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"content": "\u003cp>In a year when so much about schooling has changed, add this to the list: A significant increase in the number of households where students were homeschooled.\u003c/p>\n\u003cp>That's \u003ca href=\"https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html\">according to\u003c/a> data from the U.S. Census Bureau's Household Pulse Survey, an online survey that asks questions about how the pandemic is changing life in U.S. homes.\u003c/p>\n\u003cp>When the survey began, the week of April 23-May 5, 2020, 5.4% of U.S. households with school-aged children reported homeschooling.\u003c/p>\n\u003cp>By the fall, that number had spiked: 11.1% of households with school-age children reported homeschooling in the Sept. 30-Oct. 12 survey. The Census Bureau says that figure is twice the number of households that were homeschooling at the start of the 2019-2020 school year.\u003c/p>\n\u003cp>Homeschooling rates increased most dramatically among respondents who identified as Black. The proportion of Black homeschoolers increased fivefold, from 3.3% in late spring to 16.1% in the fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And there was significant variation among states. Alaska, Florida, Massachusetts, Mississippi, Montana, Nevada, New York, Oklahoma, Vermont and West Virginia all saw at least a 9% increase in households homeschooling. Many other states, meanwhile, did not show a significant change.\u003c/p>\n\u003cp>Possible reasons for that variation, the Bureau noted, include local rates of coronavirus infections and local decisions about how school is conducted.\u003c/p>\n\u003ch2>\u003cstrong>A Look At The Data\u003c/strong>\u003c/h2>\n\u003cp>Before we go further, a few words about the data. The Household Pulse Survey uses a large, nationally representative sample of U.S. households.\u003c/p>\n\u003cp>The Census Bureau notes that \"a clarification\" was added to the survey question at some point between May and September \"to highlight the distinction between homeschooling and virtual schooling.\" But a spokesperson for the Bureau was not immediately able to provide the before-and-after language.\u003c/p>\n\u003cp>A \u003ca href=\"https://www2.census.gov/programs-surveys/demo/technical-documentation/hhp/Phase%203%20Questionnaire_02.25.21_English.pdf\">Feb. 25, 2021, version of the survey\u003c/a> provided to NPR asks the question this way:\u003c/p>\n\u003cblockquote>\u003cp>\"At any time during the 2020-2021 school year, will any children in this household be enrolled in a public school, enrolled in a private school, or educated in a homeschool setting in Kindergarten through 12th grade or grade equivalent? Select all that apply.\u003c/p>\n\u003cp>- Yes, enrolled in a public or private school\u003c/p>\n\u003cp>- Yes, homeschooled\u003c/p>\n\u003cp>- No\"\u003c/p>\u003c/blockquote>\n\u003cp>Christopher Lubienski, a professor of education policy at Indiana University, noted a couple of potential complications with this data.\u003c/p>\n\u003cp>First: What counts as homeschooling? \"If you're supplementing what their kids are getting through their normal school or to an online school, for example, are you still doing homeschooling?\" Lubienski says. \"It's a question of definition.\"\u003c/p>\n\u003cp>With parents and caretakers currently taking on many pedagogical roles usually performed by teachers in normal times, \"homeschooling\" certainly took place in many households where students were enrolled in schools.\u003c/p>\n\u003cp>Second: It's long been hard to get reliable numbers of how many U.S. students are homeschooling, Lubienski says, because some of the families who do it are not inclined to answer questionnaires.\u003c/p>\n\u003cp>\"A lot of families do home schooling specifically because they're avoiding any kind of entanglements with the government,\" he explains. \"Part of that is they don't want to respond to the government coming in and asking how they're educating their children. They see it as their right to fly under the radar.\"\u003c/p>\n\u003ch2>\u003cstrong>A Confluence Of Factors \u003c/strong>\u003c/h2>\n\u003cp>There has been anecdotal evidence throughout the pandemic that more families were turning to homeschooling.\u003c/p>\n\u003cp>J. Allen Weston, executive director of the National Home School Association, \u003ca href=\"https://www.nbcnews.com/news/us-news/parents-are-opting-home-school-their-children-due-covid-19-n1232739\">said\u003c/a> last summer that inquiries from parents interested in homeschooling had \"exploded.\"\u003c/p>\n\u003cp>NPR member station WUNC \u003ca href=\"https://www.wunc.org/education/2021-02-26/new-homeschooling-families-weigh-how-long-they-will-continue-amid-pandemic\">reported recently\u003c/a> on families in North Carolina who have turned to homeschooling – some who plan to it for another year, and some who are eager to send their kids back to public school.\u003c/p>\n\u003cp>He's not surprised to see the current growth — but he doesn't think it will last forever: \"Will it be there in five years? I think there will still be some legacies of this explosion in homeschooling, but it won't be at these rates by any means.\"\u003c/p>\n\u003cp>He points to a number of factors in play right now.\u003c/p>\n\u003cp>For starters, many schools remain physically closed, and not all parents and students have been satisfied with the virtual classes offered instead. Second, even when schools \u003cem>are\u003c/em> open, many parents and caretakers remain concerned for their child's health and safety during a pandemic.\u003c/p>\n\u003cp>And many parents have newfound flexibility to try homeschooling in the first place: They're suddenly working from home for the first time.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Whether the current spike will last will depend on whether employers continue to grant workers flexibility, Lubienski says. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And there was significant variation among states. Alaska, Florida, Massachusetts, Mississippi, Montana, Nevada, New York, Oklahoma, Vermont and West Virginia all saw at least a 9% increase in households homeschooling. Many other states, meanwhile, did not show a significant change.\u003c/p>\n\u003cp>Possible reasons for that variation, the Bureau noted, include local rates of coronavirus infections and local decisions about how school is conducted.\u003c/p>\n\u003ch2>\u003cstrong>A Look At The Data\u003c/strong>\u003c/h2>\n\u003cp>Before we go further, a few words about the data. The Household Pulse Survey uses a large, nationally representative sample of U.S. households.\u003c/p>\n\u003cp>The Census Bureau notes that \"a clarification\" was added to the survey question at some point between May and September \"to highlight the distinction between homeschooling and virtual schooling.\" But a spokesperson for the Bureau was not immediately able to provide the before-and-after language.\u003c/p>\n\u003cp>A \u003ca href=\"https://www2.census.gov/programs-surveys/demo/technical-documentation/hhp/Phase%203%20Questionnaire_02.25.21_English.pdf\">Feb. 25, 2021, version of the survey\u003c/a> provided to NPR asks the question this way:\u003c/p>\n\u003cblockquote>\u003cp>\"At any time during the 2020-2021 school year, will any children in this household be enrolled in a public school, enrolled in a private school, or educated in a homeschool setting in Kindergarten through 12th grade or grade equivalent? Select all that apply.\u003c/p>\n\u003cp>- Yes, enrolled in a public or private school\u003c/p>\n\u003cp>- Yes, homeschooled\u003c/p>\n\u003cp>- No\"\u003c/p>\u003c/blockquote>\n\u003cp>Christopher Lubienski, a professor of education policy at Indiana University, noted a couple of potential complications with this data.\u003c/p>\n\u003cp>First: What counts as homeschooling? \"If you're supplementing what their kids are getting through their normal school or to an online school, for example, are you still doing homeschooling?\" Lubienski says. \"It's a question of definition.\"\u003c/p>\n\u003cp>With parents and caretakers currently taking on many pedagogical roles usually performed by teachers in normal times, \"homeschooling\" certainly took place in many households where students were enrolled in schools.\u003c/p>\n\u003cp>Second: It's long been hard to get reliable numbers of how many U.S. students are homeschooling, Lubienski says, because some of the families who do it are not inclined to answer questionnaires.\u003c/p>\n\u003cp>\"A lot of families do home schooling specifically because they're avoiding any kind of entanglements with the government,\" he explains. \"Part of that is they don't want to respond to the government coming in and asking how they're educating their children. They see it as their right to fly under the radar.\"\u003c/p>\n\u003ch2>\u003cstrong>A Confluence Of Factors \u003c/strong>\u003c/h2>\n\u003cp>There has been anecdotal evidence throughout the pandemic that more families were turning to homeschooling.\u003c/p>\n\u003cp>J. Allen Weston, executive director of the National Home School Association, \u003ca href=\"https://www.nbcnews.com/news/us-news/parents-are-opting-home-school-their-children-due-covid-19-n1232739\">said\u003c/a> last summer that inquiries from parents interested in homeschooling had \"exploded.\"\u003c/p>\n\u003cp>NPR member station WUNC \u003ca href=\"https://www.wunc.org/education/2021-02-26/new-homeschooling-families-weigh-how-long-they-will-continue-amid-pandemic\">reported recently\u003c/a> on families in North Carolina who have turned to homeschooling – some who plan to it for another year, and some who are eager to send their kids back to public school.\u003c/p>\n\u003cp>He's not surprised to see the current growth — but he doesn't think it will last forever: \"Will it be there in five years? I think there will still be some legacies of this explosion in homeschooling, but it won't be at these rates by any means.\"\u003c/p>\n\u003cp>He points to a number of factors in play right now.\u003c/p>\n\u003cp>For starters, many schools remain physically closed, and not all parents and students have been satisfied with the virtual classes offered instead. Second, even when schools \u003cem>are\u003c/em> open, many parents and caretakers remain concerned for their child's health and safety during a pandemic.\u003c/p>\n\u003cp>And many parents have newfound flexibility to try homeschooling in the first place: They're suddenly working from home for the first time.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Whether the current spike will last will depend on whether employers continue to grant workers flexibility, Lubienski says. If workers can keep telecommuting, \"that could potentially open up opportunities for homeschooling families that aren't there otherwise.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homeschooling+Doubled+During+The+Pandemic%2C+U.S.+Census+Survey+Finds&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "CDC Says Schools Can Now Space Students 3 Feet Apart, Rather Than 6",
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"content": "\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated March 19, 2021 at 11:33 AM ET\u003c/strong>\u003c/div>\n\u003cp>The Centers for Disease Control and Prevention has updated its guidance for schools. On Friday, the agency announced it \"now recommends that, with universal masking, students should maintain a distance of at least 3 feet in classroom settings.\"\u003c/p>\n\u003cp>Previously the guidance stated, \"Physical distancing (at least 6 feet) should be maximized to the greatest extent possible.\" The new guidelines still call for 6 feet of distance between adults and students as well as in common areas, such as auditoriums, and when masks are off, such as while eating. And the 6-foot distancing rule still applies for the general public in settings such as grocery stores.\u003c/p>\n\u003cp>The change is momentous because in many places around the country, the 6-foot guidance has been interpreted as requiring schools to operate on part-time or hybrid schedules to reduce class sizes. A 3-foot rule would allow many more schools to open in person full time.\u003c/p>\n\u003cp>The revision was spurred by some new research, including a study published in the\u003ca href=\"https://academic.oup.com/cid/advance-article/doi/10.1093/cid/ciab230/6167856?searchresult=1\"> journal \u003cem>Clinical Infectious Diseases\u003c/em>\u003c/a> on March 10,which looked at schools in Massachusetts, where districts were given a choice of distancing students either 6 or 3 feet apart. The study included more than half a million students who attended school in-person last fall.\u003c/p>\n\u003cp>\"We didn't see any substantial difference in cases among students or staff in districts with 3 feet versus 6 feet, suggesting that we can open the schools safely at 3 feet, provided that some of the mitigation measures that were present here in Massachusetts are in place,\" says Westyn Branch-Elliman, a co-author of the study and an infectious diseases specialist at Beth Israel Deaconess Medical Center. \"Our study adds to a growing body of worldwide data about the safety of 3 feet in school settings.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The World Health Organization \u003ca href=\"https://www.who.int/news-room/q-a-detail/coronavirus-disease-covid-19-schools\">already recommended\u003c/a> that schools distance children 1 meter apart (3.3 feet). The American Academy of Pediatrics, meanwhile, \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">has been warning\u003c/a> that \"in many school settings, 6 feet between students is not feasible without drastically limiting the number of students.\" As a result, the AAP has advised flexibility, telling school leaders to \"weigh the benefits of strict adherence to a 6-feet spacing rule between students with the potential downside if remote learning is the only alternative.\"\u003c/p>\n\u003cp>About 30% of U.S. students attend schools that have adopted hybrid schedules, \u003ca href=\"https://info.burbio.com/school-tracker-update-mar-15/\">according to\u003c/a> the organization Burbio. These schedules can have children attending in-person for as few as five days every three weeks. While at home, depending on school staffing, they may be joining in-person classes by video, or they may be completing packets of homework or online assignments without live support.\u003c/p>\n\u003cp>In Dallas, Superintendent Michael Hinojosa says his high schools' hybrid schedule has reduced student engagement. \"They're in school Monday, Tuesday. Then nobody's there on Wednesday, then another group's there on Thursday and Friday. And so our participation level has been very low,\" says Hinojosa. \"Hopefully, with the new CDC guidelines of 3 feet, we can get more kids in there.\"\u003c/p>\n\u003cp>Parent surveys suggest hybrid models can be the worst of both worlds. In a recent \u003ca href=\"https://www.npr.org/2021/03/05/973373489/npr-ipsos-poll-nearly-one-third-of-parents-may-stick-with-remote-learning\">NPR/Ipsos poll of parents\u003c/a>, those with children enrolled in hybrid learning were the most likely to feel worried that their child will be behind when the pandemic is over (62% agreed, versus 50% of those attending remote, and 37% attending fully in-person). They were also most likely, by a wide margin, to believe that the pandemic has disrupted their child's education.\u003c/p>\n\u003cp>Similarly, a new national survey of parents from the group ParentsTogether found that, compared to parents of students attending either fully remote or full-time in-person, \"Parents of kids doing blended learning are more concerned about their kids' mental health, more concerned about them falling behind, more concerned about them not getting enough instructional support, more concerned about them getting bad grades, failing, or not finishing,\" says ParentsTogether co-founder Justin Ruben. For example, in the survey, 62% of respondents with students in the hybrid model said their child's mental health had gotten worse since the pandemic started, compared to about half of parents with students in the other two models.\u003c/p>\n\u003cp>On Friday, the CDC also released the results of \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7011a1.htm?s_cid=mm7011a1_w\">a parent survey\u003c/a> showing that, when children were in blended models, parents reported their children had less physical activity, less time outside, less time with their friends, and worse mental and emotional health, compared to students attending school five days a week.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And teachers, too,\u003ca href=\"https://www.npr.org/2020/12/04/938050723/5-things-weve-learned-about-virtual-school-in-2020\"> report lots of stress\u003c/a> with hybrid models. In December, Randi Weingarten, president of the American Federation of Teachers, called for the model to be phased out. \"Hybrid doesn't work,\" she said. \"You can't livestream and teach in person at the same time.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC+Says+Schools+Can+Now+Space+Students+3+Feet+Apart%2C+Rather+Than+6&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated March 19, 2021 at 11:33 AM ET\u003c/strong>\u003c/div>\n\u003cp>The Centers for Disease Control and Prevention has updated its guidance for schools. On Friday, the agency announced it \"now recommends that, with universal masking, students should maintain a distance of at least 3 feet in classroom settings.\"\u003c/p>\n\u003cp>Previously the guidance stated, \"Physical distancing (at least 6 feet) should be maximized to the greatest extent possible.\" The new guidelines still call for 6 feet of distance between adults and students as well as in common areas, such as auditoriums, and when masks are off, such as while eating. And the 6-foot distancing rule still applies for the general public in settings such as grocery stores.\u003c/p>\n\u003cp>The change is momentous because in many places around the country, the 6-foot guidance has been interpreted as requiring schools to operate on part-time or hybrid schedules to reduce class sizes. A 3-foot rule would allow many more schools to open in person full time.\u003c/p>\n\u003cp>The revision was spurred by some new research, including a study published in the\u003ca href=\"https://academic.oup.com/cid/advance-article/doi/10.1093/cid/ciab230/6167856?searchresult=1\"> journal \u003cem>Clinical Infectious Diseases\u003c/em>\u003c/a> on March 10,which looked at schools in Massachusetts, where districts were given a choice of distancing students either 6 or 3 feet apart. The study included more than half a million students who attended school in-person last fall.\u003c/p>\n\u003cp>\"We didn't see any substantial difference in cases among students or staff in districts with 3 feet versus 6 feet, suggesting that we can open the schools safely at 3 feet, provided that some of the mitigation measures that were present here in Massachusetts are in place,\" says Westyn Branch-Elliman, a co-author of the study and an infectious diseases specialist at Beth Israel Deaconess Medical Center. \"Our study adds to a growing body of worldwide data about the safety of 3 feet in school settings.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The World Health Organization \u003ca href=\"https://www.who.int/news-room/q-a-detail/coronavirus-disease-covid-19-schools\">already recommended\u003c/a> that schools distance children 1 meter apart (3.3 feet). The American Academy of Pediatrics, meanwhile, \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/\">has been warning\u003c/a> that \"in many school settings, 6 feet between students is not feasible without drastically limiting the number of students.\" As a result, the AAP has advised flexibility, telling school leaders to \"weigh the benefits of strict adherence to a 6-feet spacing rule between students with the potential downside if remote learning is the only alternative.\"\u003c/p>\n\u003cp>About 30% of U.S. students attend schools that have adopted hybrid schedules, \u003ca href=\"https://info.burbio.com/school-tracker-update-mar-15/\">according to\u003c/a> the organization Burbio. These schedules can have children attending in-person for as few as five days every three weeks. While at home, depending on school staffing, they may be joining in-person classes by video, or they may be completing packets of homework or online assignments without live support.\u003c/p>\n\u003cp>In Dallas, Superintendent Michael Hinojosa says his high schools' hybrid schedule has reduced student engagement. \"They're in school Monday, Tuesday. Then nobody's there on Wednesday, then another group's there on Thursday and Friday. And so our participation level has been very low,\" says Hinojosa. \"Hopefully, with the new CDC guidelines of 3 feet, we can get more kids in there.\"\u003c/p>\n\u003cp>Parent surveys suggest hybrid models can be the worst of both worlds. In a recent \u003ca href=\"https://www.npr.org/2021/03/05/973373489/npr-ipsos-poll-nearly-one-third-of-parents-may-stick-with-remote-learning\">NPR/Ipsos poll of parents\u003c/a>, those with children enrolled in hybrid learning were the most likely to feel worried that their child will be behind when the pandemic is over (62% agreed, versus 50% of those attending remote, and 37% attending fully in-person). They were also most likely, by a wide margin, to believe that the pandemic has disrupted their child's education.\u003c/p>\n\u003cp>Similarly, a new national survey of parents from the group ParentsTogether found that, compared to parents of students attending either fully remote or full-time in-person, \"Parents of kids doing blended learning are more concerned about their kids' mental health, more concerned about them falling behind, more concerned about them not getting enough instructional support, more concerned about them getting bad grades, failing, or not finishing,\" says ParentsTogether co-founder Justin Ruben. For example, in the survey, 62% of respondents with students in the hybrid model said their child's mental health had gotten worse since the pandemic started, compared to about half of parents with students in the other two models.\u003c/p>\n\u003cp>On Friday, the CDC also released the results of \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7011a1.htm?s_cid=mm7011a1_w\">a parent survey\u003c/a> showing that, when children were in blended models, parents reported their children had less physical activity, less time outside, less time with their friends, and worse mental and emotional health, compared to students attending school five days a week.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And teachers, too,\u003ca href=\"https://www.npr.org/2020/12/04/938050723/5-things-weve-learned-about-virtual-school-in-2020\"> report lots of stress\u003c/a> with hybrid models. In December, Randi Weingarten, president of the American Federation of Teachers, called for the model to be phased out. \"Hybrid doesn't work,\" she said. \"You can't livestream and teach in person at the same time.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC+Says+Schools+Can+Now+Space+Students+3+Feet+Apart%2C+Rather+Than+6&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Year Of School Like No Other: How A Teacher, A Student And A Parent Have Coped",
