Led by Policy Analysis for California Education, CSBA and more than 40 other education associations, labor unions and advocacy groups came together to embrace this idea in the form of a brief titled, “Reimagine and Rebuild: Restarting School with Equity at the Center.” The brief contends that inequity in our schools — in terms of access, opportunity and outcomes — has disadvantaged many students, and that the pandemic has exacerbated this problem because of its disproportionate impact on low-income students, English learner students, students with disabilities, foster and homeless youth and students of color. In order to meet the goal of providing all students with a high-quality education, schools must address not only the immediate trauma stemming from the pandemic and school closures, but also the longstanding disparities that have prevented many students and schools from reaching their true potential.
If we are truly going to reimagine and rebuild, we cannot settle for anything less than the resources needed to improve our schools for the long haul. When we acquire this level of funding, we can implement and maintain the practices called for in the PACE brief by:
- Centering relationships: Prioritizing the development of caring, nurturing relationships and high expectations for all members of the school community and emphasizing one-on-one meetings between teachers and students.
- Addressing whole child needs: Conducting individual assessments and developing plans to address the academic, social-emotional, and mental and physical health needs of every child.
- Strengthening staffing and partnerships: Investing in staff and community partnerships for high-leverage programs and support like one-on-one tutoring, student wellness screening, expanded learning and re-engaging students who have dropped out or become chronically absent.
- Making teaching and learning relevant and rigorous: Focusing on standards and teaching grade-level content through culturally relevant curriculum.
- Empowering teams to reimagine and rebuild systems: Creating teams to ensure that the work of the restorative restart is systematized and memorialized so that it can serve as the long-term foundation for local education efforts.
I’m excited that California’s leading education organizations have united behind a strategic approach to education that centers students and takes both historical and current conditions into account. I am also apprehensive that after full-time, in-person instruction resumes statewide and the crisis is deemed over, state and federal legislators will return to their tradition of undervaluing and underfunding public schools. We can’t allow that to happen. Instead, we must channel our energy as education leaders into making sure that this moment of investment in schools and children becomes the new normal for California.