对新东方开设的各视频号新榜指数进行分级发现，80%以上的视频号运营情况较差(新榜指数低于450)，仅集团号“新东方家庭教育”和“新东方”表现突出，新榜指数达到600以上; 对比集团号和各地域号的开设.
2021-04-27
41页
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2021年深度行业分析研究报告#page#正文目录1.民办高教：政策不确定性有望扫除，基本面无度.1.1民促法实施条例落地在即，政策不确定性有望扫除1.2国家大力支持职业本科，民办高教扩招持续.6.0.
2021-04-23
17页
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2021年深度行业分析研究报告#page#目录1.招生端：我国硕士教育供给扩大3.市场容量：2025年或达250亿1.1研究生在我国教育体系中的位置3.1考研培训存在强刚需性1.2考研在我国升学体系中.
2021-04-23
35页
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2.2.2. 上游：政策趋严下，一建等人才缺口巨大根据我国住建部对建筑企业的管理标准，我国一级、二级建造师在建筑企业资质认定方面具有必要性。根据施工总承包企业特级资质标准，要求申请特级资质的企业具有一.
2021-04-22
21页
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证券研究报告传媒行业/行业专题报告2021年4月19日职业教育系列报告（一）解构考研培训一：需求篇#page#核心观点会现象。在研究生教育规模扩张、考培存在刚性需求、产品供给不断进化的越势下，我们预计.
2021-04-21
37页
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浙商证券股份有限公司ZHESHANG SECURITIES CO.LTL教育&海外报告日期：2021年04月21日行业报告静待政策出，高教花再开行业细分行业评级公看好教育报告导读司研政策落地窗口期+扩.
2021-04-21
17页
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2.2.2. 上游：政策趋严下，一建等人才缺口巨大根据我国住建部对建筑企业的管理标准，我国一级、二级建造师在建筑企业资质认定方面具有必要性。根据施工总承包企业特级资质标准，要求申请特级资质的企业具有一.
2021-04-20
22页
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BestColleges的第七份年度在线教育趋势报告通过分析学生和学校管理者提供的反馈提供了见解。这份报告包含了我们第五年的原始数据收集，包括366名学校管理人员和1800名学生的参与。被调查的学生包括预期的在线学生、当前在线学生(即那些完全在线课程的学生)、当前远程学习者(即那些由于COVID-19而没有亲自提供课程的学生)和在线课程校友。研究结果分为四类：学习经验、市场营销与招聘、课程设计与管理、学生满意度。BestColleges的研究计划旨在确定和跟踪与在线教育相关的长期趋势。2020年，除了年度在线教育趋势报告外，我们还分别发布了与在线学生人口统计、大学职业和就业规划以及在线教育中的性别差异相关的报告。这第七次年度在线教育趋势报告，提供了学生和学校管理者的观点，提供了最新的在线教育观点，包括在COVID-19之后经历的远程学习。2021年报告介绍了我们第五年从366名学校管理人员和1800名学生收集原始数据的情况。今年的学生参与者包括在线学生、远程学习者、在线课程毕业生和未来的在线学生。
2021-04-20
63页
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BestColleges的最新报告提供了有关在线学生之间性别差异的见解。 本报告介绍了学生对在线学习的许多挑战，他们对支持的需求，在线教育的未来以及新学生人口统计资料的看法。 作为2020年在线教育趋势报告的扩展，我们收集了2015年至2020年从在线学位课程毕业的505个人的新数据。本研究中收集的观点进一步为新的在线学位课程和支持在线学生成功的服务提供了信息。所有男性参与者中有一半(50%)攻读了计算机科学，工程学及相关专业，而女性只有12%。大部分女学生(50%)和男学生(64%)在获得学位的同时全职工作。虽然所有调查参与者中大多数是白人，但女学生代表了更多的多样性，包括非裔美国人或黑人(19%); 西班牙裔或拉丁美洲裔/年(9%);亚洲，太平洋岛民或亚洲印度裔(8%)族裔。在所有参与者中，有42%同意女性作为在线学生面临更多挑战。72%的男学生报告说，获得必需的技术和互联网连接是他们在线教育经历中具有挑战性的一部分，而女生只有44%。总体而言，男女学生报告说，他们的主要支持来源是财务(22%)，家庭(19%)，学者(17%)和工作/雇主(15%)。女学生更可能依靠家庭支持，而男学生更可能依靠职业计划和雇主支持。42%的男性报告说希望从学校获得更多的技术技能和计算机知识支持，而女性只有14%。男性(44%)和女性(32%)都表示需要更多的时间管理技能支持。
2021-04-20
39页
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这份新的在线学生人口统计报告更深入地分析了为2020年在线教育趋势报告收集的1500名学生的数据。这些学生代表了三大招生类别(即未来、现在和校友)，以及三种动机类型(即职业攀爬者、职业转换者和探索者)。无论您的学校是新的在线学习或长期建立的计划，此报告包含有用的信息，为决策有关的学生招聘，保留和满意度。这里报告的数据是在2020年初美国冠状病毒爆发前不久收集的。参与这项研究的学生已经选择或计划参加网上课程。他们对成为成功的在线学生所面临的挑战的洞察，包括沿途的经验教训，有助于为未来在线课程的发展提供信息。在线学生的成功在一定程度上取决于他们在整个学习过程中得到的支持，从入学决定到实现他们的教育和职业目标。欲了解更多有关支持学生过渡到在线学习的信息，请访问BestColleges博客。今天的网络学生是谁?他们如何决定网上报名?他们入学后毕业的最大障碍是什么?随着高校开始扩大课程目录，增加新的在线课程，在课程开发和市场营销两方面都有很多需要考虑的问题。有关在线学生的信息和反馈有助于了解这一过程。本报告提供了通过BestColleges 2020在线教育趋势报告收集的学生人口统计数据。在这一数据的扩展分析中，我们将学生分为三类(即职业攀爬者、职业转换者和探索者)和三类(即未来学生、现任学生和校友)，以进一步了解他们的特点、为什么和如何选择在线教育，以及他们如何在在线课程中获得成功。
2021-04-20
31页
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数字化时代下消费者行为偏好洞察 细分：严格的鹰系家长、温和的兔系家长以及佛系家长等分层明显 痛点：不同城市家长在孩子的教育方面面临不同的焦虑点 选择：口碑依旧是家长选择在线教育时考虑的重要因素消费者细.
2021-04-19
33页
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市场规模不同。以第四章测算方式计算，中国当前的少儿编程市场规模约280亿人民币。以美国7,000万K12阶段学生、70%的渗透率测算,少儿编程通过B端校园渠道覆盖了约4,900万美国学生,再以Tynk.
2021-04-15
68页
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2015年明尼苏达州立法机构颁布了教师短缺贷款减免计划，于2015年8月1日生效，明尼苏达州法令第136A条。17911年。明尼苏达州高等教育办公室(OHE)将该项目称为教师短缺贷款偿还计划(TSLRP)，以更好地使项目的名称与其设计相一致。他的任务是建立规则并管理这个项目。明尼苏达州行政法规于2017年2月28日星期二建立。TSLRP旨在以偿还奖励的形式，向在专业教育工作者许可和标准委员会(PELSB)与OHE专员协调下确定的短缺地区工作的教师提供学生贷款债务减免，这些地区的教师使用为教师供需报告收集的数据。设立贷款偿还计划是为了鼓励合格的有执照的教师到教师短缺的地区工作，并减少无法在特定的有执照领域雇用有执照的教师的学区数量。OHE需要在2月1日之前向立法机构的K-12和高等教育委员会主席提交一份年度报告。报告必须包括(1)获得贷款宽免的个人人数，(2)教师任教的许可证地区和经济发展地区，(3)支付给参与项目教师的平均金额，以及(4)其他由专员确定为结果指标的摘要数据。目前，2019年的TSLRP申请已经获得批准，2020年的申请正在审查中，2021年的申请预计将于2021年春天启动。
2021-04-07
23页