"title": "A Year Of School Like No Other: How A Teacher, A Student And A Parent Have Coped",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Almost exactly one year ago, the pandemic caused a cascade of school and university closures, sending 9 out of 10 students home as the coronavirus raced through the United States and the rest of the world.\u003c/p>\n\u003cp>By Labor Day, 62% of U.S. students were still learning virtually, according to the organization Burbio. That number dropped significantly during the fall and rose in the winter as COVID-19 surged. And today, just under 1 in 4 public school students attends a district that still hasn't held a single day of in-person learning.\u003c/p>\n\u003cp>Colleges have seen widespread disruption, too: In the fall, only about 20% of four-year colleges offered any classes in person. And while that number has come up a bit for the spring semester, most college students — even if they live on campus — are taking classes virtually.\u003c/p>\n\u003cp>It may take years to understand what has been lost this year, and if history is any guide, it may take years to recover. There are mounting concerns about lost learning, social and emotional scars, and declining enrollment.\u003c/p>\n\u003cp>In our reporting over the past year, we've talked with hundreds of students and professors and parents and teachers about the massive disruption to their learning, their careers and their lives. This week, we checked back in with three of them — a teacher, a student and a parent — to find out what they are thinking and what they need now. Here are their stories:\u003c/p>\n\u003ch2>\u003cstrong>The teacher\u003c/strong>\u003c/h2>\n\u003cp>Robin Nelson is a first-grade teacher in Jacksonville, Fla. In March 2020, right after school shut down, she broke down in tears as she told us how much she missed her students: \"I had one little girl and her family that live in the neighborhood drive by, and she left little, you know, love notes and pictures on my doorstep.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For Nelson, the separation was heartbreaking: \"You're not a teacher if you can't be with your kids. Computers are not kids. They're not your teacher.\"\u003c/p>\n\u003cp>Florida has been one of the most aggressive large states when it comes to reopening in-person school. By Oct. 1, Nelson was back in the classroom at Ortega Elementary School.\u003c/p>\n\u003cp>Since reopening, the school does its best to follow CDC guidelines: Her students, all in masks, are spaced with an empty desk between them. Lunch takes place in the classroom, with students watching a Disney movie to prevent too much conversation. Everyone coming in the door gets a pump of hand sanitizer and a choice of COVID-safe greeting — like toe-tapping or hip-bumping.\u003c/p>\n\u003cp>Even with the social distancing, Nelson says, \"I'm just so happy to have my hands on 'em. Computer teaching is not the same. It's just not.\"\u003c/p>\n\u003cp>Her school is small and close-knit, and there have been no outbreaks. But not everything is back to normal. Some of her students have missed weeks at a time for quarantine because their families are front-line workers.\u003c/p>\n\u003cp>The lost learning time adds up. Especially, she says, with students who are still struggling to catch up from the year before. \"They didn't learn what they needed to learn to enter first grade. And then if they were more behind, they're more behind even still. So there's definitely that loss of learning.\"\u003c/p>\n\u003cp>She says that, despite the disruption, her district hasn't officially changed its student achievement targets from previous years; the state is going ahead with testing next month, as the Biden administration is requiring states to do. Nelson says teachers need to strike a balance when it comes to catch-up expectations.\u003c/p>\n\u003cp>\"If you push too hard, the kids are going to shut down because they can't make it happen. But if then if you act wishy-washy, they're not going to try to rise to any occasion.\"\u003c/p>\n\u003cp>Despite these tensions, on the day we talk there is one big bright spot: She has just gotten her first dose of a coronavirus vaccine.\u003c/p>\n\u003ch2>\u003cstrong>The college freshman\u003c/strong>\u003c/h2>\n\u003cp>The end of senior year of high school didn't go exactly as Alexis Jones had planned. Everything was online — including her AP exams. And instead of a spacious school surrounded by friends and teachers, she found herself studying and taking classes in her father's cramped two-bedroom apartment in Washington, D.C.\u003c/p>\n\u003cp>Alexis is a top student, with a passion for art and social justice. But even dreaming about college, which usually brought solace and joy, was nerve-wracking: \"It's weird to think about college when other stuff is going on that's threatening the health of people,\" she told us last March. \"Maybe I'll have to rethink my plans, or I hate to say, not go to college next year. But I'll just have to play it by ear. I guess.\"\u003c/p>\n\u003cp>When we spoke with her again in late April, she had some big news: She had committed to Cornell University in Ithaca, N.Y. She'd been dreaming about California, but with the pandemic, she wanted a location her dad could drive to, in case he needed to come pick her up in an emergency.\u003c/p>\n\u003cp>By May, the delight of getting into an Ivy League school was overshadowed by the uncertainty of the pandemic: \"I don't know how to feel because I don't know if I'm going to be going immediately in the fall, but I guess I'm still excited.\"\u003c/p>\n\u003cp>But Cornell was among the roughly 20% of colleges that opened up in-person, with regular weekly testing. Jones had never visited the school before, and says she'll always remember the first thing she did when she finally arrived: take a COVID-19 test.\u003c/p>\n\u003cp>\"I got tested. I got my I.D. I got my [dorm] key,\" she said. Because of pandemic protocols that limited building access, she carried all her belongings to her room by herself. She decorated her new home — a double room all to herself — and settled in.\u003c/p>\n\u003cp>In the fall she had some in-person classes. Although everyone was six feet apart and wearing masks, she said it really did feel like college, with discussions and interactions. This semester, her classes are all online, which means she doesn't even have to leave her room, except to get food.\u003c/p>\n\u003cp>It's not ideal, but it's what she's got — and she says she's thriving. This week started with a meeting on Zoom with her Japanese language professor.\u003c/p>\n\u003cp>\"\u003cem>Konnichiwa\u003c/em>,\" Jones says into her computer. \"\u003cem>Konnichiwa, Jones-san\u003c/em>\", her professor says back. \"\u003cem>Nihongo wa taihen desu ka?\u003c/em>\" (Japanese is tough, right?) her professor asks. \"Yes, it is hard,\" Jones replies, laughing.\u003c/p>\n\u003cp>Jones says that in high school she would spend her free time making art or reading books. So the stunted social life on campus hasn't really been a problem. \"I'm not like a social, social, social person,\" she says.\u003c/p>\n\u003cp>She's made a few friends through social media — and study groups. She has yet to go to a college party (which even though she's not a \"party girl,\" she \u003cem>was \u003c/em>looking forward to experiencing).\u003c/p>\n\u003cp>Instead, social highlights include having a few people over to her room. But even that comes with COVID stress.\u003c/p>\n\u003cp>\"I still think that is a risk,\" she says. \"You know, I am letting my friends, new friends into my room. Like I don't know these people. I don't know where they've been.\"\u003c/p>\n\u003cp>Looking back, she's glad she landed on a campus that invested in testing to make being in-person possible.\u003c/p>\n\u003cp>And she's hopeful she'll get to go to that big college party someday. \"I know I haven't gotten the typical freshman experience,\" she says, \"but luckily I am a freshman, so I still have three more years before I'm graduating to see what college is actually like.\"\u003c/p>\n\u003cp>And while she's looking forward to the social stuff, she says she's really here to learn, to grow and to graduate.\u003c/p>\n\u003ch2>\u003cstrong>The parent \u003c/strong>\u003c/h2>\n\u003cp>Kendra Mendoza lives in Providence, R.I., with her two kids, both teenagers. She's a single parent and works long hours as a home health care provider.\u003c/p>\n\u003cfigure id=\"attachment_57496\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57496\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Kendra Mendoza's son, Joshua, has cerebral palsy. Remote learning has been a big challenge. \u003ccite>(Scott Alario for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During our first interview, back in August, she was very frank about the challenges she was facing in the pandemic, even laughing about it: \"I have a lot to say, a lot of opinions, and I don't got any answers.\"\u003c/p>\n\u003cp>Mendoza's 17-year-old son, Joshua, has cerebral palsy and a cluster of conditions that put him in a wheel chair and fragile health.\u003c/p>\n\u003cp>Mendoza said back in August that all of Joshua's therapies had stopped because of the pandemic, but she had recently been told he could go back to school in the fall. At the time, she was wrestling with whether to send him. She worried then that because of her son's physical challenges, if he got COVID-19, he could die.\u003c/p>\n\u003cp>It's now six months later, and we recently caught up with Kendra Mendoza on a Saturday morning Zoom call. The laugh was still there, but Mendoza said life has gotten harder.\u003c/p>\n\u003cp>Her rent has gone up and, even though she pays her bills on time, her water got shut off for two weeks in December. Her focus, though, is on Joshua. After we spoke in August, she decided to keep him home. Coronavirus was just too scary.\u003c/p>\n\u003cp>But it's not quite working anymore. Normally, her son is very social, \"making all kinds of jokes and noises and trying to bring up conversation. He's just so sociable and happy. He loves music.\"\u003c/p>\n\u003cp>But he's been out of school now now for a full year, she says, and Joshua has become increasingly lonely.\u003c/p>\n\u003cp>He misses his best friend, Kobe, who also has special needs. So, Mendoza was thinking recently, maybe it's time for Joshua to go back to school.\u003c/p>\n\u003cp>But, when she asked him: What do you want?\u003c/p>\n\u003cp>To her surprise, he said, he wants to stay home. Like so many parents, Mendoza has fought hard for a sense of control in this pandemic.\u003c/p>\n\u003cp>One year in, though, she's realizing, she can't control everything, and she's trying to be OK with that. \"I'm working on it, I'm working on it.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's time, she says, for Joshua to be able \"to choose his happiness\" — and for her to worry less.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Year+Of+School+Like+No+Other%3A+How+A+Teacher%2C+A+Student+And+A+Parent+Have+Coped+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Almost exactly one year ago, the pandemic caused a cascade of school and university closures, sending 9 out of 10 students home as the coronavirus raced through the United States and the rest of the world.\u003c/p>\n\u003cp>By Labor Day, 62% of U.S. students were still learning virtually, according to the organization Burbio. That number dropped significantly during the fall and rose in the winter as COVID-19 surged. And today, just under 1 in 4 public school students attends a district that still hasn't held a single day of in-person learning.\u003c/p>\n\u003cp>Colleges have seen widespread disruption, too: In the fall, only about 20% of four-year colleges offered any classes in person. And while that number has come up a bit for the spring semester, most college students — even if they live on campus — are taking classes virtually.\u003c/p>\n\u003cp>It may take years to understand what has been lost this year, and if history is any guide, it may take years to recover. There are mounting concerns about lost learning, social and emotional scars, and declining enrollment.\u003c/p>\n\u003cp>In our reporting over the past year, we've talked with hundreds of students and professors and parents and teachers about the massive disruption to their learning, their careers and their lives. This week, we checked back in with three of them — a teacher, a student and a parent — to find out what they are thinking and what they need now. Here are their stories:\u003c/p>\n\u003ch2>\u003cstrong>The teacher\u003c/strong>\u003c/h2>\n\u003cp>Robin Nelson is a first-grade teacher in Jacksonville, Fla. In March 2020, right after school shut down, she broke down in tears as she told us how much she missed her students: \"I had one little girl and her family that live in the neighborhood drive by, and she left little, you know, love notes and pictures on my doorstep.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Nelson, the separation was heartbreaking: \"You're not a teacher if you can't be with your kids. Computers are not kids. They're not your teacher.\"\u003c/p>\n\u003cp>Florida has been one of the most aggressive large states when it comes to reopening in-person school. By Oct. 1, Nelson was back in the classroom at Ortega Elementary School.\u003c/p>\n\u003cp>Since reopening, the school does its best to follow CDC guidelines: Her students, all in masks, are spaced with an empty desk between them. Lunch takes place in the classroom, with students watching a Disney movie to prevent too much conversation. Everyone coming in the door gets a pump of hand sanitizer and a choice of COVID-safe greeting — like toe-tapping or hip-bumping.\u003c/p>\n\u003cp>Even with the social distancing, Nelson says, \"I'm just so happy to have my hands on 'em. Computer teaching is not the same. It's just not.\"\u003c/p>\n\u003cp>Her school is small and close-knit, and there have been no outbreaks. But not everything is back to normal. Some of her students have missed weeks at a time for quarantine because their families are front-line workers.\u003c/p>\n\u003cp>The lost learning time adds up. Especially, she says, with students who are still struggling to catch up from the year before. \"They didn't learn what they needed to learn to enter first grade. And then if they were more behind, they're more behind even still. So there's definitely that loss of learning.\"\u003c/p>\n\u003cp>She says that, despite the disruption, her district hasn't officially changed its student achievement targets from previous years; the state is going ahead with testing next month, as the Biden administration is requiring states to do. Nelson says teachers need to strike a balance when it comes to catch-up expectations.\u003c/p>\n\u003cp>\"If you push too hard, the kids are going to shut down because they can't make it happen. But if then if you act wishy-washy, they're not going to try to rise to any occasion.\"\u003c/p>\n\u003cp>Despite these tensions, on the day we talk there is one big bright spot: She has just gotten her first dose of a coronavirus vaccine.\u003c/p>\n\u003ch2>\u003cstrong>The college freshman\u003c/strong>\u003c/h2>\n\u003cp>The end of senior year of high school didn't go exactly as Alexis Jones had planned. Everything was online — including her AP exams. And instead of a spacious school surrounded by friends and teachers, she found herself studying and taking classes in her father's cramped two-bedroom apartment in Washington, D.C.\u003c/p>\n\u003cp>Alexis is a top student, with a passion for art and social justice. But even dreaming about college, which usually brought solace and joy, was nerve-wracking: \"It's weird to think about college when other stuff is going on that's threatening the health of people,\" she told us last March. \"Maybe I'll have to rethink my plans, or I hate to say, not go to college next year. But I'll just have to play it by ear. I guess.\"\u003c/p>\n\u003cp>When we spoke with her again in late April, she had some big news: She had committed to Cornell University in Ithaca, N.Y. She'd been dreaming about California, but with the pandemic, she wanted a location her dad could drive to, in case he needed to come pick her up in an emergency.\u003c/p>\n\u003cp>By May, the delight of getting into an Ivy League school was overshadowed by the uncertainty of the pandemic: \"I don't know how to feel because I don't know if I'm going to be going immediately in the fall, but I guess I'm still excited.\"\u003c/p>\n\u003cp>But Cornell was among the roughly 20% of colleges that opened up in-person, with regular weekly testing. Jones had never visited the school before, and says she'll always remember the first thing she did when she finally arrived: take a COVID-19 test.\u003c/p>\n\u003cp>\"I got tested. I got my I.D. I got my [dorm] key,\" she said. Because of pandemic protocols that limited building access, she carried all her belongings to her room by herself. She decorated her new home — a double room all to herself — and settled in.\u003c/p>\n\u003cp>In the fall she had some in-person classes. Although everyone was six feet apart and wearing masks, she said it really did feel like college, with discussions and interactions. This semester, her classes are all online, which means she doesn't even have to leave her room, except to get food.\u003c/p>\n\u003cp>It's not ideal, but it's what she's got — and she says she's thriving. This week started with a meeting on Zoom with her Japanese language professor.\u003c/p>\n\u003cp>\"\u003cem>Konnichiwa\u003c/em>,\" Jones says into her computer. \"\u003cem>Konnichiwa, Jones-san\u003c/em>\", her professor says back. \"\u003cem>Nihongo wa taihen desu ka?\u003c/em>\" (Japanese is tough, right?) her professor asks. \"Yes, it is hard,\" Jones replies, laughing.\u003c/p>\n\u003cp>Jones says that in high school she would spend her free time making art or reading books. So the stunted social life on campus hasn't really been a problem. \"I'm not like a social, social, social person,\" she says.\u003c/p>\n\u003cp>She's made a few friends through social media — and study groups. She has yet to go to a college party (which even though she's not a \"party girl,\" she \u003cem>was \u003c/em>looking forward to experiencing).\u003c/p>\n\u003cp>Instead, social highlights include having a few people over to her room. But even that comes with COVID stress.\u003c/p>\n\u003cp>\"I still think that is a risk,\" she says. \"You know, I am letting my friends, new friends into my room. Like I don't know these people. I don't know where they've been.\"\u003c/p>\n\u003cp>Looking back, she's glad she landed on a campus that invested in testing to make being in-person possible.\u003c/p>\n\u003cp>And she's hopeful she'll get to go to that big college party someday. \"I know I haven't gotten the typical freshman experience,\" she says, \"but luckily I am a freshman, so I still have three more years before I'm graduating to see what college is actually like.\"\u003c/p>\n\u003cp>And while she's looking forward to the social stuff, she says she's really here to learn, to grow and to graduate.\u003c/p>\n\u003ch2>\u003cstrong>The parent \u003c/strong>\u003c/h2>\n\u003cp>Kendra Mendoza lives in Providence, R.I., with her two kids, both teenagers. She's a single parent and works long hours as a home health care provider.\u003c/p>\n\u003cfigure id=\"attachment_57496\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57496\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/kendra-and-josh-providence-august-20-2020-1_enl-5ad250ea2b0883078d042e5e6d850cee185d0d3e-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Kendra Mendoza's son, Joshua, has cerebral palsy. Remote learning has been a big challenge. \u003ccite>(Scott Alario for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During our first interview, back in August, she was very frank about the challenges she was facing in the pandemic, even laughing about it: \"I have a lot to say, a lot of opinions, and I don't got any answers.\"\u003c/p>\n\u003cp>Mendoza's 17-year-old son, Joshua, has cerebral palsy and a cluster of conditions that put him in a wheel chair and fragile health.\u003c/p>\n\u003cp>Mendoza said back in August that all of Joshua's therapies had stopped because of the pandemic, but she had recently been told he could go back to school in the fall. At the time, she was wrestling with whether to send him. She worried then that because of her son's physical challenges, if he got COVID-19, he could die.\u003c/p>\n\u003cp>It's now six months later, and we recently caught up with Kendra Mendoza on a Saturday morning Zoom call. The laugh was still there, but Mendoza said life has gotten harder.\u003c/p>\n\u003cp>Her rent has gone up and, even though she pays her bills on time, her water got shut off for two weeks in December. Her focus, though, is on Joshua. After we spoke in August, she decided to keep him home. Coronavirus was just too scary.\u003c/p>\n\u003cp>But it's not quite working anymore. Normally, her son is very social, \"making all kinds of jokes and noises and trying to bring up conversation. He's just so sociable and happy. He loves music.\"\u003c/p>\n\u003cp>But he's been out of school now now for a full year, she says, and Joshua has become increasingly lonely.\u003c/p>\n\u003cp>He misses his best friend, Kobe, who also has special needs. So, Mendoza was thinking recently, maybe it's time for Joshua to go back to school.\u003c/p>\n\u003cp>But, when she asked him: What do you want?\u003c/p>\n\u003cp>To her surprise, he said, he wants to stay home. Like so many parents, Mendoza has fought hard for a sense of control in this pandemic.\u003c/p>\n\u003cp>One year in, though, she's realizing, she can't control everything, and she's trying to be OK with that. \"I'm working on it, I'm working on it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's time, she says, for Joshua to be able \"to choose his happiness\" — and for her to worry less.