As a comprehensive school reform strategy designed to meet the complex needs of students in underserved communities, full-service community schools (FSCSs) have the potential to transform these students’ learning experiences and outcomes. In part because of findings demonstrating their positive impact, unprecedented federal, state, and local funding is earmarked for the expansion and implementation of FSCSs. School, district, and state leaders and policy makers will have to decide how to best use these funds to maximize outcomes for students and families. This commentary describes three spending priorities based on the growing body of research on FSCSs.
via TCRecord
While many education researchers understand both what CRT is and why policymakers are targeting it, we are not leveraging our collective knowledge to more forcefully and effectively combat the kind of propaganda that thwarts progress in schools. As education researchers we must rely on evidence to create the necessary conditions for change.
via TCRecord
The COVID-19 pandemic has disrupted the work-life balance of many college students. The disruption is exacerbated for students who come from marginalized backgrounds where many have work obligations that come along with attending college. Since college attendance and persistence intersects with students’ socioeconomic status, this commentary is a call for all college educators who advocate on behalf of their students to institute inclusive classroom policies that help marginalized students in their classrooms succeed.
via TCRecord
This commentary addresses an observation and experience that we have confronted as cross-racial co-teaching, co-facilitating partners in training educators about racial equity. We have found that there is a consistent dilemma where the educators we work with tend to make topics in the areas of culture and race synonymous. This tendency is problematic and misleading territory for educators who truly want to progress in their understanding of their multicultural and multiracial classrooms and schools. In this essay, we explain our understanding of the differences between cultural literacy and racial literacy. Further, we explain why building competency in both is essential for the development and implementation of culturally responsive and/or relevant educational engagement
via TCRecord