• Reflecting on What DACA Has Meant to Me

    As June marks the 10th anniversary of DACA, Guest author Karen Reyes, a special education teacher and DACA recipient, recounts her personal experience.

    June 15, 2012 is a day I will always remember. It was the day that President Obama announced DACA. I can remember exactly where I was and what I was doing—because it was a day that provided some relief. I would be able to put my education degree to good use; I would be able to get a license and drive; I would be able to live without the overwhelming fear of deportation.

    Two weeks ago marked the 10th anniversary of this program and I’ve been thinking a lot about it.

  • The Contrast of Title IX’s Anniversary Amidst SCOTUS Rulings

    Along with much of the country, I celebrated the 50th anniversary of Title IX this month. Title IX states: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.

    I celebrated because I have had the chance to see the vital role Title IX played in my opportunities, the opportunities of my students, and most recently my own children. I was old enough to see my sister* have different and limited experiences from the boys in her grade school. By the time she was in junior high and in high school she got to be a part of emerging, equal athletic programs thanks to Title IX. Five years later, I was the beneficiary of those pioneers when I joined more developed tennis and basketball programs. I became a teacher and got to coach middle school girls in three different sports. I got to see my daughter* choose hockey and la crosse as her preferred extracurricular activities. I have loved seeing legendary tennis star Billie Jean King, powerhouse programs like the Minnesota Lynx, the WNBA (turning 25! #thanksTitleIX), and others publicly celebrating Title IX this month.

    I am grateful for the opportunities and quality of life Title IX has offered all of us.

    Paradoxically, last week the Supreme Court of the United States chipped away at the separation of church and state that I grew up being taught. The separation of church and state protected my religion from state interference and my government from religious interference. The Carson V. Makin decision both undermines our public schools by syphoning public money away from them to pay for religious education, and it threatens religious institutions by making them vulnerable to state interference. Public schools adhere to the non-discrimination statutes and expectations every student deserves; that guarantee is not automatic for religious schools. As Albert Shanker Institute and American Federation of Teachers president, Randi Weingarten said, “With public funding comes public accountability. It is wrong to force taxpayers to fund a school that discriminates against our most vulnerable students when the school is supposed to substitute for public education.”

  • Effects of COVID-19 on Students’ Academic Achievement, Behavior, and Social-Emotional Well-Being

    Our guest author today is Dr. Alvin Larson, Director of Research and Evaluation at Meriden Public Schools, a mid-sized urban Connecticut school district that serves about 8,700 students in Meriden, CT.  Dr. Larson holds a B.A. in Sociology, M. Ed., and M.S. in Educational Research, and a Ph.D. in Educational Psychology.  The work and social-emotional instruments utilized below were made possible with the support from Meriden’s community, leadership and educational professionals.

    Over the past year or two there have been many reports, and predictions, in the media of students losing “years” of academic and social development as a direct or indirect result of the COVID-19 pandemic.  Many of these reports are based on first-hand views of school professionals such as understaffed school psychologists, counselors, and teachers who have witnessed large increases in concerning student behaviors and a decrease in academic skills.

    I am an Educational Psychologist embedded in an urban school district, where 77 percent of students are eligible for free/reduced price meals, 75 percent are minority, 20 percent are classify for special education, and 17 percent are English Language Learners. These students are exposed to many of the typical urban issues which add to our education challenges. Thanks to the support of the Meriden community, leadership, and educational professionals, I have been able to reliably measure student academic, behavioral and social-emotional development over the past ten years. In this essay, to estimate the effects of the COVID-19 pandemic on students’ well-being; I am reporting cross-sectional data from three academic years 2019-20 (pre-COVID), as well as 2020-21 and 2021-22 (during/post COVID). While I will share aggregate changes in students’ academic measures as well as data on students’ suspension and teacher level data on perceptions of students’ behaviors across the pre-post COVID years, my primary focus is on students’ social-emotional well-being and how it has changed over the past few years. 

  • The Ongoing Journey to Equitable Practices

    Guest authors Allie Tompkins, Marie Collins, Bryan Mascio, and Beth Fournaf share efforts to balance the need to address concerns about equity and social justice in their schools and the need to engage in difficult conversations with colleagues, students, families, and the broader community.

    Introduction
    While education has been the site of many contentious battles throughout history, the last year has been rife with conflict around public school curriculum, including how issues of race, gender, and sexuality are discussed, or in some cases, silenced. These and other topics often referred to broadly as "divisive concepts" have been particularly polarizing among politicians and parents, and within school walls (The New York Times, November, 2021). As a result, educational leaders are in a challenging position: balancing the urgent need to address concerns about equity and social justice in their schools and the need to be prepared to engage in difficult conversations with colleagues, students, families, and the broader community.

    In this article, the authors share our efforts to balance these concerns in our work with early career educators teaching in K-12 public schools. We share our experiences with these individuals in a rural teacher preparation program in the northeastern United States. The program focuses on building teacher capacity in high-need rural schools by preparing new teachers over the course of a 15-month graduate program, which included a full-year teaching residency alongside an experienced mentor.