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Year+Of+School+Like+No+Other%3A+How+A+Teacher%2C+A+Student+And+A+Parent+Have+Coped+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>President Biden's new Education Secretary, Miguel Cardona, hit the ground running Wednesday. Just one day after being sworn in, Cardona traveled to his hometown of Meriden, Conn. with first lady Dr. Jill Biden, on a tour of schools meant to push for the return of in-person learning and to send a clear message to the American people — that the Biden Administration is doing all it can to get children back in classrooms.\u003c/p>\n\u003cp>Cardona's first school visit comes just one day after Biden directed all states to prioritize teachers for vaccination. \"We want every educator, school staff member, child-care worker to receive at least one shot by the end of the month of March,\" Biden said.\u003c/p>\n\u003cp>Biden's directive is meant to reassure anxious teachers who have clashed with the administration over recent guidance from the Centers for Disease Control and Prevention, which said that teacher vaccinations should not be considered a prerequisite for schools to reopen. In a clear signal of solidarity, Cardona and Dr. Biden were joined yesterday by the heads of the nation's largest teachers unions, Becky Pringle of the National Education Association and Randi Weingarten of the American Federation of Teachers.\u003c/p>\n\u003cp>Cardona is now the face of President Biden's school reopening push. In addition to touting Biden's vaccination directive, he's also been talking up Democrats' COVID relief bill, which would send $130 billion dollars to K-12 schools, and pledged to convene a national school reopening summit later this month. Early Thursday, Cardona spoke with \u003cem>Morning Edition's\u003c/em> Rachel Martin. Below is their interview, edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>Q: President Biden challenged states to give a vaccine shot to every educator and school staff member before the end of this month. How do you compel states to make that happen?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I applaud that charge. First of all, it is our shared goal to reopen schools safely and quickly. You know, I haven't met an educator that doesn't agree that students learn best in school, and they really want our students to be learning in schools. So it's just a matter of implementing it in a manner that is expeditious and is aimed at really reopening schools quickly.\u003c/p>\n\u003cp>\u003cstrong>Q: Although the CDC says vaccinating teachers is not a requirement for opening schools safely.\u003c/strong>\u003c/p>\n\u003cp>You're right, Rachel. I can tell you from my experience in Connecticut, where over 90 percent of the students have an opportunity to learn in person today, and many students were learning in person before the vaccine was even approved. It can be done with a careful adherence to the mitigation strategies and close monitoring and where necessary, quarantining and closing — if the numbers escalate to the point where you can't safely assure students are in schools. However, we know that vaccination is a strategy that can just accelerate safe school reopening.\u003c/p>\n\u003cp>\u003cstrong>Q: Is part of this, just making teachers and staff comfortable with the idea of getting back in the classroom?\u003c/strong>\u003c/p>\n\u003cp>We know that there has to be a culture of trust, understanding, transparency. Those are all prerequisites to those technical strategies of convening the experts, sharing best practices, you know, the handbooks. It's really making sure that there's an understanding and a level of trust and comfort to reopen schools safely. And I think that's really why the American Rescue Plan is important, because it's going to ensure that we have those technical strategies, the ability to modify schools and provide the PPE that are needed. It gives us an opportunity to really address that digital divide once and for all and provide the long term needs. This is not just about turning on the lights, not just about unlocking the doors and letting students in. This is about recovering and making sure we're providing that important social-emotional development and support that our students need after experiencing a trauma like we just faced.\u003c/p>\n\u003cp>\u003cstrong>Q: So let's talk about the the physical upgrades that would need to happen. If we're talking about getting kids in school full-time in-person by the fall, I mean, the CDC recommends a physical distance of at least six feet between students. So it doesn't matter how many teachers should get back into schools. If schools don't have the physical space to meet that guideline, it's not going to happen. Is that guideline going to change?\u003c/strong>\u003c/p>\n\u003cp>You know, the first thing I heard you say is \"fall.\" We really need to reopen schools quickly and safely as soon as possible. And distancing is critically important. As you know, that's one of the strategies that we've been working with, and we see in those districts that are successful bringing students back in. So following those mitigation strategies is critical in ensuring that, again, with the American Rescue Plan, we have the resources needed to expand and provide those environments that our students need to have safe in-person learning.\u003c/p>\n\u003cp>\u003cstrong>Q: So does that mean putting money into building bigger schools across this country? Or is the requirement for six feet of social distancing going to be amended?\u003c/strong>\u003c/p>\n\u003cp>I know that some of the funds can be earmarked for providing staffing if you are spreading students out or using different parts of the building differently. So, for example, yesterday in my visit with the first lady to Ben Franklin School in Meriden, Connecticut, I saw that the gymnasium was converted for part of the day into a classroom. So, that takes resources. And fortunately, with the warm weather coming soon, we can have classrooms set up outside and that's going to take resources as well. So I think it can be done, and it can be done safely.\u003c/p>\n\u003cp>\u003cstrong>Q: I talked to a high school teacher from the Bay Area in California yesterday who told me she is very worried about her students who have just disappeared. I mean, they don't engage their video. They don't turn in homework, or they just don't even log in to virtual classes at all. And we've heard this concern from a whole lot of teachers across the country over the past year. How are you, as the secretary of education, going to get those kids back?\u003c/strong>\u003c/p>\n\u003cp>You know, that teacher really speaks to the heart of the issue here. Every day that passes, students are being disengaged from that sense of community that schools provide, so that teacher is spot-on. And I think it's another example of where we know educators want their students back in schools, but safely. So part of our effort is to really collect data on the disengagement of students and ensure that our resources and our policy are aimed at closing those gaps that are being exacerbated. We know that some students are having better access to learning remotely than others, and we have to monitor that and make sure that we're providing resources to re-engage those students into that school community that, you know, as a parent myself, I know how important it is for our students to be reconnected into that school community. Not only for the academics, but for that sense of family that schools provide.\u003c/p>\n\u003cp>\u003cstrong>Q: America's public education system, I don't have to tell you, was already suffering before the pandemic from chronic underfunding. In your tenure, are you going to be able to address some of the problems that existed before? Or are you going to just try to get back to neutral, just get public education back to the baseline of what it was pre-COVID?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We would be missing an opportunity if our goal was to be what we were on March 10th of last year. We would be shortchanging the students of America if we did that, if that was our bar. We really have to move forward. We have to recover from this pandemic, which is, like I said earlier, it's a longer process to reconnect our students and connect them with what they've missed and make sure that we have schools that are prepared to meet the social-emotional needs of our students. But we really have to think about reimagining areas that need attention. And this is a fresh opportunity for us to convene educational stakeholders, people that are in the classrooms, parents, students, to really reimagine and say, 'What do we want our system to look like and how can we ensure a system that meets every child's ability where they are and gives them the same opportunity for success in life?' We had work to do before the pandemic. It's just been exacerbated now, these gaps, and we have to be unapologetic getting into that and making sure that what we plan forward is better than what we ever had before.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Education+Secretary+Miguel+Cardona+Wants+Schools+Open+%27As+Soon+As+Possible%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Biden's new Education Secretary, Miguel Cardona, hit the ground running Wednesday. Just one day after being sworn in, Cardona traveled to his hometown of Meriden, Conn. with first lady Dr. Jill Biden, on a tour of schools meant to push for the return of in-person learning and to send a clear message to the American people — that the Biden Administration is doing all it can to get children back in classrooms.\u003c/p>\n\u003cp>Cardona's first school visit comes just one day after Biden directed all states to prioritize teachers for vaccination. \"We want every educator, school staff member, child-care worker to receive at least one shot by the end of the month of March,\" Biden said.\u003c/p>\n\u003cp>Biden's directive is meant to reassure anxious teachers who have clashed with the administration over recent guidance from the Centers for Disease Control and Prevention, which said that teacher vaccinations should not be considered a prerequisite for schools to reopen. In a clear signal of solidarity, Cardona and Dr. Biden were joined yesterday by the heads of the nation's largest teachers unions, Becky Pringle of the National Education Association and Randi Weingarten of the American Federation of Teachers.\u003c/p>\n\u003cp>Cardona is now the face of President Biden's school reopening push. In addition to touting Biden's vaccination directive, he's also been talking up Democrats' COVID relief bill, which would send $130 billion dollars to K-12 schools, and pledged to convene a national school reopening summit later this month. Early Thursday, Cardona spoke with \u003cem>Morning Edition's\u003c/em> Rachel Martin. Below is their interview, edited for clarity.\u003c/p>\n\u003cp>\u003cstrong>Q: President Biden challenged states to give a vaccine shot to every educator and school staff member before the end of this month. How do you compel states to make that happen?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I applaud that charge. First of all, it is our shared goal to reopen schools safely and quickly. You know, I haven't met an educator that doesn't agree that students learn best in school, and they really want our students to be learning in schools. So it's just a matter of implementing it in a manner that is expeditious and is aimed at really reopening schools quickly.\u003c/p>\n\u003cp>\u003cstrong>Q: Although the CDC says vaccinating teachers is not a requirement for opening schools safely.\u003c/strong>\u003c/p>\n\u003cp>You're right, Rachel. I can tell you from my experience in Connecticut, where over 90 percent of the students have an opportunity to learn in person today, and many students were learning in person before the vaccine was even approved. It can be done with a careful adherence to the mitigation strategies and close monitoring and where necessary, quarantining and closing — if the numbers escalate to the point where you can't safely assure students are in schools. However, we know that vaccination is a strategy that can just accelerate safe school reopening.\u003c/p>\n\u003cp>\u003cstrong>Q: Is part of this, just making teachers and staff comfortable with the idea of getting back in the classroom?\u003c/strong>\u003c/p>\n\u003cp>We know that there has to be a culture of trust, understanding, transparency. Those are all prerequisites to those technical strategies of convening the experts, sharing best practices, you know, the handbooks. It's really making sure that there's an understanding and a level of trust and comfort to reopen schools safely. And I think that's really why the American Rescue Plan is important, because it's going to ensure that we have those technical strategies, the ability to modify schools and provide the PPE that are needed. It gives us an opportunity to really address that digital divide once and for all and provide the long term needs. This is not just about turning on the lights, not just about unlocking the doors and letting students in. This is about recovering and making sure we're providing that important social-emotional development and support that our students need after experiencing a trauma like we just faced.\u003c/p>\n\u003cp>\u003cstrong>Q: So let's talk about the the physical upgrades that would need to happen. If we're talking about getting kids in school full-time in-person by the fall, I mean, the CDC recommends a physical distance of at least six feet between students. So it doesn't matter how many teachers should get back into schools. If schools don't have the physical space to meet that guideline, it's not going to happen. Is that guideline going to change?\u003c/strong>\u003c/p>\n\u003cp>You know, the first thing I heard you say is \"fall.\" We really need to reopen schools quickly and safely as soon as possible. And distancing is critically important. As you know, that's one of the strategies that we've been working with, and we see in those districts that are successful bringing students back in. So following those mitigation strategies is critical in ensuring that, again, with the American Rescue Plan, we have the resources needed to expand and provide those environments that our students need to have safe in-person learning.\u003c/p>\n\u003cp>\u003cstrong>Q: So does that mean putting money into building bigger schools across this country? Or is the requirement for six feet of social distancing going to be amended?\u003c/strong>\u003c/p>\n\u003cp>I know that some of the funds can be earmarked for providing staffing if you are spreading students out or using different parts of the building differently. So, for example, yesterday in my visit with the first lady to Ben Franklin School in Meriden, Connecticut, I saw that the gymnasium was converted for part of the day into a classroom. So, that takes resources. And fortunately, with the warm weather coming soon, we can have classrooms set up outside and that's going to take resources as well. So I think it can be done, and it can be done safely.\u003c/p>\n\u003cp>\u003cstrong>Q: I talked to a high school teacher from the Bay Area in California yesterday who told me she is very worried about her students who have just disappeared. I mean, they don't engage their video. They don't turn in homework, or they just don't even log in to virtual classes at all. And we've heard this concern from a whole lot of teachers across the country over the past year. How are you, as the secretary of education, going to get those kids back?\u003c/strong>\u003c/p>\n\u003cp>You know, that teacher really speaks to the heart of the issue here. Every day that passes, students are being disengaged from that sense of community that schools provide, so that teacher is spot-on. And I think it's another example of where we know educators want their students back in schools, but safely. So part of our effort is to really collect data on the disengagement of students and ensure that our resources and our policy are aimed at closing those gaps that are being exacerbated. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We would be missing an opportunity if our goal was to be what we were on March 10th of last year. We would be shortchanging the students of America if we did that, if that was our bar. We really have to move forward. We have to recover from this pandemic, which is, like I said earlier, it's a longer process to reconnect our students and connect them with what they've missed and make sure that we have schools that are prepared to meet the social-emotional needs of our students. But we really have to think about reimagining areas that need attention. And this is a fresh opportunity for us to convene educational stakeholders, people that are in the classrooms, parents, students, to really reimagine and say, 'What do we want our system to look like and how can we ensure a system that meets every child's ability where they are and gives them the same opportunity for success in life?' We had work to do before the pandemic. It's just been exacerbated now, these gaps, and we have to be unapologetic getting into that and making sure that what we plan forward is better than what we ever had before.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Education+Secretary+Miguel+Cardona+Wants+Schools+Open+%27As+Soon+As+Possible%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "States Must Test Student Learning This Spring, Biden Administration Says",
"title": "States Must Test Student Learning This Spring, Biden Administration Says",
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"content": "\u003cp>The U.S. Education Department says states must resume the annual testing of students that was suspended a year ago amid the pandemic.\u003c/p>\n\u003cp>For the past two decades, federal law has required schools to test students once each year in math and reading, in grades three through eight and once in high school. And they are required to publicly report these standardized test results, broken out by racial and ethnic group and disability status, and in some cases, hold schools accountable with various sanctions if their students score too low.\u003c/p>\n\u003cp>In March of 2020, with nearly every school in the nation suddenly pivoting to remote learning, the department \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/20/818977484/education-dept-makes-changes-to-standardized-tests-student-loans-over-coronaviru\">waived these requirements\u003c/a>.\u003c/p>\n\u003cp>But in a Feb. 22 letter to state schools chiefs and governors, the department wrote that states must again give these tests this spring and report the results. It remains \"vitally important that parents, educators, and the public have access to data on student learning and success,\" the letter says.\u003c/p>\n\u003cp>States must also publicly report other indicators, like chronic absenteeism, as well as, where possible, information on students' access to computers and the Internet for remote learning. This information is intended \"to address the educational inequities that have been exacerbated by the pandemic, including by using student learning data to enable states, school districts, and schools to target resources and supports to the students with the greatest needs.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The department is granting states lots of flexibility, but critics of the current accountability system are still unhappy with this move to reinstate mandatory testing.\u003c/p>\n\u003cp>The department invites states to request waivers of the requirement that they use this data to identify \"failing\" schools. These waivers would also exempt schools from the current requirement that at least 95% of students participate in testing. And the letter invites states to be flexible in how schools give the tests, such as by shortening the tests, administering them remotely and offering multiple testing windows into the summer and even the fall.\u003c/p>\n\u003cp>The move toward collecting data while reducing accountability measures effectively lowers the \"stakes\" on high-stakes testing. This has been a major issue of contention in education circles, with a national parent-led \u003ca href=\"https://www.npr.org/sections/ed/2015/04/20/400396254/anti-test-opt-out-movement-makes-a-wave-in-new-york-state\">\"opt-out\" movement\u003c/a> peaking around 2015.\u003c/p>\n\u003cp>Still, this news will be unwelcome for the states where leaders have already begun talking about canceling tests altogether this spring — California, New Jersey, New York, Illinois, Michigan and Georgia, \u003ca href=\"https://www.chalkbeat.org/2021/2/22/22296173/biden-administration-state-tests\">to name a few.\u003c/a>\u003c/p>\n\u003cp>Some education leaders say it is logistically impossible to test most students safely and accurately, and an unwise use of limited resources in an ongoing emergency.\u003c/p>\n\u003cp>\"While the vast majority of Georgia schools are offering in-person instruction, students are dealing with the ongoing effects of a global crisis and the trauma of necessary, but unprecedented, isolation,\" Georgia's Department of Education wrote in a \u003ca href=\"https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Georgia%20Updated%20Waiver%20Request.pdf\">letter requesting a waiver. \u003c/a>\u003c/p>\n\u003cp>More than half of the nation's students are learning remotely or in hybrid classrooms with reduced in-person class time. Comparing this spring's results with those of any other year will be difficult. When the NWEA, a nonprofit test organization, released fall 2020 test results in December, about a quarter of students were \"missing\" from the data — and these were more likely to be Black and Hispanic students, from high-poverty areas, or lower-performing in the first place. So even though the students who did take the test showed progress on reading and only a little less progress than a normal year on math, there are concerns that the data do not reflect the true learning loss of the most vulnerable students.\u003c/p>\n\u003cp>Conversely, if tests are given remotely, students might get help from family members or look up the answers, artificially inflating the results.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Standardized tests have never been valid or reliable measures of what students know and are able to do, and they are especially unreliable now,\" said Becky Pringle, president of the National Education Association, in a statement urging states to seek maximum flexibility on waivers. \"High-stakes standardized tests administered during the global health crisis should not determine a student's future, evaluate educators, or punish schools; nor should they come at the expense of precious learning time that students could be spending with their educators.