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.


Supporting Youth with the Most Need





Also In this Issue

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Achieving Racial Justice in PreK-12 Education

By Denise Forte and John B. King Jr.

Progress is possible. Back to normal is not good enough.





Designing for Equity

By Hal Smith

It takes a whole community to lift up policies and practices that support equity and end those that don't.





Teacher Diversity and Student Success

By Constance A. Lindsay

State policymakers should name diversity as a marker of teacher quality.





Equity and English Learners Post-Pandemic

By Julie Sugarman and Melissa Lazarín

State leaders should ramp up supports for EL students and their families.






Racial Justice through Expanded Choice

By Derrell Bradford

Decoupling where students receive education from where they live is key to undoing the system's racist roots.





Supporting Youth with the Most Need

By Hailly T.N. Korman

For many, the pandemic has been just one of a host of barriers to a high-quality education.





Engaging Students through Ethnic Studies

By Woody Exley

California, Connecticut, and Texas broaden their elective offerings.





District of Columbia Embeds Antiracist Lens in Update of Social Studies Standards

By Alexander Jue and Jessica Sutter

State board tees up a revision process and standards characterized by civic engagement and cultural responsiveness.








Featured Items

Multiracial group of teachers walking in school hallway. Image credit: iStock i

Strengthening the Principal Pipeline through State Leadership Academies

Missouri, Delaware, and North Carolina have developed evidence-based professional learning for current and prospective school leaders to increase their effectiveness and reduce turnover.
A multi-ethnic group of seven children standing in a row in a school hallway, laughing and smiling at the camera. The little boys and girls are kindergarten or preschool age, 4 to 6 years. i

State Advances in Early Childhood Education Seed Plans for 2024

In 2023, several states made significant strides toward universal pre-K, increased funding and support for early educators, and improved literacy and math instruction.
Business people sitting on books. Image credit: iStock i

Curriculum That Counts

Authors in this issue of the Standard draw lessons from a spectrum of state policies that are being used to increase the adoption of high-quality curriculum.

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