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THE URGENCY OF NOW1The Urgency of Now:Michigans Educational RecoveryPhoto by Allison Shelley for American Education: Images of Teachers and Students in Action.2021 State of Michigan Education Report2 TABLE OF CONTENTSCONTENTSI. INTRODUCTION: The Urgency of Now: Michigans Educational Recovery II. POLL FINDINGS: Poll of Michigan Parents Demonstrates Shortcomings and Inequities in Remote Learning Amid PandemicIII. RECOMMENDATIONS: a. Fair Investmentb. Honest Information, Transparency and Public Reportingc. Extended and Expanded Learning Timed. Quality Virtual Instruction and Accesse. Inclusivity and Socioemotional Supportsf. Transitions to Postsecondary OpportunitiesIV. INDICATORSIn 2015, The Education Trust-Midwest launched the Michigan Achieves! campaign to make Michigan a top ten education state by 2030. Since then, a growing number of partners around the state have come together to advance the best practices and strategies from leading education states in order to close achievement gaps and ensure every Michigan student is learning and being taught at high levels. Join the movement at .THE URGENCY OF NOW3INTRODUCTIONThe Urgency of Now: Michigans Educational RecoveryAs our state and nation continue to grapple with the ongoing, devastating impacts of the COVID-19 pandemic, it could be easy to suggest forgoing the long vision to improve Michigan public education in favor of addressing urgent crises.But that would be a travesty for our states children. Instead, as an organization that has championed an equitable education for all Michigan students for the last decade, we urge our state leaders to immediately accelerate efforts to reimagine public education and implement critical measures that support the continuation and recovery of student learning, especially to ensure that the most underserved students do not face incalculable harm. Findings from a new poll of Michigan parents underscore the urgent need to invest in education and prioritize underserved students, particularly students of color, low-income students, English learners and students with disabilities. This is especially critical now following the mass school closures and pivot to remote instruction amid the pandemic. The poll, conducted by New York-based Global Strategy Group, found that nearly half of Michigan parents say that the quality of teaching and instruction their children receive is worse amid the crisis, which threatens to compound Michigans longstanding lackluster progress in raising student achievement. Just over a third of all parents rate remote learning as successful or extremely successful.Alarmingly, the polling suggests that the opportunity gap that already exists in our state for underserved students may grow even wider, especially as parents of color are more likely to indicate their child is participating in full-time remote learning. Additionally, the vast majority of all parents, but particularly Black parents and parents of color, expressed concern about their child falling behind academically, with 91 percent of Black parents and parents of color and 83 percent of White parents reporting concerns. The full results are on page 6.Furthermore, parents say they are not getting the information they need to know whether their children are falling behind academically: nearly half (47%) of all parents polled indicated they have received little or no information from their childs school about whether their child is suffering from learning loss or has fallen behind grade-level expectations as a result of schools being closed due to the pandemic last spring. Parents overwhelmingly agree that state leaders should have a plan to address learning loss and make sure students catch up to their current grade level.These concerns of Michigan parents build on troubling findings about interrupted learning here in Michigan and nationwide.Already, a national analysis suggests that the abrupt school closures last spring and uneven access to virtual instruction may have resulted in as many as 3 million students not returning to school.1 In Michigan alone, early enrollment data showed a statewide enrollment decline of more than 50,000 students, many of whom may not be in school at all.2 