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=States+Must+Test+Student+Learning+This+Spring%2C+Biden+Administration+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Annual state testing was canceled last year because of the pandemic. Many states want to skip it again, but the Education Department says no.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The U.S. Education Department says states must resume the annual testing of students that was suspended a year ago amid the pandemic.\u003c/p>\n\u003cp>For the past two decades, federal law has required schools to test students once each year in math and reading, in grades three through eight and once in high school. And they are required to publicly report these standardized test results, broken out by racial and ethnic group and disability status, and in some cases, hold schools accountable with various sanctions if their students score too low.\u003c/p>\n\u003cp>In March of 2020, with nearly every school in the nation suddenly pivoting to remote learning, the department \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/20/818977484/education-dept-makes-changes-to-standardized-tests-student-loans-over-coronaviru\">waived these requirements\u003c/a>.\u003c/p>\n\u003cp>But in a Feb. 22 letter to state schools chiefs and governors, the department wrote that states must again give these tests this spring and report the results. It remains \"vitally important that parents, educators, and the public have access to data on student learning and success,\" the letter says.\u003c/p>\n\u003cp>States must also publicly report other indicators, like chronic absenteeism, as well as, where possible, information on students' access to computers and the Internet for remote learning. This information is intended \"to address the educational inequities that have been exacerbated by the pandemic, including by using student learning data to enable states, school districts, and schools to target resources and supports to the students with the greatest needs.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The department is granting states lots of flexibility, but critics of the current accountability system are still unhappy with this move to reinstate mandatory testing.\u003c/p>\n\u003cp>The department invites states to request waivers of the requirement that they use this data to identify \"failing\" schools. These waivers would also exempt schools from the current requirement that at least 95% of students participate in testing. And the letter invites states to be flexible in how schools give the tests, such as by shortening the tests, administering them remotely and offering multiple testing windows into the summer and even the fall.\u003c/p>\n\u003cp>The move toward collecting data while reducing accountability measures effectively lowers the \"stakes\" on high-stakes testing. This has been a major issue of contention in education circles, with a national parent-led \u003ca href=\"https://www.npr.org/sections/ed/2015/04/20/400396254/anti-test-opt-out-movement-makes-a-wave-in-new-york-state\">\"opt-out\" movement\u003c/a> peaking around 2015.\u003c/p>\n\u003cp>Still, this news will be unwelcome for the states where leaders have already begun talking about canceling tests altogether this spring — California, New Jersey, New York, Illinois, Michigan and Georgia, \u003ca href=\"https://www.chalkbeat.org/2021/2/22/22296173/biden-administration-state-tests\">to name a few.\u003c/a>\u003c/p>\n\u003cp>Some education leaders say it is logistically impossible to test most students safely and accurately, and an unwise use of limited resources in an ongoing emergency.\u003c/p>\n\u003cp>\"While the vast majority of Georgia schools are offering in-person instruction, students are dealing with the ongoing effects of a global crisis and the trauma of necessary, but unprecedented, isolation,\" Georgia's Department of Education wrote in a \u003ca href=\"https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Georgia%20Updated%20Waiver%20Request.pdf\">letter requesting a waiver. \u003c/a>\u003c/p>\n\u003cp>More than half of the nation's students are learning remotely or in hybrid classrooms with reduced in-person class time. Comparing this spring's results with those of any other year will be difficult. When the NWEA, a nonprofit test organization, released fall 2020 test results in December, about a quarter of students were \"missing\" from the data — and these were more likely to be Black and Hispanic students, from high-poverty areas, or lower-performing in the first place. So even though the students who did take the test showed progress on reading and only a little less progress than a normal year on math, there are concerns that the data do not reflect the true learning loss of the most vulnerable students.\u003c/p>\n\u003cp>Conversely, if tests are given remotely, students might get help from family members or look up the answers, artificially inflating the results.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Standardized tests have never been valid or reliable measures of what students know and are able to do, and they are especially unreliable now,\" said Becky Pringle, president of the National Education Association, in a statement urging states to seek maximum flexibility on waivers. \"High-stakes standardized tests administered during the global health crisis should not determine a student's future, evaluate educators, or punish schools; nor should they come at the expense of precious learning time that students could be spending with their educators.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=States+Must+Test+Student+Learning+This+Spring%2C+Biden+Administration+Says+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the coronavirus outbreak, nearly everyone connected to children has raised the alarm about \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/how-much-real-learning-time-are-students-losing-during-the-pandemic/2021/02\">\u003cspan style=\"font-weight: 400\">pandemic learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Parents, educators, physicians and politicians — they might disagree on solutions, but they’re all concerned about how the current educational upheaval will affect K-12 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By contrast, little attention has been paid to the pandemic’s effects on even younger learners.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There aren’t a lot of people out there screaming ‘what about the infants?’” said Jack Shonkoff, a pediatrician and professor who leads Harvard’s \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/about/who-we-are/\">\u003cspan style=\"font-weight: 400\">Center on the Developing Child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps there should be. In recent decades, neuroscientists and early learning experts have discovered just how much an infant’s environment contributes to the development of their brain’s structure and circuitry. When infants receive nurturing, responsive care in stable settings, “it literally shapes the architecture of the brain and builds strong brain circuits for learning, for emotional development, for self-regulation,” Shonkoff explained during an \u003c/span>\u003ca href=\"https://www.ewa.org/agenda/agenda-zero-three-crash-course-covering-child-care-and-early-learning-pandemic\">\u003cspan style=\"font-weight: 400\">early childhood seminar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the Education Writers Association.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the opposite is true, the consequences can last a lifetime. \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Facestudy%2Ffastfact.html\">\u003cspan style=\"font-weight: 400\">Adverse childhood experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51589/whats-going-on-in-the-brain-of-a-child-who-has-experienced-trauma\">\u003cspan style=\"font-weight: 400\">toxic stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can negatively affect education, jobs and health into adulthood.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scientists knew all of that before the coronavirus sent rates of \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/01/14/business/economy/unemployment-claims.html\">\u003cspan style=\"font-weight: 400\">unemployment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/business/hunger-coronavirus-economy/\">\u003cspan style=\"font-weight: 400\">hunger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.nature.com/articles/d41586-021-00175-z\">\u003cspan style=\"font-weight: 400\">depression and anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> soaring. There are programs like \u003ca href=\"https://www.healthysteps.org/\">Healthy Steps\u003c/a> that can help families access resources and support. But Shonkoff worries that the the enormous stress and instability families are facing will harm babies and toddlers for years to come. To prevent that, he said everyone needs to step up to support struggling parents.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Disrupted development\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most parents work incredibly hard to provide the best they can for their kids. But stressors like job loss, illness or a lack of child care make it harder to provide the predictable, responsive care that little ones need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without those things, the brain detects danger and triggers the body’s chemical and biological stress responses. If fired too often in a child’s early years, these responses can disrupt their neurological development.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example of where this can do long-term harm is in the prefrontal cortex, the brain region involved in \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\">\u003cspan style=\"font-weight: 400\">controlling attention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The prefrontal cortex has two periods of rapid development, Shonkoff said in an interview. The first occurs between ages three and five when kids gain more self-control and ability to focus, or as Shonkoff put it, “all that preschool stuff that makes the difference between a 5-year-old and a 2-year-old.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But if the base layers of the prefrontal cortex haven't been laid before then, problems can arise. Psychologists observed this issue in \u003c/span>\u003ca href=\"http://www.bucharestearlyinterventionproject.org/\">\u003cspan style=\"font-weight: 400\">a longitudinal study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of children who grew up in Romanian orphanages and their peers who were placed in foster care. Researchers found that the institutionalized children, who \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2020/07/can-an-unloved-child-learn-to-love/612253/\">\u003cspan style=\"font-weight: 400\">received little human contact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, had delays in cognitive, linguistic, motor and socioemotional skills. Those in foster care \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2014/06/neglect\">\u003cspan style=\"font-weight: 400\">fared better\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — especially if they were removed from the orphanages before age 2. But even among that subset, ADHD symptoms appeared more often than in a control group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The brain circuits and the structures that underlie the early foundations of attention are clearly affected early, not in a way that's necessarily irreversible, but the older you get — and by older I mean going from 1 to 2 to 3 — the harder it becomes to completely recover,” Shonkoff explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why, he said, if society doesn’t make moves to support infants now, in a few years schools can expect to see “more kids with more needs” arriving in classrooms.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Serve and return\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the best ways parents and educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52259/5-simple-ways-to-encourage-brain-development-in-your-little-one\">\u003cspan style=\"font-weight: 400\">help children develop healthy brain architecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> now is through \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/guide/a-guide-to-serve-and-return-how-your-interaction-with-children-can-build-brains/\">\u003cspan style=\"font-weight: 400\">“serve and return”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> interactions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it like tennis. When a baby does something like focusing on a new object, grabbing their feet or babbling, they’re serving the ball. A parent or caregiver can volley it back by noticing, naming and responding to these small moments. These back-and-forth interactions can activate and strengthen connections in a child’s developing brain, just as tennis practice builds an athlete’s muscles and reflexes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practicing serve and return doesn’t require fancy toys or oodles of free time. They can occur through simple play, like peek-a-boo, or during ordinary activities, such as making a snack. In its \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for caregivers, the Center on the Developing Child outlines five steps to serve and return:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share the focus.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Support and encourage.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Name it.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take turns.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Follow children’s lead for endings and beginnings. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch2>\u003cb>To help children, help their parents\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another key to early brain development is having a predictable daily routine. But if these seem like simple directives, they have become \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56730/juggling-financial-stress-and-caregiving-parents-are-very-not-ok-in-the-pandemic\">\u003cspan style=\"font-weight: 400\">much harder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's not to say that you're doomed if you're stressed, because we're all stressed,” said Shonkoff. But the amount of stress and available support networks make a difference. Parents need to ask for \u003c/span>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html\">\u003cspan style=\"font-weight: 400\">help\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the rest of society needs to respond. “There's nothing magic that the government or programs can do with babies. Whatever we do has to be done by empowering and enhancing the ability of the adults who care for them to be able to provide that kind of environment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Congress, Democrats are currently pushing to \u003c/span>\u003ca href=\"https://www.washingtonpost.com/us-policy/2021/02/07/child-benefit-democrats-biden/\">\u003cspan style=\"font-weight: 400\">expand the child tax credit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for millions of families as a way to combat child poverty. The plan, which would cost an estimated $120 billion per year, has received some bipartisan support but also criticism from conservatives.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While politics can lead to pessimism for some early childhood advocates, Shonkoff said the scientific evidence showing what’s possible keeps him positive. “Optimism is the only way to think about the early childhood period, not just because we wish that things could be better, but we have so much untapped knowledge that could produce much better results if we used it.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the coronavirus outbreak, nearly everyone connected to children has raised the alarm about \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/how-much-real-learning-time-are-students-losing-during-the-pandemic/2021/02\">\u003cspan style=\"font-weight: 400\">pandemic learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Parents, educators, physicians and politicians — they might disagree on solutions, but they’re all concerned about how the current educational upheaval will affect K-12 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By contrast, little attention has been paid to the pandemic’s effects on even younger learners.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There aren’t a lot of people out there screaming ‘what about the infants?’” said Jack Shonkoff, a pediatrician and professor who leads Harvard’s \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/about/who-we-are/\">\u003cspan style=\"font-weight: 400\">Center on the Developing Child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Perhaps there should be. In recent decades, neuroscientists and early learning experts have discovered just how much an infant’s environment contributes to the development of their brain’s structure and circuitry. When infants receive nurturing, responsive care in stable settings, “it literally shapes the architecture of the brain and builds strong brain circuits for learning, for emotional development, for self-regulation,” Shonkoff explained during an \u003c/span>\u003ca href=\"https://www.ewa.org/agenda/agenda-zero-three-crash-course-covering-child-care-and-early-learning-pandemic\">\u003cspan style=\"font-weight: 400\">early childhood seminar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the Education Writers Association.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the opposite is true, the consequences can last a lifetime. \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Facestudy%2Ffastfact.html\">\u003cspan style=\"font-weight: 400\">Adverse childhood experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51589/whats-going-on-in-the-brain-of-a-child-who-has-experienced-trauma\">\u003cspan style=\"font-weight: 400\">toxic stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can negatively affect education, jobs and health into adulthood.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scientists knew all of that before the coronavirus sent rates of \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/01/14/business/economy/unemployment-claims.html\">\u003cspan style=\"font-weight: 400\">unemployment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/business/hunger-coronavirus-economy/\">\u003cspan style=\"font-weight: 400\">hunger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.nature.com/articles/d41586-021-00175-z\">\u003cspan style=\"font-weight: 400\">depression and anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> soaring. There are programs like \u003ca href=\"https://www.healthysteps.org/\">Healthy Steps\u003c/a> that can help families access resources and support. But Shonkoff worries that the the enormous stress and instability families are facing will harm babies and toddlers for years to come. To prevent that, he said everyone needs to step up to support struggling parents.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Disrupted development\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most parents work incredibly hard to provide the best they can for their kids. But stressors like job loss, illness or a lack of child care make it harder to provide the predictable, responsive care that little ones need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without those things, the brain detects danger and triggers the body’s chemical and biological stress responses. If fired too often in a child’s early years, these responses can disrupt their neurological development.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example of where this can do long-term harm is in the prefrontal cortex, the brain region involved in \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/science/key-concepts/executive-function/\">\u003cspan style=\"font-weight: 400\">controlling attention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The prefrontal cortex has two periods of rapid development, Shonkoff said in an interview. The first occurs between ages three and five when kids gain more self-control and ability to focus, or as Shonkoff put it, “all that preschool stuff that makes the difference between a 5-year-old and a 2-year-old.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But if the base layers of the prefrontal cortex haven't been laid before then, problems can arise. Psychologists observed this issue in \u003c/span>\u003ca href=\"http://www.bucharestearlyinterventionproject.org/\">\u003cspan style=\"font-weight: 400\">a longitudinal study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of children who grew up in Romanian orphanages and their peers who were placed in foster care. Researchers found that the institutionalized children, who \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2020/07/can-an-unloved-child-learn-to-love/612253/\">\u003cspan style=\"font-weight: 400\">received little human contact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, had delays in cognitive, linguistic, motor and socioemotional skills. Those in foster care \u003c/span>\u003ca href=\"https://www.apa.org/monitor/2014/06/neglect\">\u003cspan style=\"font-weight: 400\">fared better\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — especially if they were removed from the orphanages before age 2. But even among that subset, ADHD symptoms appeared more often than in a control group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The brain circuits and the structures that underlie the early foundations of attention are clearly affected early, not in a way that's necessarily irreversible, but the older you get — and by older I mean going from 1 to 2 to 3 — the harder it becomes to completely recover,” Shonkoff explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why, he said, if society doesn’t make moves to support infants now, in a few years schools can expect to see “more kids with more needs” arriving in classrooms.