastic. (2016).  Equity in education. New York: Scholastic.
http://www.scholastic.com/teacherprincipalreport/

Positive school library may shrink achievement gaps

Multiple studies found that a positive school climate can weaken the effects of low family income on achievement. A positive school climate can facilitate greater equality in education opportunities and more social mobility. A negative climate increases the correlation of achievement and socio-economic backgrounds, especially for low-income families.  School climate includes factors such as "positive teacher-student relationships, sense of safety, and student connectedness to and engagement in school" (Berkowitz, et al.)
Berkowitz, R. et al. (2016). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research.
http://rer.sagepub.com/content/early/2016/09/19/0034654316669821.full.pdf+html?ijkey=1T3lGnRAnqVJ6&keytype=ref&siteid=sprer

Access to technology-based learning experiences study

A coalition that includes the US Department of Education has collaborated with education leaders nationwide to release a report that offers a blueprint on providing equitable access to technology-based learning experiences. The report highlights key considerations, such as privacy and security, and recommends ways of improving access and instruction.
U.S. Dept. of Education. (2016). National Education Technology Plan: Future Ready Learning: Reimagining the Role of Technology in Education.

1:1 Laptop Meta-Analysis

Michigan State University examined 15 years of 1:1 laptop studies, and found that these initiatives boost student scores. Among the findings are: a 1:1 laptop environment often leads to more frequent and broader tech us, usually for writing processes. 1:1 laptop deployment sometimes increases student-centered, project-based learning. When all students have laptops, student motivation, engagement,  persistence, and problem-solving skills increase. It is uncertain whether 1:1 laptop programs overcome inequities.
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environment: A meta-analysis and research synthesis.  Review of Educational Research, 0034654316628645.

Quality Counts 2014 report

The18th annual edition of Quality Counts rates states and the nation on key student-performance
and finance indicators. The K-12 Achievement Index assesses state performance against a broad set of 18 separate indicators or criteria, including results on the National Assessment of Educational Progress, high school graduation rates, and scores on Advanced Placement exams. Unlike more-limited score cards on student achievement, the index analyzes results across three crucial dimensions: current state performance, improvements over time, and equity as measured by poverty-based achievement gaps. Findings point out the negative impact of poverty.
EQuality counts. (2014, January 9). Education Week.
http://www.edweek.org/ew/articles/2014/01/09/16sos.h33.html?tkn=MNMFi4Rnl30nTla4iiIr7SCfGf1tHFg1v0Xv&cmp=ENL-EU-NEWS1&intc=EW-QC14-ENL

California district spending report

There is wide variation in per-pupil state spending across California school districts with some low-income districts receiving $620 less per student than is received in more affluent districts, according to a new report. The report also found some disparities in the other extreme and among districts serving students of similar demographic backgrounds. For example, in 2009-10, the latest data available, per-pupil revenue was $14,076 in Palo Alto versus $7,679 in Milpitas, both unified districts serving K-12 students. But clearly, affluence counts: In San Mateo County, the Woodside elementary district took in $18,894 per student, while Millbrae elementary got $7,362.
Education Trust-West. (2012). the cruel divide. Oakland, CA: Author.
http://www.mercurynews.com/education/ci_20044363?source=pkg

Gender and equity report

This international report asserts that closing persistent gender gaps matters because gender equality is a core development objective and is smart economics. Greater gender equality can enhance productivity, improve development outcomes for the next generation, and make institutions more representative. Building on a growing body of knowledge on the economics of gender equality and development, the Report identifies the areas where gender gaps are most significant—both intrinsically and in terms of their potential development payoff—and where growth alone cannot solve the issues. It then sets forth four priorities for public action:
Reducing excess female mortality and closing education gaps where they remain
Improving access to economic opportunities for women
Increasing women’s voice and agency in the household and in society
Limiting the reproduction of gender inequality across generations.
World Bank. (2011). World development report 2012: Gender equity and development.
http://publications.worldbank.org/index.php?main_page=product_info&cPath=0&products_id=24225&wbid=8827593a40b26776d0add31033655772

Inequities in student performance

Examines disparities in performance between public schools attended by white or Asian students and those attended by African-American, Latino, or Native American students. Analyzes how disadvantaged children are assigned to high-poverty and urban schools.
Logan, John R. (2010). Whose Schools Are Failing? US2010 Project.
http://www.s4.brown.edu/us2010/Data/Report/report5.pdf

Digital equity in education study

An examination of issues related to digital equity in education recommends the following five strategies to help make progress toward digital equity:
1. Legitimize the significant role culture plays in students' educational experience.
2. Continue to challenge perceptions about the role of technology in education.
3. Encourage others to recognize the critical link between technology, professional development and classroom practice.
4. Create opportunities for students to access technology outside the classroom.
5. Continue to seek funding for technology in spite of challenges.
International Society for Technology in Education. (2007). A National Consideration of Digital Equity. Salem, OR: ISTE.