4 INTRODUCTIONThis interrupted learning is expected to worsen longstanding opportunity and achievement gaps for the most underserved students, including Black, Latino and low-income students. And lack of access to resources and supports means the most vulnerable students, including students with disabilities and English Learners, have been hit particularly hard.3Research already suggests that the school closures may result in Black students falling behind by 10.3 months, Hispanic students by 9.2 months, and low-income students by more than a year. The analysis suggests that existing achievement gaps could grow by 15 to 20 percent.4 Furthermore, our own data shows that online virtual instruction is a significant challenge for hundreds of thousands of Michigan children due to a lack of digital access in their household.5 Troublingly, our states vulnerable students are most likely to lack digital access, putting them at a significant disadvantage as many districts across the state pivoted to part- or full-time virtual learning learning during the pandemic.And new data analyses on college enrollment suggests a precipitous drop in immediate college enrollment rates amid the COVID-19 crisis, with the greatest decline among graduates of high poverty, low income and urban high schools.6 No, now is not the time to forego a vision for a better education system for our states students. Instead, we urge state leaders to embrace a vision of hope and adopt research-driven, proven strategies of leading education states. While we applaud state leaders for their safety initiatives to lower COVID-19 rates and for their efforts to reopen the economy, we now implore them to work with great urgency to address the needs of our students and schools.This is the moment in which they must face and address this educational crisis transparently and honestly and make students their priority.In the following pages, as part of our 2021 State of Michigan Education Report, The Urgency of Now: Michigans Educational Recovery, we call upon state leaders to quickly develop and implement solution-based approaches to both support the long-term recovery of student learning, as well as address the longstanding inequities and underperformance that have plagued our education system for decades. Building upon last years recommendations, which called on leaders to create a Marshall Plan for public education amid this unprecedented moment, we urge leaders to focus on six key areas fair investment; honest information, transparency and public reporting; extended learning time; quality virtual instruction and access; inclusivity and socioemotional supports and transitions to postsecondary opportunities. We also outline the need for prioritizing early literacy efforts and developing a comprehensive plan around educator talent that places equity at the forefront. Through this report, we also highlight parents across Michigan who echo our concerns while sharing our vision and hope for a brighter public education system and opportunities for all students. Their voices are just a snapshot of those we heard from while partnering with EarlyWorks, a Detroit-based, women-led strategy and communications consulting firm, to convene and conduct virtual focus groups and one-on-one interviews to gain diverse perspectives across the state. Among parents interviewed, there was a consensus that Michigans education system has not been effective in meeting the needs of all children and that the inequitable distribution of school funding leads to differences in resources and teaching quality, made even worse by the pandemic.Parents across the state expressed a desire to see better distribution of resources across schools even when they felt their own schools were well-resourced.As one parent said, “All students should be able to be exposed to the same opportunities to help them learn. THE URGENCY OF NOW5not just some students, not just in the communities that have the most wealth or the communities that contribute the most to the state.”We fastidiously agree, especially because