COVID-19 and Educational Inequities
In the midst of the devastating COVID-19 pandemic, the goal of this National Academy of Education (NAEd) project is to bring together scholars, policy leaders, and educators to address the fundamental educational challenge of our time — how do we address educational inequities in the face of the COVID-19 emergency, a challenge made even more urgent in the context of the resurgent American crisis of racial justice. Prior to COVID-19, the United States faced persistent racial disparities and increased socioeconomic disparities as measured by educational achievement testing, commonly referred to as educational achievement gaps. Gloria Ladson-Billings, the current NAEd president, has also helped our educational community to recognize these achievement gaps for what they truly are, an accumulation of “educational debt” that we as a society have a shared responsibility to address. Early research indicates that the pandemic is exacerbating these inequities.
The NAEd gathered scholars, policy leaders, and educators in a series of roundtables to discuss challenges to academic learning (specifically in reading and mathematics) and social-emotional development as well as “best bets” to advance the possibility for improved learning as the crisis continues. These discussions culminated in a Summary Report. Moreover, the NAEd is now engaging in public forums to further these discussions.
NAEd Forums on COVID-19 and Inequities in Education
Institutional Changes: The Long View
TBD. More information coming soon.
STEERING COMMITTEE MEMBERS
- Michael J. Feuer (Chair), The George Washington University
- Hyman Bass, University of Michigan
- Dorothy Espelage, The University of North Carolina at Chapel Hill
- Gloria Ladson-Billings, University of Wisconsin-Madison
- Susanna Loeb, Brown University
- Annemarie Sullivan Palincsar, University of Michigan
- William F. Tate IV, University of South Carolina
- Frank Worrell, University of California, Berkeley
- Stanton Wortham, Boston College