Addressing Educational Inequities in the Wake of the COVID-19 Pandemic
Commissioned Paper SeriesAs part of the Addressing Educational Inequities in the Wake of the COVID-19 Pandemic project, this commissioned paper series addresses the urgent need to identify and implement strategies that support academic learning, student well-being, and family and community engagement in the aftermath of the COVID-19 pandemic.
PUBLISHED PAPERS
Implementing Programs to Align, Accelerate, and Extend Student Learning
Megan Kuhfeld, Northwest Evaluation Association
Sarah L. Woulfin, The University of Texas at Austin
Andrew McEachin, Educational Testing Service
Building Supportive Conditions and Comprehensive Supports to Enhance Student and Educator Well-Being and Thriving
David Osher, Fellow EASEL Lab, Harvard Graduate School of Education
Wehmah Jones
Robert Jagers, Collaborative for Academic, Social, and Emotional Learning
Supporting Families and Communities in Children’s Academic Thriving and Well-Being in the Wake of the COVID-19 Pandemic
Ann M. Ishimaru, University of Washington
Sophia Rodriguez, New York University
STEERING COMMITTEE MEMBERS
- Michael Feuer (Co-chair)
The George Washington University - Gloria Ladson-Billings (Co-Chair)
University of Wisconsin-Madison - Alfredo Artiles
Stanford University - Linda Ruiz Davenport
Boston Public Schools - Thomas Dee
Stanford University - Kadriye Ercikan
Educational Testing Service - Robin Hall
Council of the Great City Schools - Tyrone Howard
University of California, Los Angeles
- Oscar Jimenez-Castellanos
University of Georgia - Melanie Kay-Wyatt
Alexandria City Public Schools - Raymond Pierce
Southern Education Foundation - Olga Acosta Price
The George Washington University/Center for Health and Health Care in Schools - Ryan Vernosh
Roseville Area Public Schools - Martin West
Harvard University
CONTACT
Amy Berman, Deputy Director
Hannah Ingersoll, Senior Program Officer, Research
The project and research are supported by funding from the William T. Grant Foundation. The papers were prepared for the National Academy of Education (NAEd) to inform and support the work of the steering committee for Addressing Educational Inequities in the Wake of the COVID-19 Pandemic, including the committee report. The opinions expressed are those of the authors and not necessarily those of the NAEd or the William T. Grant Foundation.
