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.
Since July 2020, the NAEd has been convening scholars, policy leaders, and educators in a series of roundtables and public forums 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 and to imagine a structural reset of American education beyond the crisis. These discussions culminated in two summary reports addressing academic and social-emotional learning and best hopes for a reset in American education, as well as recorded public forums and resource links (see below). Moreover, the NAEd continues to engage in public forums to further these discussions. The forthcoming topic will be on re-thinking the goals and “best use” of assessments.
NAEd Forums on COVID-19 and Inequities in Education
Assessment in the COVID-19 Era and Beyond
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