Supporting Youth with the Most Need
Long before the pandemic, an estimated five million young people were experiencing disruptions to their education through experiences like a placement in foster care, an experience with homelessness, or incarceration. Many saw multiple disruptions simultaneously. The compounding nature of adversity results in a small number of young people who experience enormous, nearly insurmountable obstacles to success—no matter how it is defined. They are likely to have the most serious, most complex needs, and the measure of real, meaningful equity in a system is whether those students’ needs are met.
Also In this Issue
Progress is possible. Back to normal is not good enough.
It takes a whole community to lift up policies and practices that support equity and end those that don't.
State policymakers should name diversity as a marker of teacher quality.
Decoupling where students receive education from where they live is key to undoing the system's racist roots.
For many, the pandemic has been just one of a host of barriers to a high-quality education.
California, Connecticut, and Texas broaden their elective offerings.
State board tees up a revision process and standards characterized by civic engagement and cultural responsiveness.