Schools self-identify as caring communities and teach young children to be caring for each other. But schools also teach other contradictory and competing messages, such as individualism and self-reliance, rationalist concepts of justice and meritocracy, and other neoliberal approaches to life and community. Furthermore, while endorsements of care…

State law (Revised Code of Washington [RCW] 28A.320.130) requires the Office of Superintendent of Public Instruction (OSPI) to annually report to the Legislature the number of incidents in violation of RCW 9.41.280, which involves the possession of weapons on school premises, transportation systems, or in areas of facilities while being used…

Using time to enable success in teaching and learning is a critical part of every school's, district's and state's journey to success. It seems that there is never enough time in schools, and leaders struggle to make the most of what they have. How best to use this precious resource is a critical question. While time in isolation from other…

School principals are responsible for the safety and well-being of the children entrusted to their care. Parents expect their children to be safe and protected and that school leaders establish and maintain clear lines of communication during a time of crisis. Within their capacity as school leaders, it is incumbent on them to guarantee that…

To develop sound emergency management practices and comprehensive emergency operations plans (EOPs), schools should incorporate community-based organizations and agencies into the planning process. Collaboration by schools with community partners can support implementation of the National Preparedness System mission areas--prevent, protect,…

An effective response to a school, campus, or community emergency requires a thoughtful and coordinated interagency plan to preserve and protect life, as those with both experience and expertise can confirm. Schools and institutions of higher education (IHEs) can prepare for these emergencies by developing an emergency operations plan (EOP).…

This document is designed to provide State educational agencies (SEAs) and local educational agencies (LEAs) with essential information about the Rural Education Achievement Program (REAP). This informational document will supersede non-regulatory guidance on REAP published in 2003, providing information consistent with changes to the program…

Governments have injected billions of dollars into the massive school improvement industry, but little is known about the providers that offer services and whether their services actually improve schools. Bryan VanGronigen and Coby Meyers highlight their research the topic, which has found that few states monitor and evaluate provider performance…

Recent research has confirmed what students, families, educators, and advocates have always known to be true: School leaders really matter. School leaders play a fundamental role in recruiting and supporting strong educators, driving rigorous instruction, creating school cultures that are inclusive and inviting, and working toward positive…

The second of three "bright spot" briefs examines how states are leveraging ARP funds to improve SEL for all students through collaboration among schools, families, and communities. The American Rescue Plan Act of 2021 (ARP) provided a $122 billion historic federal investment in K-12 education to help states and districts safely reopen…

The last few years have produced a groundswell of interest in improving our school accountability systems. Some suggest it's necessary to fine-tune current practices, while others advocate sweeping reforms that pave the way for entirely different approaches. A range of perspectives fall between these ends of the continuum, but support for the…

"Not Paved for Us" chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators. This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie…

In a time of for-profit schooling, continuing segregation, racism, book banning, unconscionable inequality, and antiquated approaches to pedagogy, the prescription for democratic schooling seems daunting. Yet the path is clear: We need to change society to enable democracy in schools; we need democratic schooling to bring the public out of its…

Systemic change is far more difficult than piecemeal reforms because it requires far more interrelated and interdependent sets of changes to occur. Systemic change has two potential areas of failure: (1) the change process (action) may never reach full implementation of the new system, and (2) the new system (vision) may not be well designed. This…

Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building…