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Serve and return\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the best ways parents and educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52259/5-simple-ways-to-encourage-brain-development-in-your-little-one\">\u003cspan style=\"font-weight: 400\">help children develop healthy brain architecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> now is through \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/guide/a-guide-to-serve-and-return-how-your-interaction-with-children-can-build-brains/\">\u003cspan style=\"font-weight: 400\">“serve and return”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> interactions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it like tennis. When a baby does something like focusing on a new object, grabbing their feet or babbling, they’re serving the ball. A parent or caregiver can volley it back by noticing, naming and responding to these small moments. These back-and-forth interactions can activate and strengthen connections in a child’s developing brain, just as tennis practice builds an athlete’s muscles and reflexes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practicing serve and return doesn’t require fancy toys or oodles of free time. They can occur through simple play, like peek-a-boo, or during ordinary activities, such as making a snack. In its \u003c/span>\u003ca href=\"https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for caregivers, the Center on the Developing Child outlines five steps to serve and return:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Share the focus.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Support and encourage.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Name it.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take turns.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Follow children’s lead for endings and beginnings. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch2>\u003cb>To help children, help their parents\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another key to early brain development is having a predictable daily routine. But if these seem like simple directives, they have become \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56730/juggling-financial-stress-and-caregiving-parents-are-very-not-ok-in-the-pandemic\">\u003cspan style=\"font-weight: 400\">much harder\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's not to say that you're doomed if you're stressed, because we're all stressed,” said Shonkoff. But the amount of stress and available support networks make a difference. Parents need to ask for \u003c/span>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html\">\u003cspan style=\"font-weight: 400\">help\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And the rest of society needs to respond. “There's nothing magic that the government or programs can do with babies. Whatever we do has to be done by empowering and enhancing the ability of the adults who care for them to be able to provide that kind of environment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Congress, Democrats are currently pushing to \u003c/span>\u003ca href=\"https://www.washingtonpost.com/us-policy/2021/02/07/child-benefit-democrats-biden/\">\u003cspan style=\"font-weight: 400\">expand the child tax credit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for millions of families as a way to combat child poverty. The plan, which would cost an estimated $120 billion per year, has received some bipartisan support but also criticism from conservatives.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While politics can lead to pessimism for some early childhood advocates, Shonkoff said the scientific evidence showing what’s possible keeps him positive. “Optimism is the only way to think about the early childhood period, not just because we wish that things could be better, but we have so much untapped knowledge that could produce much better results if we used it.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>High school senior Audrianna Hill has been playing basketball since she was five years old. But this winter, with Covid-19 cases rising, there was a chance she might not get to play. Her Detroit school has been virtual since the pandemic began, and the basketball season has been pushed back multiple times since September. Basketball is a big part of who she is, and she's been banking on her last year of playing to help get her recruited. The suspensions haven't helped.\u003c/p>\n\u003cp>\"It's made it harder for me to go to college,\" Hill, a varsity player, explains. \"Schools can't come and actually watch you. You have to rely on technology, and I don't know if some [college] coaches feel like watching 50 [performance] videos of different kids.\"\u003c/p>\n\u003cp>Student athletes like Hill are still hoping for a full season this year, but recent findings from the Centers for Disease Control and Prevention may be working against them.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/02/12/967033554/cdc-offers-clearest-guidance-yet-for-reopening-schools\">New CDC guidance\u003c/a> released Friday cautions against resuming athletic activities – especially those that happen inside. The report says that for communities that have substantial rates of transmission, sports and other activities should only take place \"if they can be held outdoors, with physical distancing of 6 feet or more.\" Communities that have high transmission should stick to virtual activities.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7004e4.htm\">previous CDC report\u003c/a> singled out activities where athletes can't social distance and wear masks — effectively ruling out sports like swimming, wrestling and, to Hill's dismay, basketball.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The report focuses on two wrestling tournaments held in an unnamed county in Florida in early December. A total of 130 wrestlers, coaches and referees attended, representing 10 different high schools from three different counties. After the tournaments, local officials learned an attendee had tested positive for the virus, and subsequently confirmed 38 other cases of infection. (Only 54 attendees were tested, making for a 70% positivity rate.) Details about social distancing and mask-wearing were not provided.\u003c/p>\n\u003cp>The report cites American Academy of Pediatrics \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-interim-guidance-return-to-sports\">guidance\u003c/a> that advises against wearing a mask during wrestling, competitive cheerleading, gymnastics and water sports because masks can become a choking hazard, or make it difficult to breath.\u003c/p>\n\u003cp>The takeaway, a CDC official tells NPR, is that academics should be a priority as schools consider when to resume certain in-person activities: \"The emphasis should be placed on the educational needs of students. When it comes to extracurricular activities, if it's problematic to conduct those activities without taking the steps that we know work, we believe that officials should consider delaying or postponing.\"\u003c/p>\n\u003ch2>\u003cstrong>Recommendations in play\u003c/strong>\u003c/h2>\n\u003cp>Those recommendations aren't always being followed at the local level. While some school leaders have postponed athletic seasons during the pandemic, others have forged ahead.\u003c/p>\n\u003cp>In Louisiana, many K-12 schools have had both a fall and winter sports season, and most are \u003ca href=\"https://analytics.la.gov/t/DOE/views/DigitalLearningModel/SchoolLevelModeofLearning/P00338204A@swe.la.gov/3c98b479-225f-4447-a28b-83e7561a1514?:display_count=n&:showVizHome=n&:origin=viz_share_link&:isGuestRedirectFromVizportal=y&:embed=y\">open for at least some in-person learning\u003c/a>.\u003c/p>\n\u003cp>Eddie Bonine, head of the Louisiana High School Athletic Association (LHSAA), has worked to ensure that sports continue, though he's concerned about the social interactions that happen around them.\u003c/p>\n\u003cp>\"If all of the athletes are negative going into the game, knock the heck out of each other for three hours, and then sit on the sidelines with masks on,\" he says, that shouldn't cause an outbreak.\u003c/p>\n\u003cp>\"It's when they leave [the field] is when there's an issue.\"\u003c/p>\n\u003cp>It's harder to control what happens \u003cem>around \u003c/em>sporting events. Virus spread isn't limited to athletic competitions — three CDC scientists \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">recently wrote\u003c/a> that outbreaks can also happen during practices and social gatherings associated with team sports, like pep rallies.\u003c/p>\n\u003cp>Bonine says that's exactly what happened in mid-January at the Louisiana Classic, a high school wrestling tournament held in Gonzales, La., 30 minutes outside Baton Rouge.\u003c/p>\n\u003cp>\"It was set up for failure from the get-go,\" Bonine says.\u003c/p>\n\u003cp>According to the tournament's host, the event drew 365 wrestlers from 46 schools around the state, and 703 spectators. Bonine says there were no bleachers, and spectators ended up crowding around the wrestling mats, trying to get close to the action.\u003c/p>\n\u003cp>\"They wanted to see how close they can get to the mat, just short of having an octagon cage up. It's like the [Ultimate Fighting Championship],\" Bonine says, referring to \u003ca href=\"https://www.npr.org/2020/11/20/937158506/a-face-punching-legal-battle\">the popular mixed martial arts competitions\u003c/a>.\u003c/p>\n\u003cp>A week later, the state's health department \u003ca href=\"https://ldh.la.gov/index.cfm/newsroom/detail/6001\">declared an outbreak\u003c/a> connected to the tournament. Health officials reported more than 20 cases of athletes, staff and attendees testing positive for the coronavirus.\u003c/p>\n\u003cp>The sport is \u003ca href=\"https://www.theadvocate.com/baton_rouge/sports/high_schools/article_3e63db5e-6031-11eb-8ce7-9fe9cc5b3f48.html\">currently on pause\u003c/a> throughout the state in order for wrestlers to be able to take part in the state championship tournament in late February. According to the event organizers, the competition is slated to host more people than the Classic did — 700 wrestlers, and up to 1,800 spectators each day.\u003c/p>\n\u003cp>Bonine says the upcoming competition will have more safety precautions in place than the Classic.\u003c/p>\n\u003cp>\"No food's being served. Nobody will be on the floor but a wrestler. We have everybody separated out — mitigating measures in place, masks being worn, social distancing with teams and players.\"\u003c/p>\n\u003ch2>\u003cstrong>#LetThemPlay\u003c/strong>\u003c/h2>\n\u003cp>Meanwhile, in Pittsburgh, schools have been closed to in-person learning since November, but sports have been up and running since the fall, save for an interruption in December and January.\u003c/p>\n\u003cp>Karen Arnold, who oversees athletic programs for Pittsburgh Public Schools, is balancing the community's safety with the push to play. She says the district considered the CDC's recommendations and ultimately decided there were enough precautions in place for athletics to continue safely.\u003c/p>\n\u003cp>\"If people do what they're supposed to do, across the board, I do feel confident that we can move through this process,\" she says. \"If we start having whole teams being shut down, we will have to sit down and address that with our department of health services.\"\u003c/p>\n\u003cp>Arnold adds that with school still fully online, students were feeling cooped up and athletics provided a necessary relief. \"They were excited to come back,\" she explains.\u003c/p>\n\u003cp>The decision was also a relief for parents, who were eager for their kids to regain some sense of normalcy. The sentiment was echoed throughout the community: parents, students, coaches, and community members started tweeting about the importance of school sports under the hashtag \u003ca href=\"https://twitter.com/haney_aimee5/status/1291882182684938241?s=21\">#LetThemPlay\u003c/a>, Arnold says.\u003c/p>\n\u003cp>Athletes and coaches in Detroit have also used the \u003ca href=\"https://twitter.com/mpowerchange/status/1357110139715731456?s=21\">hashtag.\u003c/a> On \u003ca href=\"https://www.michigan.gov/coronavirus/0,9753,7-406--551428--rss,00.html\">February 4th,\u003c/a> they received good news: students would be able to return to practices and competitions. Shane Lawal, Audrianna Hill's basketball coach, was relieved.\u003c/p>\n\u003cp>Before his students knew basketball would start again, he could tell that not being able to play was having a negative affect on their mental health. \"They were definitely less motivated,\" he explains.\u003c/p>\n\u003cp>But after the news the suspension was being lifted, he noticed an immediate change in morale – especially in Hill.\u003c/p>\n\u003cp>\"She was really sad and upset about the state of the season,\" says Lawal. When Hill finally returned to the court, he knew that something had changed. \"She played so freakin' hard. She was playing like this was the only game she was gonna get to play this year, you could tell for her – it's her last chance.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> Eda Uzunlar is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+Play%2C+Or+Not+To+Play%3A+Schools+Wrestle+With+CDC%27s+Athletics+Recommendations&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>High school senior Audrianna Hill has been playing basketball since she was five years old. But this winter, with Covid-19 cases rising, there was a chance she might not get to play. Her Detroit school has been virtual since the pandemic began, and the basketball season has been pushed back multiple times since September. Basketball is a big part of who she is, and she's been banking on her last year of playing to help get her recruited. The suspensions haven't helped.\u003c/p>\n\u003cp>\"It's made it harder for me to go to college,\" Hill, a varsity player, explains. \"Schools can't come and actually watch you. You have to rely on technology, and I don't know if some [college] coaches feel like watching 50 [performance] videos of different kids.\"\u003c/p>\n\u003cp>Student athletes like Hill are still hoping for a full season this year, but recent findings from the Centers for Disease Control and Prevention may be working against them.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/02/12/967033554/cdc-offers-clearest-guidance-yet-for-reopening-schools\">New CDC guidance\u003c/a> released Friday cautions against resuming athletic activities – especially those that happen inside. The report says that for communities that have substantial rates of transmission, sports and other activities should only take place \"if they can be held outdoors, with physical distancing of 6 feet or more.\" Communities that have high transmission should stick to virtual activities.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7004e4.htm\">previous CDC report\u003c/a> singled out activities where athletes can't social distance and wear masks — effectively ruling out sports like swimming, wrestling and, to Hill's dismay, basketball.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The report focuses on two wrestling tournaments held in an unnamed county in Florida in early December. A total of 130 wrestlers, coaches and referees attended, representing 10 different high schools from three different counties. After the tournaments, local officials learned an attendee had tested positive for the virus, and subsequently confirmed 38 other cases of infection. (Only 54 attendees were tested, making for a 70% positivity rate.) Details about social distancing and mask-wearing were not provided.\u003c/p>\n\u003cp>The report cites American Academy of Pediatrics \u003ca href=\"https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-interim-guidance-return-to-sports\">guidance\u003c/a> that advises against wearing a mask during wrestling, competitive cheerleading, gymnastics and water sports because masks can become a choking hazard, or make it difficult to breath.\u003c/p>\n\u003cp>The takeaway, a CDC official tells NPR, is that academics should be a priority as schools consider when to resume certain in-person activities: \"The emphasis should be placed on the educational needs of students. When it comes to extracurricular activities, if it's problematic to conduct those activities without taking the steps that we know work, we believe that officials should consider delaying or postponing.\"\u003c/p>\n\u003ch2>\u003cstrong>Recommendations in play\u003c/strong>\u003c/h2>\n\u003cp>Those recommendations aren't always being followed at the local level. While some school leaders have postponed athletic seasons during the pandemic, others have forged ahead.\u003c/p>\n\u003cp>In Louisiana, many K-12 schools have had both a fall and winter sports season, and most are \u003ca href=\"https://analytics.la.gov/t/DOE/views/DigitalLearningModel/SchoolLevelModeofLearning/P00338204A@swe.la.gov/3c98b479-225f-4447-a28b-83e7561a1514?:display_count=n&:showVizHome=n&:origin=viz_share_link&:isGuestRedirectFromVizportal=y&:embed=y\">open for at least some in-person learning\u003c/a>.\u003c/p>\n\u003cp>Eddie Bonine, head of the Louisiana High School Athletic Association (LHSAA), has worked to ensure that sports continue, though he's concerned about the social interactions that happen around them.\u003c/p>\n\u003cp>\"If all of the athletes are negative going into the game, knock the heck out of each other for three hours, and then sit on the sidelines with masks on,\" he says, that shouldn't cause an outbreak.\u003c/p>\n\u003cp>\"It's when they leave [the field] is when there's an issue.\"\u003c/p>\n\u003cp>It's harder to control what happens \u003cem>around \u003c/em>sporting events. Virus spread isn't limited to athletic competitions — three CDC scientists \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">recently wrote\u003c/a> that outbreaks can also happen during practices and social gatherings associated with team sports, like pep rallies.\u003c/p>\n\u003cp>Bonine says that's exactly what happened in mid-January at the Louisiana Classic, a high school wrestling tournament held in Gonzales, La., 30 minutes outside Baton Rouge.\u003c/p>\n\u003cp>\"It was set up for failure from the get-go,\" Bonine says.\u003c/p>\n\u003cp>According to the tournament's host, the event drew 365 wrestlers from 46 schools around the state, and 703 spectators. Bonine says there were no bleachers, and spectators ended up crowding around the wrestling mats, trying to get close to the action.\u003c/p>\n\u003cp>\"They wanted to see how close they can get to the mat, just short of having an octagon cage up. It's like the [Ultimate Fighting Championship],\" Bonine says, referring to \u003ca href=\"https://www.npr.org/2020/11/20/937158506/a-face-punching-legal-battle\">the popular mixed martial arts competitions\u003c/a>.\u003c/p>\n\u003cp>A week later, the state's health department \u003ca href=\"https://ldh.la.gov/index.cfm/newsroom/detail/6001\">declared an outbreak\u003c/a> connected to the tournament. Health officials reported more than 20 cases of athletes, staff and attendees testing positive for the coronavirus.\u003c/p>\n\u003cp>The sport is \u003ca href=\"https://www.theadvocate.com/baton_rouge/sports/high_schools/article_3e63db5e-6031-11eb-8ce7-9fe9cc5b3f48.html\">currently on pause\u003c/a> throughout the state in order for wrestlers to be able to take part in the state championship tournament in late February. According to the event organizers, the competition is slated to host more people than the Classic did — 700 wrestlers, and up to 1,800 spectators each day.\u003c/p>\n\u003cp>Bonine says the upcoming competition will have more safety precautions in place than the Classic.\u003c/p>\n\u003cp>\"No food's being served. Nobody will be on the floor but a wrestler. We have everybody separated out — mitigating measures in place, masks being worn, social distancing with teams and players.\"\u003c/p>\n\u003ch2>\u003cstrong>#LetThemPlay\u003c/strong>\u003c/h2>\n\u003cp>Meanwhile, in Pittsburgh, schools have been closed to in-person learning since November, but sports have been up and running since the fall, save for an interruption in December and January.\u003c/p>\n\u003cp>Karen Arnold, who oversees athletic programs for Pittsburgh Public Schools, is balancing the community's safety with the push to play. She says the district considered the CDC's recommendations and ultimately decided there were enough precautions in place for athletics to continue safely.\u003c/p>\n\u003cp>\"If people do what they're supposed to do, across the board, I do feel confident that we can move through this process,\" she says. \"If we start having whole teams being shut down, we will have to sit down and address that with our department of health services.\"\u003c/p>\n\u003cp>Arnold adds that with school still fully online, students were feeling cooped up and athletics provided a necessary relief. \"They were excited to come back,\" she explains.\u003c/p>\n\u003cp>The decision was also a relief for parents, who were eager for their kids to regain some sense of normalcy. The sentiment was echoed throughout the community: parents, students, coaches, and community members started tweeting about the importance of school sports under the hashtag \u003ca href=\"https://twitter.com/haney_aimee5/status/1291882182684938241?s=21\">#LetThemPlay\u003c/a>, Arnold says.\u003c/p>\n\u003cp>Athletes and coaches in Detroit have also used the \u003ca href=\"https://twitter.com/mpowerchange/status/1357110139715731456?s=21\">hashtag.\u003c/a> On \u003ca href=\"https://www.michigan.gov/coronavirus/0,9753,7-406--551428--rss,00.html\">February 4th,\u003c/a> they received good news: students would be able to return to practices and competitions. Shane Lawal, Audrianna Hill's basketball coach, was relieved.\u003c/p>\n\u003cp>Before his students knew basketball would start again, he could tell that not being able to play was having a negative affect on their mental health. \"They were definitely less motivated,\" he explains.\u003c/p>\n\u003cp>But after the news the suspension was being lifted, he noticed an immediate change in morale – especially in Hill.\u003c/p>\n\u003cp>\"She was really sad and upset about the state of the season,\" says Lawal. When Hill finally returned to the court, he knew that something had changed. \"She played so freakin' hard. She was playing like this was the only game she was gonna get to play this year, you could tell for her – it's her last chance.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem> Eda Uzunlar is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+Play%2C+Or+Not+To+Play%3A+Schools+Wrestle+With+CDC%27s+Athletics+Recommendations&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teachers Union Head: Examples Of Success And Trust Key To Reopening Schools",
