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Actionable tools and resources to help district leaders invest ESSER funds with a "Do Now, Build Toward" approach for sustainable transformation.
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An illustration of what the teacher experience looks like now for many teachers, and what it could look like instead by making teaching a more dynamic, rewarding, collaborative, and...
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Resources to Get Started in Your District
NEW RESOURCE: HOW TO SUPPORT PRINCIPALS
When principals get effective support from their central office, they’re more likely to...
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ESSER Hold'em for Districts is more than a game—it’s an interactive exploration of the thoughtful trade-offs school administrators will make to use ESSER funds to invest in student recovery.
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"Do Now, Build Toward" (DNBT) is a sustainable approach to transformation that builds on research, incorporates practical limitations, and uses a community-driven, iterative framework.
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Has Teacher Turnover Spiked During COVID? It Depends Where You Look
The pandemic has had a profound and widely documented effect on students and educators, leading many...
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We’re halfway through ESSER’s funding timeline, but leaders still have time to create lasting change. This ESSER Halftime Review Guide will help help facilitate productive conversations,...
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Continuous improvement ROI is a way to ensure effective and equitable allocation of ESSER funds even when the timeline of spend, and our system’s capacity, are limited
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The ESSER Guidance for School Staffing, Spending, and Scheduling guides provide a blueprint for organizing resources for a sustainable ESSER investment strategy—one that has an immediate...
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See how to approach the concept of ROI through a continuous improvement mindset, where we explore alternative options for the “return” that we typically think of as student outcomes.
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Six key adaptations for districts and schools to serve as a starting point for your team and district community as you collaborate to prioritize, simplify, and streamline your FY23 budget...
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Across the country, roughly one in five students with an IEP spend most of their time receiving individualized services and supports in a “self-contained” or “substantially separate”...
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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...
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From equitably meeting students' increased needs, to planning new budgets, to creating safe and effective models for hybrid and fully-remote learning — the options facing districts and...
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Childrens' learning has been massively disrupted by the COVID-19 pandemic, bringing the need for more opportunities for differentiated, high-quality learning, stronger relationships...
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Understand the current state of education equity and excellence for students in your school system — including strengths and gaps across all 10 dimensions of education...
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Read the Briefing
The 2019 Student Opportunity Act creates a once-in-a-generation moment for Massachusetts students: the Commonwealth has committed $1.5 billion dollars over seven...
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Originally published on FutureEd.
The correlation between socioeconomic status and academic achievement doesn't just apply to individual students—the concentration of poverty in...
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Through years of research and practice around school resource use, we have found that high-performing, high-growth schools are responding to the changing context in education by using...
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At the 2018 NASBE annual conference, Karen Hawley Miles presented on Strategies to Foster Resource Equity to an audience of about 100 state leaders
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In 40 states, the real value of teacher salaries declined from 2010 to 2015. How we got here, why it matters, and how we can pay teachers fairly and strategically.
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Arizona spends less on K-12 education than almost every other state. But adding resources on top of the current system is likely an ineffective solution.
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The Every Student Succeeds Act (ESSA) gives states new financial transparency tools to better understand and become leaders for resource equity, but only if they are used well. These...
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