Long before the pandemic, an estimated five million young people were experiencing disruptions to their education through experiences like a placement in foster care, an experience with homelessness, or incarceration. Many saw multiple disruptions simultaneously. The compounding nature of adversity results in a small number of young people who experience enormous, nearly insurmountable obstacles to success—no matter how it is defined. They are likely to have the most serious, most complex needs, and the measure of real, meaningful equity in a system is whether those students’ needs are met.
Supporting Youth with the Most Need
Also In this Issue
Achieving Racial Justice in PreK-12 Education
By John B. King Jr. and Denise ForteProgress is possible. Back to normal is not good enough.
Designing for Equity
By Hal SmithIt takes a whole community to lift up policies and practices that support equity and end those that don't.
Teacher Diversity and Student Success
By Constance A. LindsayState policymakers should name diversity as a marker of teacher quality.
Equity and English Learners Post-Pandemic
By Julie Sugarman and Melissa LazarínState leaders should ramp up supports for EL students and their families.
Racial Justice through Expanded Choice
By Derrell BradfordDecoupling where students receive education from where they live is key to undoing the system's racist roots.
Supporting Youth with the Most Need
By Hailly T.N. KormanFor many, the pandemic has been just one of a host of barriers to a high-quality education.
Engaging Students through Ethnic Studies
By Woody ExleyCalifornia, Connecticut, and Texas broaden their elective offerings.
District of Columbia Embeds Antiracist Lens in Update of Social Studies Standards
By Jessica Sutter and Alexander JueState board tees up a revision process and standards characterized by civic engagement and cultural responsiveness.
i
i