we know that Michigan is one of the most inequitable states for school funding, leading to profound opportunity and achievement gaps for the states most underserved students. This report builds upon the deep research we conducted last year on the troubling impact of Michigans longstanding and unfair school funding system, as well our calls alongside civil rights, business and philanthropic leaders to prioritize investment in public education and continue to shield public education from budget cuts.7Following our recommendations, we also present the 2021 Michigan Achieves! Indicators, which begin on page 45 and provide updated information on Michigans progress and performance based on important data-driven measures. These demonstrate Michigans progress toward key goals for becoming a top ten state in education. While theres much work to do to address the immediate and longstanding education challenges in our state, we join the many parents who told us they have hope for their children and hope for Michigans schools and the promise of a brighter tomorrow.Together with them and the many partners, collaborators, and thousands of other parents and educators who work tirelessly to ensure all children have the opportunity to achieve at high levels we remain committed to a vision of an excellent education system and to building a movement toward equity. And we urge our state leaders to hear our collective voices and answer the call now.Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.6 POLL FINDINGSMany staff and partners contributed to the research and development of this report, including: Executive Director Amber Arellano, Chief of Staff Mary Grech, Director of Communications Jennifer Mrozowski, Director of Policy and Research Tabitha Bentley, Data and Policy Analyst Riley Stone, Senior Data Consultant Jacqueline Gardner and Director of External Relations Brian Gutman. We are also grateful for the input and collaboration of our colleagues across the country including The Education Trust President and CEO John B. King, Jr. and Vice President for P-12, Policy and Practice at The Education Trust Ary Amerikaner and Associate Director for P-12 Analytics at The Education Trust Ivy Morgan. Poll of Michigan Parents Demonstrates Shortcomings and Inequities in Remote Learning Amid PandemicPOLL FINDINGSWhile the impact on student achievement due to the mass school closures and pivot to remote instruction amid the pandemic is yet unknown, findings from a new poll suggest Michigan parents have significant concerns about their childrens virtual learning experience, with nearly half saying that the quality of teaching and instruction their children receive is worse.The poll also sheds light on troubling disparities that are expected to worsen longstanding inequities in educational offerings for underserved students, especially as Black parents and parents of color are more likely to indicate that their child is participating in full-time remote learning. The vast majority of parents reported concerns about their childrens academic outcomes; however, parents of color are more likely to express concern about their child falling behind than White parents, a troubling finding that suggests the opportunity gap that already exists in our state may widen. Overarchingly, parents believe the state should implement quality standards for remote learning and expect schools to communicate early and often about learning loss and how their child can catch up for the next grade. With less than half (45%) of Michigan public school parents stating that their child receives three or more hours per day of live online instruction from a teacher during remote learning, a majority of parents agree that state leaders should have a plan to address learning loss and make sure students catch up to their current grade level (85%). set quality standards for virtual learning in the state to ensure students learning remotely are receiving quality online instruction (84%). .should provide safe, free and voluntary in-person summer school for students that need to catch up (83%).Recommendations to State LeadersTHE URGENCY OF NOW7KEY FINDINGS:Learning Loss The vast majority of all parents, but particularly Black parents and parents of color, expressed concern about their child falling behind academically. 