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"content": "\u003cp>President Biden wants \u003ca href=\"https://www.npr.org/sections/biden-transition-updates/2021/02/03/963620575/education-pick-miguel-cardonas-message-to-lawmakers-en-la-union-esta-la-fuerza\">most K-8 schools to be ready to go back to in-person\u003c/a> learning by the end of April. The problem is teachers and administrators don't agree on how to do it.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention last week\u003ca href=\"https://www.npr.org/2021/01/26/960885936/cdc-makes-case-for-school-reopening\"> made its case for in-person learning\u003c/a>, arguing that data from K-12 schools that took precautions — like wearing masks, social distancing and ventilating rooms — show little evidence that in-person classes contributed meaningfully to the spread of COVID-19.\u003c/p>\n\u003cp>But some teachers – \u003ca href=\"https://www.npr.org/2021/01/27/960868462/dont-call-it-a-comeback-school-districts-that-never-opened-are-having-trouble-no\">like those in big cities\u003c/a>, where school districts have been closed to most in-person learning for months – have been among those pushing back against plans to return to classrooms.\u003c/p>\n\u003cp>In Chicago, for example, the school district and teachers are in a standoff over how to reopen schools for the 70,000 elementary school students the district says it plans to bring back. The sticking points, \u003ca href=\"https://www.wbez.org/stories/mayor-lightfoot-says-times-up-to-make-a-deal-on-school-reopening/9ffabd85-2b26-48d0-a700-3c2c818003de\">according to WBEZ\u003c/a>, include finding a public health metric that would trigger a return to all-remote learning.\u003c/p>\n\u003cp>Randi Weingarten, president of the American Federation of Teachers, tells NPR's \u003cem>Morning Edition\u003c/em> that for teachers, it's not a matter of simply preferring to stay home. It's a safety issue, and they feel safer staying home, she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers are scared of contracting and spreading the virus. Not all places have prioritized teachers for vaccinations, although some local governments, including Ohio, \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1347264768143405056?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1347264768143405056%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.yahoo.com%2Flifestyle%2Fohio-governor-says-teaching-person-010809789.html\">have offered teachers\u003c/a> vaccine priority. Some groups, \u003ca href=\"https://www.veanea.org/schools-should-go-all-virtual-until-staff-are-vaccinated/\">like the Virginia Education Association\u003c/a>, are pushing to get teachers fully vaccinated before returning to classrooms.\u003c/p>\n\u003cp>But on Wednesday, CDC Director Dr. Rochelle Walensky, citing the agency's data released last week, told reporters that vaccinations should not be a \"prerequisite for safe reopening.\"\u003c/p>\n\u003cp>Weingarten says teachers want to be involved in the process of reopening, and \u003ca href=\"https://www.aft.org/sites/default/files/covid19_reopen-america-schools.pdf\">they want the resources\u003c/a> — to, for example, test, trace and isolate new cases — to ensure it can happen safely. But they're scared, she says, and some of those fears are based on what she calls \u003ca href=\"https://www.aft.org/reopen-schools\">\"misinformation\" about the virus\u003c/a>. She says getting teachers comfortable with heading back to schools will rely not just on the science, but also on rebuilding trust between teachers and local governments.\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/11/29/939902582/new-york-city-schools-will-reopen-with-new-covid-19-testing-protocol\">New York has done that\u003c/a>. We're starting to have phased reopenings in Boston,\" she says. \"We have to have examples that can be lifted up because, frankly, people need to trust that elected officials are going to have their best interest in mind.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Is the problem that teachers don't trust the science behind safe in-person school?\u003c/strong>\u003c/p>\n\u003cp>It's not a matter of not trusting the science. It's a matter of, there's been so much disinformation, people don't know who to trust. And so part of what's vital here is to make sure that educators are involved in this process, as well as [given] the resources to make it happen.\u003c/p>\n\u003cp>\u003cstrong>Should all teachers be required to get vaccinated?\u003c/strong>\u003c/p>\n\u003cp>I think that all teachers who want to get vaccinated should be able to get vaccinated as quickly as possible. I think that that creates another layer of protection.\u003c/p>\n\u003cp>...\u003c/p>\n\u003cp>I'm a big believer that 100% of people should get vaccinated. I think that science suggests that. But given the country that we're in right now, and given the level of distrust about vaccines, we have a lot more work to do about vaccine hesitancy before you can even address that question.\u003c/p>\n\u003cp>\u003cstrong>There's wide consensus that a lot of kids are falling behind academically but the emotional psychological toll on kids has been huge. The \u003c/strong>\u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm#:~:text=Beginning%20in%20April%202020%2C%20the,17%20years%20increased%20approximately%2024%25.\">\u003cstrong>CDC found\u003c/strong>\u003c/a>\u003cstrong> that from April to October 2020, hospitals across the country saw a 24% increase in the proportion of mental health emergency visits for kids ages 5 to 11. How do you, as a leader of this union, measure the actual pain and suffering of the kids against the potential pain and suffering of the teachers?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There's fear and pain everywhere, and frankly, the lion's share of teachers are parents as well. For educators, they understand what's going on with our kids. They're scared for our kids, they're scared for themselves. And that's why we're working double and triple time, and have been for months, to get the resources, to get the safeguards and to get a consistent message from government about what is needed.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+Union+Head%3A+Examples+Of+Success+And+Trust+Key+To+Reopening+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Biden wants \u003ca href=\"https://www.npr.org/sections/biden-transition-updates/2021/02/03/963620575/education-pick-miguel-cardonas-message-to-lawmakers-en-la-union-esta-la-fuerza\">most K-8 schools to be ready to go back to in-person\u003c/a> learning by the end of April. The problem is teachers and administrators don't agree on how to do it.\u003c/p>\n\u003cp>The Centers for Disease Control and Prevention last week\u003ca href=\"https://www.npr.org/2021/01/26/960885936/cdc-makes-case-for-school-reopening\"> made its case for in-person learning\u003c/a>, arguing that data from K-12 schools that took precautions — like wearing masks, social distancing and ventilating rooms — show little evidence that in-person classes contributed meaningfully to the spread of COVID-19.\u003c/p>\n\u003cp>But some teachers – \u003ca href=\"https://www.npr.org/2021/01/27/960868462/dont-call-it-a-comeback-school-districts-that-never-opened-are-having-trouble-no\">like those in big cities\u003c/a>, where school districts have been closed to most in-person learning for months – have been among those pushing back against plans to return to classrooms.\u003c/p>\n\u003cp>In Chicago, for example, the school district and teachers are in a standoff over how to reopen schools for the 70,000 elementary school students the district says it plans to bring back. The sticking points, \u003ca href=\"https://www.wbez.org/stories/mayor-lightfoot-says-times-up-to-make-a-deal-on-school-reopening/9ffabd85-2b26-48d0-a700-3c2c818003de\">according to WBEZ\u003c/a>, include finding a public health metric that would trigger a return to all-remote learning.\u003c/p>\n\u003cp>Randi Weingarten, president of the American Federation of Teachers, tells NPR's \u003cem>Morning Edition\u003c/em> that for teachers, it's not a matter of simply preferring to stay home. It's a safety issue, and they feel safer staying home, she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers are scared of contracting and spreading the virus. Not all places have prioritized teachers for vaccinations, although some local governments, including Ohio, \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1347264768143405056?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1347264768143405056%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.yahoo.com%2Flifestyle%2Fohio-governor-says-teaching-person-010809789.html\">have offered teachers\u003c/a> vaccine priority. Some groups, \u003ca href=\"https://www.veanea.org/schools-should-go-all-virtual-until-staff-are-vaccinated/\">like the Virginia Education Association\u003c/a>, are pushing to get teachers fully vaccinated before returning to classrooms.\u003c/p>\n\u003cp>But on Wednesday, CDC Director Dr. Rochelle Walensky, citing the agency's data released last week, told reporters that vaccinations should not be a \"prerequisite for safe reopening.\"\u003c/p>\n\u003cp>Weingarten says teachers want to be involved in the process of reopening, and \u003ca href=\"https://www.aft.org/sites/default/files/covid19_reopen-america-schools.pdf\">they want the resources\u003c/a> — to, for example, test, trace and isolate new cases — to ensure it can happen safely. But they're scared, she says, and some of those fears are based on what she calls \u003ca href=\"https://www.aft.org/reopen-schools\">\"misinformation\" about the virus\u003c/a>. She says getting teachers comfortable with heading back to schools will rely not just on the science, but also on rebuilding trust between teachers and local governments.\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/11/29/939902582/new-york-city-schools-will-reopen-with-new-covid-19-testing-protocol\">New York has done that\u003c/a>. We're starting to have phased reopenings in Boston,\" she says. \"We have to have examples that can be lifted up because, frankly, people need to trust that elected officials are going to have their best interest in mind.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Is the problem that teachers don't trust the science behind safe in-person school?\u003c/strong>\u003c/p>\n\u003cp>It's not a matter of not trusting the science. It's a matter of, there's been so much disinformation, people don't know who to trust. And so part of what's vital here is to make sure that educators are involved in this process, as well as [given] the resources to make it happen.\u003c/p>\n\u003cp>\u003cstrong>Should all teachers be required to get vaccinated?\u003c/strong>\u003c/p>\n\u003cp>I think that all teachers who want to get vaccinated should be able to get vaccinated as quickly as possible. I think that that creates another layer of protection.\u003c/p>\n\u003cp>...\u003c/p>\n\u003cp>I'm a big believer that 100% of people should get vaccinated. I think that science suggests that. But given the country that we're in right now, and given the level of distrust about vaccines, we have a lot more work to do about vaccine hesitancy before you can even address that question.\u003c/p>\n\u003cp>\u003cstrong>There's wide consensus that a lot of kids are falling behind academically but the emotional psychological toll on kids has been huge. The \u003c/strong>\u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6945a3.htm#:~:text=Beginning%20in%20April%202020%2C%20the,17%20years%20increased%20approximately%2024%25.\">\u003cstrong>CDC found\u003c/strong>\u003c/a>\u003cstrong> that from April to October 2020, hospitals across the country saw a 24% increase in the proportion of mental health emergency visits for kids ages 5 to 11. How do you, as a leader of this union, measure the actual pain and suffering of the kids against the potential pain and suffering of the teachers?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There's fear and pain everywhere, and frankly, the lion's share of teachers are parents as well. For educators, they understand what's going on with our kids. They're scared for our kids, they're scared for themselves. And that's why we're working double and triple time, and have been for months, to get the resources, to get the safeguards and to get a consistent message from government about what is needed.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+Union+Head%3A+Examples+Of+Success+And+Trust+Key+To+Reopening+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Diana Muhammad, who teaches PE and dance in Chicago Public Schools, was \"unsure,\" \"uncertain\" and \"reluctant\" about her district's plan for in-person classes starting Monday. At a Chicago Teachers Union \u003ca href=\"https://www.youtube.com/watch?reload=9&v=2EBCKCAK-ao\">press conference\u003c/a> earlier this month, she said the plan felt \"rushed.\" And then things got really scary.\u003c/p>\n\u003cp>\"Over the winter break, my life was devastated when my daughter, who was sick with various symptoms all over the place for an entire week, woke up one morning and could not see.\"\u003c/p>\n\u003cp>Her daughter ended up in intensive care for a week, she said. It turned out to be a case of multisystem inflammatory syndrome, or MIS-C. That's an extremely rare, and very dangerous, complication of COVID-19 found in children, \u003ca href=\"https://www.aappublications.org/news/2020/07/16/miscdata071620\">particularly in Black and Latino children\u003c/a>. Noting this disparate impact, and the fact that Chicago Public School students are about 90% nonwhite, Muhammad said, \"Now I am seriously concerned about us rushing back without having a well-thought-out plan.\"\u003c/p>\n\u003cp>The idea that opening Chicago's school buildings in February 2021, 11 months after they shut down, constitutes \"rushing back\" would be news in most of the country. As of the third week of January, 58% of students nationwide were in districts with at least some in-person learning. That's according to the organization Burbio, which scrapes a selection of school websites for the data. And that's actually a growing number. Burbio reported that late January brought the biggest drop in \"virtual-only\" students since September. Many districts opened up school buildings again after closures brought on by holiday-related spikes.\u003c/p>\n\u003cp>However, Burbio estimates that about a third of the country's students have not had a single day in school since last March. This includes much of the West Coast, the Mid-Atlantic and some big cities like Chicago, Philadelphia, Cleveland and Atlanta.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In some of those districts, trying to open up for the first time right now is like spitting into a freezing wind (without a mask). On Tuesday, the Chicago Teachers Union and CPS \u003ca href=\"https://www.wbez.org/stories/heres-why-teachers-wont-show-up-wednesday-and-why-that-could-trigger-a-strike/a07789c5-0c5c-435c-bb6d-8b51ccbe6e09\">failed to reach a deal on school reopening\u003c/a>, triggering plans for 14,000 school staff to refuse to report to schools on Wednesday, and opening the door for a strike.\u003c/p>\n\u003cp>In Montclair, N.J., an affluent New York City suburb, teachers also refused to come to work, leading the district to \u003ca href=\"https://www.nytimes.com/2021/01/25/nyregion/montclair-schools-covid.html\">abandon its opening plans\u003c/a> set for this past Monday. And Washington, D.C., appears \u003ca href=\"https://www.washingtonpost.com/local/education/district-schools-reopening-plan/2021/01/24/e7c2ec0e-5cb1-11eb-8bcf-3877871c819d_story.html\">headed for a similar showdown\u003c/a> over a Feb. 1 opening date. In all three places, this is only the latest in a series of torn-up reopening plans.\u003c/p>\n\u003cp>\u003cstrong>#OnlyWhenItsSafe\u003c/strong>\u003c/p>\n\u003cp>The terrible and mounting toll of the pandemic has caused positions to harden on both sides of the reopening debate. For districts that pledged in the summer or fall to reopen when coronavirus numbers got better, there are many cases where \u003ca href=\"https://philadelphia.chalkbeat.org/2020/11/10/21558568/philadelphia-again-delays-start-of-in-person-learning\">the numbers haven't cooperated\u003c/a>.\u003c/p>\n\u003cp>\"There is little likelihood the low-income communities we serve, which have been hit hardest by the virus, will meet the proposed 'Safe Schools for All' COVID guidelines by February 1st,\" Los Angeles Unified Superintendent Austin Beutner \u003ca href=\"https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/930/Austin%20Beutner_January%2025_Update%20to%20the%20School%20Community_Speech%20Transcript_English.pdf\">told his community\u003c/a> on Monday. \"Many experts say even March 1st is unlikely, given current health conditions. Sadly, COVID numbers remain at dangerously high levels in nearly every category — infections, hospitalizations and deaths.\"\u003c/p>\n\u003cp>Up to now, there has been no centralized data collection on cases, outbreaks and mitigation measures in U.S. schools — something President Biden has \u003ca href=\"https://www.npr.org/sections/president-biden-takes-office/2021/01/21/959162019/biden-announces-executive-actions-meant-to-help-reopen-schools\">just ordered federal agencies to begin doing\u003c/a>. Still, there is an \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/01/07/953961009/where-is-it-safe-to-reopen-schools-new-research-offers-answers\">emerging scientific consensus\u003c/a> that schools can be safe, given the right precautions, even when community spread is high.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/960885936\">On Tuesday\u003c/a>, three Centers for Disease Control and Prevention scientists released a review of U.S. and international evidence in the \u003cem>Journal of the American Medical Association \u003c/em>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875\">making just this point\u003c/a>: \"Accumulating data now suggest a path forward to maintain or return primarily or fully to in-person instructional delivery.\" With precautions, and canceling higher-risk activities such as athletics, the paper said, reopening can be safe. Separately, the CDC itself released \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7004e3.htm?s_cid=mm7004e3_e&ACSTrackingID=USCDC_921-DM47411&ACSTrackingLabel=MMWR%20Early%20Release%20-%20Vol.%2070%2C%20January%2026%2C%202021&deliveryName=USCDC_921-DM47411\">a study of schools in Wisconsin\u003c/a> that found even when cases were spiking in the community, there were just seven cases among nearly 5,000 students and zero cases among staff. That's with more than 9 out of 10 students reportedly wearing masks.\u003c/p>\n\u003cp>With heartbreaking experiences like Diana Muhammad's to share, teachers unions in some places have rallied around the cry \"\u003ca href=\"https://twitter.com/hashtag/onlywhenitssafe?lang=en\">#OnlyWhenItsSafe\u003c/a>.\" But \"safe\" means trusting management to report cases, sanitize buildings, improve ventilation — and multiple rounds of negotiations have detonated old landmines of mistrust and mistreatment.\u003c/p>\n\u003cp>In Chicago, for example, the tug of war between the union and the school district \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-vote-to-reject-in-person-school/dd5ba310-e877-4a64-aa4f-8b46c2704abe\">goes back to March\u003c/a>. Administrators, Mayor Lori Lightfoot and the head of the Chicago Department of Public Health did not initially want to close schools. But, just after the union held a press conference calling for schools to be closed in March, Illinois Gov. J.B. Pritzker made the call that schools would be shut down statewide.\u003c/p>\n\u003cp>Once schools were closed, city and school district officials twice insisted that they reopen for in-person learning. Both times the union fought back, even threatening to hold a strike vote. Both times, the school district blinked.\u003c/p>\n\u003cp>Yet for much of the past year, CPS officials have insisted — and still insist — that the union cannot dictate whether schools are open or not.\u003c/p>\n\u003cp>In Washington, D.C., teachers explain their hesitation to go back to in-person learning by citing historic educational inequities.\u003c/p>\n\u003cp>\"East of the river, things are dictated to us,\" says teachers union activist Laura Fuchs, referring to a \u003ca href=\"https://dcist.com/story/19/05/30/does-east-of-the-river-need-a-new-name/\">low-income, majority Black area of the city\u003c/a>. \"The [school] bathroom has not had a working soap dispenser since the building opened ... they don't seem to care.\"\u003c/p>\n\u003cp>D.C. Public Schools told NPR over email, \"We are proud to have worked collaboratively with the Washington Teachers' Union on an agreement reached in December that represents our shared commitment to ensuring students have the high-quality education and supports they need to thrive, and our teachers and staff feel safe and prepared to return to school buildings.\"\u003c/p>\n\u003cp>The goalposts on \"safe\" also seem to keep moving. Now that vaccines are out, some teachers say they will agree to return to work in person only when fully vaccinated, which could take months.\u003c/p>\n\u003cp>University of Washington epidemiologist Helen Chu, who became known early in the pandemic for \u003ca href=\"https://www.nytimes.com/2020/03/10/us/coronavirus-testing-delays.html\">detecting the first signs of local transmission\u003c/a> in the U.S., endorsed that position recently \u003ca href=\"https://www.youtube.com/watch?t=1255&v=FeKD2u5n-Lg&feature=youtu.be\">on a public panel\u003c/a>:\u003c/p>\n\u003cp>\"Get the teachers vaccinated, that's clearly important and can be done right now, and at that point, that's when we reopen.\"\u003c/p>\n\u003cp>In at least one state, Ohio, Gov. Mike DeWine is \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1347264768143405056?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1347264768143405056%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.yahoo.com%2Flifestyle%2Fohio-governor-says-teaching-person-010809789.html\">asking superintendents to sign a pledge\u003c/a> to resume in-person instruction by March 1 as a condition of their staff receiving priority access to the vaccine.\u003c/p>\n\u003cp>\u003cstrong>#OpenSchools\u003c/strong>\u003c/p>\n\u003cp>Grace Lee, chief medical officer for practice innovation and a pediatric infectious disease physician at Stanford Children's Health, advised the CDC on coronavirus vaccine priorities. Her position differs from Chu's: \"Clearly, both schools in the U.S. and schools in other countries have been able to effectively reopen,\" she says. With multiple \"Swiss cheese\" layers of precautions, including masking, distancing, handwashing and ventilation, she says school can be relatively safe; the vaccine is one more layer.