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The CDC is working to develop better estimates using 13 different models to develop a consensus forecast. All of these research initiatives will lead to more nuanced and localized actions in the fall in place of the blunt statewide actions previously imposed. School leaders and policymakers do not have the luxury of waiting for better research and forecasts to begin their planning. Instead, they will need to create plans that can change over time and develop the organizational capabilities to quickly evaluate new guidance and translate it into practice.
It is this ability to adapt that creates the resiliency needed when confronting uncertainty and changing circumstances. In May, the American Enterprise Institute brought together a bipartisan group of 21 former federal officials spanning the Clinton, George W. Bush, and Obama administrations , state school chiefs, charter-school leaders, and superintendents with experience leading through moments of crisis.
Their charge was to think through broad areas that school leaders and policymakers would need to consider before they could reopen schools safely and responsibly. It also stresses the importance of communication with parents, educators, and community members. Above all else, the fluidity of the crisis requires close collaboration among state policymakers, school leaders, public-health officials, and community leaders.
Schools can open only when local and state health officials say it is safe to do so. The same public-health officials, in coordination with governors, mayors, and school leaders, should be the ones who determine if closures are needed in the coming school year in response to a local outbreak.
Communicating with parents is also paramount, and families should know who will make decisions, and how. Schools will need to work with state and local health officials in developing plans for contact tracing and other disease surveillance, much as they have during flu season when student absenteeism and sickness are reported.
This reporting is particularly important for public-health data, as the information could reactivate social-distancing measures within a community. According to a May survey conducted by Learning Heroes , 80 percent of parents say texting is the most effective form of communication for them, but only 28 percent say teachers use it.
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Schools can also use such platforms to conduct parent surveys and have families check in throughout the year. State policymakers can find ways to take advantage of policy tools that are available in their state. States participating in the Pandemic Electronic Benefit Transfer program could give extra dollars to low-income families through debit cards they could use at grocery stores to supplement school meals.
States offering Course Access programs , which allow individual students to take online courses from a variety of providers, could leverage these catalogs to expand offerings for students continuing in remote learning. This could be an opportunity for states to develop reciprocity agreements that allow students in one state to take courses approved in another state.
CDC and state guidelines will necessitate new health and safety measures in schools, among them: procuring masks for faculty and extra cleaning supplies; figuring out the most efficient way to do temperature screenings of students before they enter the school; building in extra time to accommodate handwashing and additional cleaning of classrooms; having students eat in their classrooms rather than in the cafeteria; and renovating bathrooms to install CDC-recommended physical barriers between sinks and urinals.
Precautionary measures must also extend to school activities. The Texas Education Agency guidance recommends suspending certain student activities that may accelerate the spread of Covid, such as choir, wind ensembles, and indoor sports. The Sports Medicine Advisory Committee of the National Federation of State High School Associations issued new guidelines for high-school athletics, including categorizing sports by level of risk, depending on how much physical contact each entails.
Football and wrestling, for example, are higher-risk sports, basketball and baseball involve moderate risk, and running and swimming pose lower risk. Some of the new technology deployed for learning or safety will present privacy and ethical questions for school leaders. For instance, district leaders will need to review online services and digital tools for compliance with state and federal privacy laws.
Additional issues emerge with various contact-tracing technologies. Schools in New Albany, Ohio, are considering a contact-tracing program that has students wearing bluetooth-enabled bracelets that track their locations throughout the day, where they sit in classrooms, and whom they encounter. This technology could provide some preventive-health benefits, but it also poses a number of ethical questions , including who will be required to seek and provide consent, and at what age children themselves will be asked to consent.
What happens if a child or caregiver refuses to comply with surveillance programs? By engaging parents and advocates early in the process, school leaders can prepare themselves to address such thorny issues. School leaders will have to consider the social and emotional needs of students as they return to school. The RAND Corporation and the Collaborative for Academic, Social, and Emotional Learning both have guides to assist schools with selecting the best social-emotional assessments for their students.
A number of state reopening plans, such as those from Ohio, Maryland, and Louisiana, provide detailed guidance and resources to support social and emotional health. In lower-income districts, leaders might consider adopting a program such as Communities In Schools , which helps schools serve as a hub for the coordination of various social services offered in their neighborhoods.
