According to a CoSN report, more than half of school districts and about one-third of public schools in the United States are in rural areas. Rural communities have unique challenges, ranging from poverty and vast travel distances to a lack of affordable internet access.
When something dramatic happens, like releasing student achievement scores, there’s often an outcry over educational inequities, and there are statements and calls to action to do better. Most of the time, though, the initial energy dissipates, and nothing changes. During an edWebinar hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, John Krownapple and Floyd Cobb, Ph.D., authors of Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation, discussed why belonging and dignity are just as important as access and opportunity when it comes to educational equity.
Presented by Chad Johnson, Senior Education Specialist for Nebraska Public Power District, Co-Founder and CEO of Grain Weevil, and President and Founder of Youth Engaged in Technology and Innovation; and Ben Johnson, Chief Innovation Officer, Grain Weevil
The COVID-19 pandemic exposed and, in many ways, worsened the digital divide and other inequitable aspects of America’s education system. However, it also created opportunities to develop more equitable outcomes, based on the widespread switch to digital learning experiences and new education models.
Education is just different than it was pre-pandemic—many school leaders think it shouldn’t go back to the way it was before when schools used systems developed in the 20th century. But that doesn’t mean even more changes aren’t needed. In a recent edWebinar, hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, the presenters discussed the findings of the AASA Learning 2025 National Commission and the need to get more students engaged in their own educational experience.
When only 28% of a school district’s third graders are reading at grade level, changes are clearly needed. In the Aldine Independent School District just outside of Houston, Texas, the need for change resulted in a dual focus on improving the district’s leadership bench and revamping literacy instruction, in order to provide an equitable education for all students.
When addressing education inequity, it isn’t enough for superintendents and administrators to look at grades and attendance. They need to examine the social, legal, and economic factors that have supported systemic racism. But more important, said Dr. Mark T. Bedell, Superintendent of Kansas City Public Schools (MO), in an edWebinar hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, school leaders need to make noise and keep fighting for policies that will support change in their communities and schools.
Ways to move the process forward, communicate effectively, and achieve meaningful improvements were discussed during a recent edWebinar, hosted by AASA, The School Superintendents Association and AASA’s Leadership Network. The presentation featured Dr. Jeannie Stone, Superintendent of the Richardson Independent School District (TX), Carrie Breedlove, Principal of J.J. Pearce High School (TX), Katrina Collins, Principal of Skyview Elementary School (TX), and Toni Jackson, a teacher at Dartmouth Elementary School (TX).
The remarkable seven-year transformation of Compton’s schools was discussed during a recent edWebinar, hosted by AASA, The School Superintendents Association and AASA’s Leadership Network, featuring Dr. Darin Brawley, Superintendent of the Compton Unified School District, and Michele Dawson, Senior Director of Technology and Innovation of the Compton Unified School District.
Work on developing culturally proficient communities during the previous decade has now led to the creation of a professional learning program designed to increase equity and inclusion during the 2020s, in collaboration with the Michigan Association of Superintendents & Administrators.