\u003c/p>\n\u003cp>As the months drag on without the in-person learning, the specialized services, the social opportunities, the hot meals or the child care that schools provide, some parents have organized under hashtags like #OpenSchools.\u003c/p>\n\u003cp>Lisa Cohen, a parent of a kindergartner in Washington, D.C., is one of them.\u003c/p>\n\u003cp>\"It's fear-based,\" she says of the drive to stay remote. \"Like if it was science-based, fact-based, data-based, we could put out a metric or we could look at the data and decide when we get there and when it's safe. But it has become an emotional conversation. It's become a political conversation. And I don't know where and how you end those.\"\u003c/p>\n\u003cp>These open school advocates have marshaled the support of many pediatricians, as in \u003ca href=\"https://img1.wsimg.com/blobby/go/af00deb7-5d62-44bb-9e36-494e83b6a185/Pediatricians%20Urge%20Return%20to%20In-Person%20School.pdf?fbclid=IwAR0IIxyrc_MAA4fjAdqyW1YrLGpV4h9BJwlvDWSsXmWsrIlzyXJQNFkPpJU\">this open letter\u003c/a>. They point to the many states where schools are mostly open — such as Florida, Georgia and Texas — yet cases have started to come down again in the past few weeks, as they have elsewhere.\u003c/p>\n\u003cp>\u003cstrong>A mountain of makeup work ahead\u003c/strong>\u003c/p>\n\u003cp>In many late-opening districts, only a minority of families have signaled interest in changing their current remote school and child care arrangements in favor of a few days a week of in-person learning, sometimes with a different teacher than they've been working with all year.\u003c/p>\n\u003cp>\u003cem>The Washington Post\u003c/em> \u003ca href=\"https://www.washingtonpost.com/local/education/district-schools-reopening-plan/2021/01/24/e7c2ec0e-5cb1-11eb-8bcf-3877871c819d_story.html\">reported over the weekend\u003c/a> that 5,200 D.C. students had signed up for in-person classes in a district of about 50,000. In Chicago, the district said it planned to bring \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-vote-to-reject-in-person-school/dd5ba310-e877-4a64-aa4f-8b46c2704abe\">about 70,000 elementary school students back\u003c/a>, out of about 280,000 total students enrolled.\u003c/p>\n\u003cp>Laura Fuchs in D.C. says her district's reopening plan is sorely lacking details and doesn't sound particularly engaging for students.\u003c/p>\n\u003cp>\"We're going back once a week, with a group of students placed in a cohort, to do a combination of remediation, test prep, makeup work.\"\u003c/p>\n\u003cp>Even as the voices get louder, the time remaining in this school year dwindles, and the pile of makeup work for everyone is just getting bigger.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Eda Uzunlar is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Don%27t+Call+It+A+Comeback%3A+School+Districts+That+Never+Opened+Are+Having+Trouble+Now&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Diana Muhammad, who teaches PE and dance in Chicago Public Schools, was \"unsure,\" \"uncertain\" and \"reluctant\" about her district's plan for in-person classes starting Monday. At a Chicago Teachers Union \u003ca href=\"https://www.youtube.com/watch?reload=9&v=2EBCKCAK-ao\">press conference\u003c/a> earlier this month, she said the plan felt \"rushed.\" And then things got really scary.\u003c/p>\n\u003cp>\"Over the winter break, my life was devastated when my daughter, who was sick with various symptoms all over the place for an entire week, woke up one morning and could not see.\"\u003c/p>\n\u003cp>Her daughter ended up in intensive care for a week, she said. It turned out to be a case of multisystem inflammatory syndrome, or MIS-C. That's an extremely rare, and very dangerous, complication of COVID-19 found in children, \u003ca href=\"https://www.aappublications.org/news/2020/07/16/miscdata071620\">particularly in Black and Latino children\u003c/a>. Noting this disparate impact, and the fact that Chicago Public School students are about 90% nonwhite, Muhammad said, \"Now I am seriously concerned about us rushing back without having a well-thought-out plan.\"\u003c/p>\n\u003cp>The idea that opening Chicago's school buildings in February 2021, 11 months after they shut down, constitutes \"rushing back\" would be news in most of the country. As of the third week of January, 58% of students nationwide were in districts with at least some in-person learning. That's according to the organization Burbio, which scrapes a selection of school websites for the data. And that's actually a growing number. Burbio reported that late January brought the biggest drop in \"virtual-only\" students since September. Many districts opened up school buildings again after closures brought on by holiday-related spikes.\u003c/p>\n\u003cp>However, Burbio estimates that about a third of the country's students have not had a single day in school since last March. This includes much of the West Coast, the Mid-Atlantic and some big cities like Chicago, Philadelphia, Cleveland and Atlanta.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In some of those districts, trying to open up for the first time right now is like spitting into a freezing wind (without a mask). On Tuesday, the Chicago Teachers Union and CPS \u003ca href=\"https://www.wbez.org/stories/heres-why-teachers-wont-show-up-wednesday-and-why-that-could-trigger-a-strike/a07789c5-0c5c-435c-bb6d-8b51ccbe6e09\">failed to reach a deal on school reopening\u003c/a>, triggering plans for 14,000 school staff to refuse to report to schools on Wednesday, and opening the door for a strike.\u003c/p>\n\u003cp>In Montclair, N.J., an affluent New York City suburb, teachers also refused to come to work, leading the district to \u003ca href=\"https://www.nytimes.com/2021/01/25/nyregion/montclair-schools-covid.html\">abandon its opening plans\u003c/a> set for this past Monday. And Washington, D.C., appears \u003ca href=\"https://www.washingtonpost.com/local/education/district-schools-reopening-plan/2021/01/24/e7c2ec0e-5cb1-11eb-8bcf-3877871c819d_story.html\">headed for a similar showdown\u003c/a> over a Feb. 1 opening date. In all three places, this is only the latest in a series of torn-up reopening plans.\u003c/p>\n\u003cp>\u003cstrong>#OnlyWhenItsSafe\u003c/strong>\u003c/p>\n\u003cp>The terrible and mounting toll of the pandemic has caused positions to harden on both sides of the reopening debate. For districts that pledged in the summer or fall to reopen when coronavirus numbers got better, there are many cases where \u003ca href=\"https://philadelphia.chalkbeat.org/2020/11/10/21558568/philadelphia-again-delays-start-of-in-person-learning\">the numbers haven't cooperated\u003c/a>.\u003c/p>\n\u003cp>\"There is little likelihood the low-income communities we serve, which have been hit hardest by the virus, will meet the proposed 'Safe Schools for All' COVID guidelines by February 1st,\" Los Angeles Unified Superintendent Austin Beutner \u003ca href=\"https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/930/Austin%20Beutner_January%2025_Update%20to%20the%20School%20Community_Speech%20Transcript_English.pdf\">told his community\u003c/a> on Monday. \"Many experts say even March 1st is unlikely, given current health conditions. Sadly, COVID numbers remain at dangerously high levels in nearly every category — infections, hospitalizations and deaths.\"\u003c/p>\n\u003cp>Up to now, there has been no centralized data collection on cases, outbreaks and mitigation measures in U.S. schools — something President Biden has \u003ca href=\"https://www.npr.org/sections/president-biden-takes-office/2021/01/21/959162019/biden-announces-executive-actions-meant-to-help-reopen-schools\">just ordered federal agencies to begin doing\u003c/a>. Still, there is an \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/01/07/953961009/where-is-it-safe-to-reopen-schools-new-research-offers-answers\">emerging scientific consensus\u003c/a> that schools can be safe, given the right precautions, even when community spread is high.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/960885936\">On Tuesday\u003c/a>, three Centers for Disease Control and Prevention scientists released a review of U.S. and international evidence in the \u003cem>Journal of the American Medical Association \u003c/em>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875\">making just this point\u003c/a>: \"Accumulating data now suggest a path forward to maintain or return primarily or fully to in-person instructional delivery.\" With precautions, and canceling higher-risk activities such as athletics, the paper said, reopening can be safe. Separately, the CDC itself released \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7004e3.htm?s_cid=mm7004e3_e&ACSTrackingID=USCDC_921-DM47411&ACSTrackingLabel=MMWR%20Early%20Release%20-%20Vol.%2070%2C%20January%2026%2C%202021&deliveryName=USCDC_921-DM47411\">a study of schools in Wisconsin\u003c/a> that found even when cases were spiking in the community, there were just seven cases among nearly 5,000 students and zero cases among staff. That's with more than 9 out of 10 students reportedly wearing masks.\u003c/p>\n\u003cp>With heartbreaking experiences like Diana Muhammad's to share, teachers unions in some places have rallied around the cry \"\u003ca href=\"https://twitter.com/hashtag/onlywhenitssafe?lang=en\">#OnlyWhenItsSafe\u003c/a>.\" But \"safe\" means trusting management to report cases, sanitize buildings, improve ventilation — and multiple rounds of negotiations have detonated old landmines of mistrust and mistreatment.\u003c/p>\n\u003cp>In Chicago, for example, the tug of war between the union and the school district \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-vote-to-reject-in-person-school/dd5ba310-e877-4a64-aa4f-8b46c2704abe\">goes back to March\u003c/a>. Administrators, Mayor Lori Lightfoot and the head of the Chicago Department of Public Health did not initially want to close schools. But, just after the union held a press conference calling for schools to be closed in March, Illinois Gov. J.B. Pritzker made the call that schools would be shut down statewide.\u003c/p>\n\u003cp>Once schools were closed, city and school district officials twice insisted that they reopen for in-person learning. Both times the union fought back, even threatening to hold a strike vote. Both times, the school district blinked.\u003c/p>\n\u003cp>Yet for much of the past year, CPS officials have insisted — and still insist — that the union cannot dictate whether schools are open or not.\u003c/p>\n\u003cp>In Washington, D.C., teachers explain their hesitation to go back to in-person learning by citing historic educational inequities.\u003c/p>\n\u003cp>\"East of the river, things are dictated to us,\" says teachers union activist Laura Fuchs, referring to a \u003ca href=\"https://dcist.com/story/19/05/30/does-east-of-the-river-need-a-new-name/\">low-income, majority Black area of the city\u003c/a>. \"The [school] bathroom has not had a working soap dispenser since the building opened ... they don't seem to care.\"\u003c/p>\n\u003cp>D.C. Public Schools told NPR over email, \"We are proud to have worked collaboratively with the Washington Teachers' Union on an agreement reached in December that represents our shared commitment to ensuring students have the high-quality education and supports they need to thrive, and our teachers and staff feel safe and prepared to return to school buildings.\"\u003c/p>\n\u003cp>The goalposts on \"safe\" also seem to keep moving. Now that vaccines are out, some teachers say they will agree to return to work in person only when fully vaccinated, which could take months.\u003c/p>\n\u003cp>University of Washington epidemiologist Helen Chu, who became known early in the pandemic for \u003ca href=\"https://www.nytimes.com/2020/03/10/us/coronavirus-testing-delays.html\">detecting the first signs of local transmission\u003c/a> in the U.S., endorsed that position recently \u003ca href=\"https://www.youtube.com/watch?t=1255&v=FeKD2u5n-Lg&feature=youtu.be\">on a public panel\u003c/a>:\u003c/p>\n\u003cp>\"Get the teachers vaccinated, that's clearly important and can be done right now, and at that point, that's when we reopen.\"\u003c/p>\n\u003cp>In at least one state, Ohio, Gov. Mike DeWine is \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1347264768143405056?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1347264768143405056%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fwww.yahoo.com%2Flifestyle%2Fohio-governor-says-teaching-person-010809789.html\">asking superintendents to sign a pledge\u003c/a> to resume in-person instruction by March 1 as a condition of their staff receiving priority access to the vaccine.\u003c/p>\n\u003cp>\u003cstrong>#OpenSchools\u003c/strong>\u003c/p>\n\u003cp>Grace Lee, chief medical officer for practice innovation and a pediatric infectious disease physician at Stanford Children's Health, advised the CDC on coronavirus vaccine priorities. Her position differs from Chu's: \"Clearly, both schools in the U.S. and schools in other countries have been able to effectively reopen,\" she says. With multiple \"Swiss cheese\" layers of precautions, including masking, distancing, handwashing and ventilation, she says school can be relatively safe; the vaccine is one more layer.\u003c/p>\n\u003cp>As the months drag on without the in-person learning, the specialized services, the social opportunities, the hot meals or the child care that schools provide, some parents have organized under hashtags like #OpenSchools.\u003c/p>\n\u003cp>Lisa Cohen, a parent of a kindergartner in Washington, D.C., is one of them.\u003c/p>\n\u003cp>\"It's fear-based,\" she says of the drive to stay remote. \"Like if it was science-based, fact-based, data-based, we could put out a metric or we could look at the data and decide when we get there and when it's safe. But it has become an emotional conversation. It's become a political conversation. And I don't know where and how you end those.\"\u003c/p>\n\u003cp>These open school advocates have marshaled the support of many pediatricians, as in \u003ca href=\"https://img1.wsimg.com/blobby/go/af00deb7-5d62-44bb-9e36-494e83b6a185/Pediatricians%20Urge%20Return%20to%20In-Person%20School.pdf?fbclid=IwAR0IIxyrc_MAA4fjAdqyW1YrLGpV4h9BJwlvDWSsXmWsrIlzyXJQNFkPpJU\">this open letter\u003c/a>. They point to the many states where schools are mostly open — such as Florida, Georgia and Texas — yet cases have started to come down again in the past few weeks, as they have elsewhere.\u003c/p>\n\u003cp>\u003cstrong>A mountain of makeup work ahead\u003c/strong>\u003c/p>\n\u003cp>In many late-opening districts, only a minority of families have signaled interest in changing their current remote school and child care arrangements in favor of a few days a week of in-person learning, sometimes with a different teacher than they've been working with all year.\u003c/p>\n\u003cp>\u003cem>The Washington Post\u003c/em> \u003ca href=\"https://www.washingtonpost.com/local/education/district-schools-reopening-plan/2021/01/24/e7c2ec0e-5cb1-11eb-8bcf-3877871c819d_story.html\">reported over the weekend\u003c/a> that 5,200 D.C. students had signed up for in-person classes in a district of about 50,000. In Chicago, the district said it planned to bring \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-vote-to-reject-in-person-school/dd5ba310-e877-4a64-aa4f-8b46c2704abe\">about 70,000 elementary school students back\u003c/a>, out of about 280,000 total students enrolled.\u003c/p>\n\u003cp>Laura Fuchs in D.C. says her district's reopening plan is sorely lacking details and doesn't sound particularly engaging for students.\u003c/p>\n\u003cp>\"We're going back once a week, with a group of students placed in a cohort, to do a combination of remediation, test prep, makeup work.\"\u003c/p>\n\u003cp>Even as the voices get louder, the time remaining in this school year dwindles, and the pile of makeup work for everyone is just getting bigger.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Eda Uzunlar is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Don%27t+Call+It+A+Comeback%3A+School+Districts+That+Never+Opened+Are+Having+Trouble+Now&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Updated at 10:58 a.m. ET Wednesday\u003c/strong>\u003c/p>\n\u003cp>Data from K-12 schools that reopened for in-person instruction in the fall show little evidence that schools contributed meaningfully to the spread of COVID-19, according to a \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">new article\u003c/a> published Tuesday in \u003cem>JAMA, \u003c/em>the journal of the American Medical Association.\u003c/p>\n\u003cp>The overview from the Centers for Disease Control and Prevention, authored by three of its scientists, represents the clearest view yet of the facts behind what has become a heated debate over when and how schools should reopen.\u003c/p>\n\u003cp>Last spring and into fall, schools across the country closed — and many remain closed — out of fear that allowing students and staff to return to school buildings would drive communitywide spread of the virus, much as nursing homes and crowded bars have done.\u003c/p>\n\u003cp>The CDC report says data from reopened classrooms show that \"the type of rapid spread that was frequently observed in congregate living facilities or high-density worksites has not been reported in education settings in schools.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Meanwhile, evidence mounts of the \u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/18/953581851/ive-tried-everything-pandemic-has-cut-options-for-kids-with-mental-illness\">social, emotional\u003c/a> and \u003ca href=\"https://www.npr.org/2020/12/10/945136613/new-studies-show-the-pandemic-highlights-inequality-in-u-s-education-system\">academic toll\u003c/a> remote learning has taken on children, especially in already vulnerable, low-income communities.\u003c/p>\n\u003cp>Among the school systems cited in the review were 11 North Carolina districts serving more than 90,000 students and staff. During a nine-week period this fall, researchers found just 32 infections acquired in school — compared with 773 cases of students and staff infected outside school. None of those 32 in-school transmissions involved students infecting teachers or staff.\u003c/p>\n\u003cp>In another study, of 17 schools in rural Wisconsin, mask-wearing helped keep the COVID-19 incidence lower in schools than in the larger community.\u003c/p>\n\u003cp>While the researchers call the findings \"reassuring,\" they make clear that much of the success schools have had in preventing transmission is the result of their embrace of safety precautions.\u003c/p>\n\u003cp>\"All recommended mitigation measures in schools must continue: requiring universal face mask use, increasing physical distance ... increasing room air ventilation, and expanding screening testing to rapidly identify and isolate asymptomatic infected individuals,\" the report says.\u003c/p>\n\u003cp>The CDC authors do single out a few school-based functions that can drive infections, namely indoor sports practices and events. They cite a pair of high school wrestling tournaments in Florida where 38 of the 54 participants who were tested, tested positive, some of whom brought the virus back to their families and friend circles. The report also serves as a reminder that schools do not operate in a vacuum. To keep COVID-19 out of classrooms, communities should be prepared to fight it elsewhere, including by restricting indoor dining.\u003c/p>\n\u003cp>The summary was published online as a \"Viewpoint,\" and, though it was authored by CDC scientists, it included a disclaimer that its conclusions \"do not necessarily represent the official position of the Centers for Disease Control and Prevention.\" But, when asked by NPR if the article's conclusions could be attributed to CDC, an agency spokesman confirmed that they could.\u003c/p>\n\u003cp>The report comes at an inflection point for the U.S., where more than 420,000 people have died from the disease and communities have been bracing for the arrival of more contagious coronavirus variants. At the same time, the federal government has begun a massive, if plodding, vaccination rollout. Some states have prioritized inoculating educators and school staff as teachers unions in some communities \u003ca href=\"https://www.nytimes.com/2021/01/25/us/biden-schools-reopen-coronavirus.html?searchResultPosition=1\">have resisted a return\u003c/a> to school for safety reasons.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>President Biden has pledged to help the majority of schools reopen within his first 100 days. His administration\u003ca href=\"https://www.usnews.com/news/education-news/articles/2021-01-14/biden-proposes-175-billion-to-reopen-schools\"> has proposed sending $130 billion\u003c/a> in relief to K-12 schools to help pay for the kinds of costly mitigation efforts the CDC recommends, including socially distanced classrooms and ventilation updates for aging buildings.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC+Makes+The+Case+For+Schools+Reopening&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Updated at 10:58 a.m. ET Wednesday\u003c/strong>\u003c/p>\n\u003cp>Data from K-12 schools that reopened for in-person instruction in the fall show little evidence that schools contributed meaningfully to the spread of COVID-19, according to a \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">new article\u003c/a> published Tuesday in \u003cem>JAMA, \u003c/em>the journal of the American Medical Association.\u003c/p>\n\u003cp>The overview from the Centers for Disease Control and Prevention, authored by three of its scientists, represents the clearest view yet of the facts behind what has become a heated debate over when and how schools should reopen.\u003c/p>\n\u003cp>Last spring and into fall, schools across the country closed — and many remain closed — out of fear that allowing students and staff to return to school buildings would drive communitywide spread of the virus, much as nursing homes and crowded bars have done.\u003c/p>\n\u003cp>The CDC report says data from reopened classrooms show that \"the type of rapid spread that was frequently observed in congregate living facilities or high-density worksites has not been reported in education settings in schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Meanwhile, evidence mounts of the \u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/18/953581851/ive-tried-everything-pandemic-has-cut-options-for-kids-with-mental-illness\">social, emotional\u003c/a> and \u003ca href=\"https://www.npr.org/2020/12/10/945136613/new-studies-show-the-pandemic-highlights-inequality-in-u-s-education-system\">academic toll\u003c/a> remote learning has taken on children, especially in already vulnerable, low-income communities.