The Great Disrupter of Disadvantage
Education stops intergenerational transmission of disadvantages, Danish administrative data shows.
Education stops intergenerational transmission of disadvantages, Danish administrative data shows.
Targeted scholarships may draw underrepresented groups away from more lucrative funding.
The pandemic’s disruptions have only exacerbated many social, economic, and cultural fault lines, and so, learning recovery programs must focus on quality and equity at both the individual and systems level.
To advance equitable social-emotional learning, schools would benefit from increased collaboration with out-of-school program providers.
Last spring, as the COVID-19 pandemic magnified the United States’ racial and class inequities, Teach for America endeavored to put philanthropic power in younger, more racially diverse hands.
Large-scale social change requires broad cross-sector coordination, not the isolated intervention of individual organizations.
American educators, policymakers, and philanthropists are overselling the role of the highly skilled individual teacher and undervaluing the benefits that come from teacher collaborations.
Both human-centered and systems-thinking methods fit within an effective design approach, and can work in conjunction to address social challenges.
Research from the Abdul Latif Jameel Poverty Action Lab (J-PAL) and its partners shows how to help children learn amid erratic access to schools during a pandemic, and how those solutions may make progress toward the Sustainable Development Goal of ensuring a quality education for all by 2030.
How standardized testing, gentrification, school choice, and economic downturn have widened inequality to create an existential threat to democracy.