The COVID-19 pandemic hasn’t impacted all students in the same ways. For many students - including students from low-income backgrounds, students of color, students with disabilities, and English language learners - the pandemic has compounded existing inequities.
So as school system leaders across the country plan for how to invest ESSER funds, they need to target resources in ways that meet students’ differing academic and social-emotional recovery needs, and build toward better, more equitable approaches to teaching and learning.
The two mini-briefs below dig into taking an equity-centered approach in this moment:
DISRUPT, TARGET, AND ENGAGE.
This mini-brief outlines three important actions for district leaders working to make sure their ESSER investments equitably meet the needs of all students.
DISRUPTING PATTERNS OF INEQUITY.
This mini-brief provides concrete examples of what organizing ESSER investments to support equity could look like, and shares highlights from schools and districts across the country.
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