\u003c/p>\n\u003cp>Among the school systems cited in the review were 11 North Carolina districts serving more than 90,000 students and staff. During a nine-week period this fall, researchers found just 32 infections acquired in school — compared with 773 cases of students and staff infected outside school. None of those 32 in-school transmissions involved students infecting teachers or staff.\u003c/p>\n\u003cp>In another study, of 17 schools in rural Wisconsin, mask-wearing helped keep the COVID-19 incidence lower in schools than in the larger community.\u003c/p>\n\u003cp>While the researchers call the findings \"reassuring,\" they make clear that much of the success schools have had in preventing transmission is the result of their embrace of safety precautions.\u003c/p>\n\u003cp>\"All recommended mitigation measures in schools must continue: requiring universal face mask use, increasing physical distance ... increasing room air ventilation, and expanding screening testing to rapidly identify and isolate asymptomatic infected individuals,\" the report says.\u003c/p>\n\u003cp>The CDC authors do single out a few school-based functions that can drive infections, namely indoor sports practices and events. They cite a pair of high school wrestling tournaments in Florida where 38 of the 54 participants who were tested, tested positive, some of whom brought the virus back to their families and friend circles. The report also serves as a reminder that schools do not operate in a vacuum. To keep COVID-19 out of classrooms, communities should be prepared to fight it elsewhere, including by restricting indoor dining.\u003c/p>\n\u003cp>The summary was published online as a \"Viewpoint,\" and, though it was authored by CDC scientists, it included a disclaimer that its conclusions \"do not necessarily represent the official position of the Centers for Disease Control and Prevention.\" But, when asked by NPR if the article's conclusions could be attributed to CDC, an agency spokesman confirmed that they could.\u003c/p>\n\u003cp>The report comes at an inflection point for the U.S., where more than 420,000 people have died from the disease and communities have been bracing for the arrival of more contagious coronavirus variants. At the same time, the federal government has begun a massive, if plodding, vaccination rollout. Some states have prioritized inoculating educators and school staff as teachers unions in some communities \u003ca href=\"https://www.nytimes.com/2021/01/25/us/biden-schools-reopen-coronavirus.html?searchResultPosition=1\">have resisted a return\u003c/a> to school for safety reasons.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>President Biden has pledged to help the majority of schools reopen within his first 100 days. His administration\u003ca href=\"https://www.usnews.com/news/education-news/articles/2021-01-14/biden-proposes-175-billion-to-reopen-schools\"> has proposed sending $130 billion\u003c/a> in relief to K-12 schools to help pay for the kinds of costly mitigation efforts the CDC recommends, including socially distanced classrooms and ventilation updates for aging buildings.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC+Makes+The+Case+For+Schools+Reopening&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>President Biden has called reopening schools a \"\u003ca href=\"https://www.npr.org/2020/09/04/909337949/biden-calls-school-reopening-a-national-emergency\">national emergency\u003c/a>\" and said he wants to see most K-12 schools in the United States \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/29/951254331/biden-again-criticizes-trumps-covid-response-vows-to-speed-vaccine-production\">open during his first 100 days\u003c/a> in office, which would be between now and April.\u003c/p>\n\u003cp>On Thursday, \u003ca href=\"https://twitter.com/POTUS/status/1352280291088457731\">he announced\u003c/a> he would sign several executive actions, including measures meant to push the process along.\u003c/p>\n\u003cp>These come after actions signed on Wednesday geared toward improving college access and providing relief for student loan borrowers.\u003c/p>\n\u003cp>Here are the details of Thursday's actions, as announced by the White House:\u003c/p>\n\u003cp>\u003cstrong>More personal protective equipment: \u003c/strong> Schools will be eligible for full reimbursement for supplies such as masks, gowns and gloves through the Federal Emergency Management Agency's Disaster Relief Fund.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>More testing: \u003c/strong>A Pandemic Testing Board will use the Defense Production Act and other means to produce and distribute more tests, including for schools. Workplaces with the resources, \u003ca href=\"https://www.nbcnews.com/news/us-news/covid-testing-stars-cameras-roll-again-new-cottage-industry-emerges-n1242778\">such as movie sets\u003c/a>, have relied on frequent and rapid testing to operate safely during the pandemic, but access to tests for teachers and students has been limited by budgets.\u003c/p>\n\u003cp>\u003cstrong>Vaccines for teachers: \u003c/strong>The actions expand vaccine capacity in several ways; equitable distribution to teachers in particular is mentioned.\u003c/p>\n\u003cp>\u003cstrong>Better data: \u003c/strong>Up until now, there has been no centralized, national data collection of coronavirus cases or outbreaks in schools. \"I'm not sure there's a role at the department to collect and compile that research,\" former U.S. Education Secretary Betsy DeVos \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-10-20/betsy-devos-not-my-job-to-track-schools-coronavirus-reopening-plans\">said in October\u003c/a>. This makes it difficult to appropriately trace, isolate or even to understand the impact of school openings on the course of the pandemic, or the efficacy of various safety protocols. Many states and districts have their own reporting and dashboards, and there are some decentralized volunteer efforts. Among Thursday's actions is a call for the Education and Health and Human Services departments to take a more aggressive role in collecting, aggregating, analyzing and reporting data and best practices to help schools and businesses reopen safely. That includes collecting data on the equity impacts of prolonged school closures.\u003c/p>\n\u003cp>These moves come as the organization Burbio reports more than half of the country's students are learning from home. Large districts, including \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-to-vote-whether-to-reject-in-person-school-and-move-toward-a-potential-strike/6a85b1bf-3d52-4c0e-9f80-c675be3718d8\">in Chicago\u003c/a> and \u003ca href=\"https://www.fox5dc.com/news/fairfax-county-public-schools-delays-in-person-instruction\">Fairfax County, Va\u003c/a>., are struggling to bring large numbers of students back for the first time this school year, while others \u003ca href=\"https://www.nytimes.com/2021/01/21/us/coronavirus-schools-georgia.html\">are closing because of staffing shortages\u003c/a> brought on by waves of quarantines. And there are worries over whether new variants of the coronavirus might spread even more quickly, overwhelming the safety precautions currently in place in schools.\u003c/p>\n\u003cp>In addition to the actions announced Thursday, which focused on K-12 school reopenings amid the pandemic, Biden signed several executive actions on his first day in office relating to education.\u003c/p>\n\u003cp>He \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/executive-order-preventing-and-combating-discrimination-on-basis-of-gender-identity-or-sexual-orientation/\">affirmed the rights\u003c/a> of children to access school restrooms, locker rooms and other facilities regardless of gender identity or sexual orientation, an issue that made news when DeVos \u003ca href=\"https://www.npr.org/2017/02/23/516858583/whats-next-for-transgender-rights-lawsuits-with-school-guidance-rescinded\">rescinded similar Obama-era guidance\u003c/a>.\u003c/p>\n\u003cp>On the higher education front, Biden took actions that would make it easier for certain students to go to college, and provide relief to student loan borrowers during the pandemic:\u003c/p>\n\u003cp>\u003cstrong>College access: \u003c/strong>Biden issued \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/proclamation-ending-discriminatory-bans-on-entry-to-the-united-states/\">a proclamation ending the so-called Muslim travel ban\u003c/a>, which barred entry to the U.S. of citizens from some majority-Muslim countries. The president also ordered the State Department to begin processing visas. Both moves should help colleges attract more international students after \u003ca href=\"https://www.npr.org/2020/12/02/912669406/enrollment-by-international-students-in-u-s-colleges-plummets\">a massive decline in enrollment \u003c/a>during the Trump administration.\u003c/p>\n\u003cp>A new action \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/preserving-and-fortifying-deferred-action-for-childhood-arrivals-daca/\">strengthening the Deferred Action for Childhood Arrivals program\u003c/a>, or DACA, gives legal protections to people who came to the U.S. as children. Colleges have long supported the program, which has helped many DREAMers enroll in college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Student loans: \u003c/strong>Following an executive action signed Wednesday, the Education Department \u003ca href=\"https://www.npr.org/sections/inauguration-day-live-updates/2021/01/20/958845207/president-biden-will-extend-student-loan-payment-freeze-through-september-30\">extended pandemic relief from payments for about 41 million federal student loan borrowers \u003c/a>through Sept. 30. \"Too many Americans are struggling to pay for basic necessities and to provide for their families,\" the Education Department said in a statement. \"They should not be forced to choose between paying their student loans and putting food on the table.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Biden+Announces+Executive+Actions+Meant+To+Help+Reopen+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Biden has called reopening schools a \"\u003ca href=\"https://www.npr.org/2020/09/04/909337949/biden-calls-school-reopening-a-national-emergency\">national emergency\u003c/a>\" and said he wants to see most K-12 schools in the United States \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/29/951254331/biden-again-criticizes-trumps-covid-response-vows-to-speed-vaccine-production\">open during his first 100 days\u003c/a> in office, which would be between now and April.\u003c/p>\n\u003cp>On Thursday, \u003ca href=\"https://twitter.com/POTUS/status/1352280291088457731\">he announced\u003c/a> he would sign several executive actions, including measures meant to push the process along.\u003c/p>\n\u003cp>These come after actions signed on Wednesday geared toward improving college access and providing relief for student loan borrowers.\u003c/p>\n\u003cp>Here are the details of Thursday's actions, as announced by the White House:\u003c/p>\n\u003cp>\u003cstrong>More personal protective equipment: \u003c/strong> Schools will be eligible for full reimbursement for supplies such as masks, gowns and gloves through the Federal Emergency Management Agency's Disaster Relief Fund.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>More testing: \u003c/strong>A Pandemic Testing Board will use the Defense Production Act and other means to produce and distribute more tests, including for schools. Workplaces with the resources, \u003ca href=\"https://www.nbcnews.com/news/us-news/covid-testing-stars-cameras-roll-again-new-cottage-industry-emerges-n1242778\">such as movie sets\u003c/a>, have relied on frequent and rapid testing to operate safely during the pandemic, but access to tests for teachers and students has been limited by budgets.\u003c/p>\n\u003cp>\u003cstrong>Vaccines for teachers: \u003c/strong>The actions expand vaccine capacity in several ways; equitable distribution to teachers in particular is mentioned.\u003c/p>\n\u003cp>\u003cstrong>Better data: \u003c/strong>Up until now, there has been no centralized, national data collection of coronavirus cases or outbreaks in schools. \"I'm not sure there's a role at the department to collect and compile that research,\" former U.S. Education Secretary Betsy DeVos \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-10-20/betsy-devos-not-my-job-to-track-schools-coronavirus-reopening-plans\">said in October\u003c/a>. This makes it difficult to appropriately trace, isolate or even to understand the impact of school openings on the course of the pandemic, or the efficacy of various safety protocols. Many states and districts have their own reporting and dashboards, and there are some decentralized volunteer efforts. Among Thursday's actions is a call for the Education and Health and Human Services departments to take a more aggressive role in collecting, aggregating, analyzing and reporting data and best practices to help schools and businesses reopen safely. That includes collecting data on the equity impacts of prolonged school closures.\u003c/p>\n\u003cp>These moves come as the organization Burbio reports more than half of the country's students are learning from home. Large districts, including \u003ca href=\"https://www.wbez.org/stories/chicago-teachers-to-vote-whether-to-reject-in-person-school-and-move-toward-a-potential-strike/6a85b1bf-3d52-4c0e-9f80-c675be3718d8\">in Chicago\u003c/a> and \u003ca href=\"https://www.fox5dc.com/news/fairfax-county-public-schools-delays-in-person-instruction\">Fairfax County, Va\u003c/a>., are struggling to bring large numbers of students back for the first time this school year, while others \u003ca href=\"https://www.nytimes.com/2021/01/21/us/coronavirus-schools-georgia.html\">are closing because of staffing shortages\u003c/a> brought on by waves of quarantines. And there are worries over whether new variants of the coronavirus might spread even more quickly, overwhelming the safety precautions currently in place in schools.\u003c/p>\n\u003cp>In addition to the actions announced Thursday, which focused on K-12 school reopenings amid the pandemic, Biden signed several executive actions on his first day in office relating to education.\u003c/p>\n\u003cp>He \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/executive-order-preventing-and-combating-discrimination-on-basis-of-gender-identity-or-sexual-orientation/\">affirmed the rights\u003c/a> of children to access school restrooms, locker rooms and other facilities regardless of gender identity or sexual orientation, an issue that made news when DeVos \u003ca href=\"https://www.npr.org/2017/02/23/516858583/whats-next-for-transgender-rights-lawsuits-with-school-guidance-rescinded\">rescinded similar Obama-era guidance\u003c/a>.\u003c/p>\n\u003cp>On the higher education front, Biden took actions that would make it easier for certain students to go to college, and provide relief to student loan borrowers during the pandemic:\u003c/p>\n\u003cp>\u003cstrong>College access: \u003c/strong>Biden issued \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/proclamation-ending-discriminatory-bans-on-entry-to-the-united-states/\">a proclamation ending the so-called Muslim travel ban\u003c/a>, which barred entry to the U.S. of citizens from some majority-Muslim countries. The president also ordered the State Department to begin processing visas. Both moves should help colleges attract more international students after \u003ca href=\"https://www.npr.org/2020/12/02/912669406/enrollment-by-international-students-in-u-s-colleges-plummets\">a massive decline in enrollment \u003c/a>during the Trump administration.\u003c/p>\n\u003cp>A new action \u003ca href=\"https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/preserving-and-fortifying-deferred-action-for-childhood-arrivals-daca/\">strengthening the Deferred Action for Childhood Arrivals program\u003c/a>, or DACA, gives legal protections to people who came to the U.S. as children. Colleges have long supported the program, which has helped many DREAMers enroll in college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Student loans: \u003c/strong>Following an executive action signed Wednesday, the Education Department \u003ca href=\"https://www.npr.org/sections/inauguration-day-live-updates/2021/01/20/958845207/president-biden-will-extend-student-loan-payment-freeze-through-september-30\">extended pandemic relief from payments for about 41 million federal student loan borrowers \u003c/a>through Sept. 30. \"Too many Americans are struggling to pay for basic necessities and to provide for their families,\" the Education Department said in a statement. \"They should not be forced to choose between paying their student loans and putting food on the table.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Biden+Announces+Executive+Actions+Meant+To+Help+Reopen+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>President Biden will issue an executive order asking the Education Department to extend pandemic relief for about 41 million federal student loan borrowers through Sept. 30.\u003c/p>\n\u003cp>In March 2020, borrowers were granted a reprieve on their loan payments — interest was set to 0% and collections of defaulted federal student loans were paused. Congress initiated this relief in the CARES Act. Both President Donald Trump and, later, Education Secretary Betsy DeVos, extended it.\u003c/p>\n\u003cp>Before Biden's executive order, expected later today, the relief was set to expire on Jan. 31.\u003c/p>\n\u003cp>The back and forth on deadlines has been a challenge for borrowers. Research from Pew conducted in August and September found that, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/04/943293547/education-dept-extends-student-loan-payment-freeze-through-january\">among borrowers who said the relief applied to them\u003c/a>, about 40% did not know when their loan payments were set to resume. That research also found that borrowers are struggling financially due to the pandemic: Almost 6 in 10 borrowers with paused payments reported to Pew that it would be difficult to begin making their payments if they had to do so in the next month.\u003c/p>\n\u003cp>With the extension for the next eight months, borrowers and loan servicers now have a longer runway to prepare for when repayment starts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The extension of the payment pauses provides much needed relief to borrowers during the pandemic in the short-term,\" says Sarah Sattelmeyer, director of the Pew Charitable Trust's Student Borrower Success project. The big question now is what happens next.\u003c/p>\n\u003cp>Many hope that temporary pandemic relief for borrowers will open the door to more permanent loan forgiveness. But it's unclear to what extent the Biden administration would do that. On Jan. 8, David Kamin, the incoming deputy director of Biden's National Economic Council, \u003ca href=\"https://twitter.com/i/broadcasts/1djGXqwyjlEJZ\">repeated Biden's support of Congress canceling up to $10,000\u003c/a> in federal student loans per borrower in response to the pandemic. But many Democrats want him to go further.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In September, Democratic Sens. Elizabeth Warren and Chuck Schumer unveiled a plan calling for the next president to cancel up to $50,000 of outstanding federal student loans per borrower. Biden has yet to signal interest in this plan. In his campaign proposal, he outlined a number of changes to paying back loans, including canceling $10,000 in debt for students who work in national or community service.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=President+Biden+Will+Extend+Student+Loan+Payment+Freeze+Through+Sept.+30&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Biden will issue an executive order asking the Education Department to extend pandemic relief for about 41 million federal student loan borrowers through Sept. 30.\u003c/p>\n\u003cp>In March 2020, borrowers were granted a reprieve on their loan payments — interest was set to 0% and collections of defaulted federal student loans were paused. Congress initiated this relief in the CARES Act. Both President Donald Trump and, later, Education Secretary Betsy DeVos, extended it.\u003c/p>\n\u003cp>Before Biden's executive order, expected later today, the relief was set to expire on Jan. 31.\u003c/p>\n\u003cp>The back and forth on deadlines has been a challenge for borrowers. Research from Pew conducted in August and September found that, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/04/943293547/education-dept-extends-student-loan-payment-freeze-through-january\">among borrowers who said the relief applied to them\u003c/a>, about 40% did not know when their loan payments were set to resume. That research also found that borrowers are struggling financially due to the pandemic: Almost 6 in 10 borrowers with paused payments reported to Pew that it would be difficult to begin making their payments if they had to do so in the next month.\u003c/p>\n\u003cp>With the extension for the next eight months, borrowers and loan servicers now have a longer runway to prepare for when repayment starts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The extension of the payment pauses provides much needed relief to borrowers during the pandemic in the short-term,\" says Sarah Sattelmeyer, director of the Pew Charitable Trust's Student Borrower Success project. The big question now is what happens next.\u003c/p>\n\u003cp>Many hope that temporary pandemic relief for borrowers will open the door to more permanent loan forgiveness. But it's unclear to what extent the Biden administration would do that. On Jan. 8, David Kamin, the incoming deputy director of Biden's National Economic Council, \u003ca href=\"https://twitter.com/i/broadcasts/1djGXqwyjlEJZ\">repeated Biden's support of Congress canceling up to $10,000\u003c/a> in federal student loans per borrower in response to the pandemic. But many Democrats want him to go further.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In September, Democratic Sens. Elizabeth Warren and Chuck Schumer unveiled a plan calling for the next president to cancel up to $50,000 of outstanding federal student loans per borrower. Biden has yet to signal interest in this plan. In his campaign proposal, he outlined a number of changes to paying back loans, including canceling $10,000 in debt for students who work in national or community service.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=President+Biden+Will+Extend+Student+Loan+Payment+Freeze+Through+Sept.+30&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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