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Offering robust counseling services in school can help students deal with the trauma that results from the deaths of friends and family members, economic hardship from a parent losing his or her job, or abuse, violence, or neglect at home. A May survey by Echelon Insights revealed that nearly 30 percent of parents believed their children experienced higher anxiety and more mental health challenges, including depression, owing to the Covid pandemic.
Telemedicine offers the opportunity to supplement school nurses and counselors through virtual clinics. Manatee offers online mental-health options for students and their families. Through telemedicine, schools can scale up services quickly while also continuing to offer them during periods of remote learning. Data collection on Covid shows that older populations are disproportionately vulnerable to disease severity. Another CDC analysis found that those over 65 made up 45 percent of hospitalizations and 53 percent of admissions to intensive care associated with Covid The CDC recommends that older people—as well as those with preexisting health conditions—remain sheltered in place even as social distancing measures are relaxed.
This advice poses a significant challenge for schools, given that as many as , public and private school teachers might be unable to return to the classroom because of their risk profile see Figure 1.
The number is likely higher if one counts other school personnel, such as school bus drivers, cafeteria workers, custodians, and other support staff. The Connecticut Education Association surveyed its members and reported in June that a staggering 43 percent of them are at higher risk for severe illness from Covid because of age or underlying health conditions. Schools will need to find new roles for these teachers, perhaps as online instructors or tutors.
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When school closures shut down high-school AP instruction, the College Board created AP online classes and review sessions taught by AP teachers from around the country. States could take a similar approach by using their at-home teachers to develop videos, create online content, or serve as online mentors and tutors. Other teachers could find new roles through technology platforms such as Outschool , Weekdays , and BetterLesson , which help match available teaching talent to online and offline opportunities.
Administrators may also want to offer early-retirement incentives for teachers who are uncomfortable with teaching online or are nearing retirement age. State policymakers should consider certification reforms to make it easier for schools to recruit out-of-state substitutes and teachers. Finally, given all the ways teaching will have to change in the coming year, district leaders and teachers unions will need to work together to review their labor agreements.
The disruption of the school year clearly interrupted student learning, particularly for those who were most vulnerable beforehand.
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A growing body of research suggests many students will start the new school year far behind where they would normally be. Four surveys of parents conducted between April 27 and May 20 consistently found that parents believe their children are spending less time on their schoolwork 40 percent of parents and are learning less 46 percent of parents than they normally would. McKinsey estimates the instructional disruptions caused by Covid led to nearly 7 months of lost learning on average, with black students losing 10 months and low-income students losing as much as a year. New research from Opportunity Insights concurs.
Researchers analyzed data on , students who use the online math program Zearn. In specific states and locations, however, low-income students are doing as much math as higher-income students, suggesting that school culture and expectations are important in shaping student outcomes. And the overall number of visits to the Zearn platform rose sharply this spring see Figure 3.
Summer school offers one way to help students catch up. The Center on Reinventing Public Education reports that, as of June 3, 61 school districts out of a nonrepresentative sample of planned to offer summer school to at least some grade levels, 5 were not offering summer school, and 34 had yet to announce their plans. In South Carolina, the state department of education plans to offer four-week academic recovery camps providing 25, kindergarten-to-3rd-grade students with literacy and math instruction, along with support in social-emotional learning.
Instead of summer school, Miami-Dade County Schools plans to start school a month earlier for students who struggled the most with online learning. In initiating the health measures recommended by the CDC, schools will have to think creatively about class schedules to provide the physical distancing needed for buses and classrooms.
Michael Petrilli of the Thomas B. Fordham Institute, an executive editor of Education Next, has suggested this could lead to high schools looking more like colleges. Some students might have an every-other-day schedule, where they attend class in person on some days and work from home or participate in apprenticeships on other days. Several states are beginning to think through the various ways an altered schedule might take shape.
Educators can use diagnostic assessments to better understand where students stand academically and inform strategies to help them catch up. State assessments could be repurposed into optional diagnostic tools. Texas, for example, offered a diagnostic assessment using questions from the State of Texas Assessments of Academic Readiness. Louisiana has also made a range of diagnostic assessments available to its schools. If another wave of Covid sweeps through communities, schools may once again have to close and return to remote learning.
It will be imperative that schools develop better plans for students with special needs and English-language learners. One approach used in Israel was to open schools for special-needs students while other students participated in remote learning. Since there were fewer students in the building, students with special needs could more easily abide by social-distancing rules and get the individualized support and therapies they needed. While it may have worked for some, remote learning seems to have fallen short of fully satisfying most students, parents, and teachers.