91% of Black parents and parents of color indicate concern about their child falling behind academically because of the pandemic, compared to 83% of White parents. 47% of all parents indicate they have received little or no information from their childs school about whether their child is suffering from learning loss or has fallen behind grade-level expectations as a result of schools being closed due to the pandemic last spring. Extended Learning Time A majority of parents agree that state leaders should provide safe, free and voluntary in-person summer school for students that need to catch up (83%).Virtual Instruction Just over a third of parents (37%) rate remote learning as successful or extremely successful (ratings of 8-10 on a scale of 0-10). Parents identify several aspects of their childs education that are distinctively worse under remote learning compared to traditional in-person classes before the pandemic and school closures. 54% say their childs one-on-one time with teachers is worse. 52% say their childs overall educational experience is worse. 46% say their childs engagement and interest in schoolwork is worse. 45% say the quality of teaching and instruction they receive is worse. Black parents and parents of color are more likely to have students learning remotely full-time compared to White parents. 81% of Black parents and 74% of parents of color indicate their child is participating in full-time remote learning, while 63% of White parents say their child is learning remotely full-time. A few key components of remote learning, however, have had some benefit for students, according to Michigan parents. 40% say their ability to support their childs education is better. 40% say their childs ability to learn at their own pace is better. Digital Access While an overwhelmingly majority of parents indicate that providing resources to increase digital access would be helpful in navigating the coronavirus pandemic, significantly fewer parents say their students school is actually doing so. 96% of parents indicate that lending mobile technology devices would be helpful, but only 62% of parents indicate their students school is actually doing so. 88% of parents indicate that providing free internet access would be helpful, but only 21% of parents indicate their students school is actually doing so. A majority of parents from low-income households are concerned about affording internet or losing internet access this school year compared to parents in higher income brackets. 62% of parents in the $0-$49,000 income bracket, 37% in the $50,000-$99,000 income bracket 8 POLL FINDINGSand 37% in the $100,000 income bracket are concerned about affording internet or losing internet access this school year. An alternative method to providing digital access to students could be to offer a safe place to do schoolwork and participate in virtual learning. While 86% of parents indicate that this would be helpful, only 18% of Black parents indicate their students school is actually doing so compared to the 28% of White parents who indicate their students school is doing so.Early Childhood Education No matter race nor income level, an overwhelming majority of Michigan parents support investing more public funds to expand access to quality, affordable childcare/preschool for Michigan families with young children (ages 0-4). 90% of White parents, 98% of Black parents and 94% of parents of color indicate support. 95% of parents in the $0-$49,000 income bracket, 90% in the $50,000-$99,000 income bracket and 87% in the $100,000 income bracket indicate support.About this poll: The Education TrustMidwest partnered with Global Strategy Group to conduct an online (desktop and mobile) survey among 400 parents of children in Michigan public schools from December 10-16, 2020. The survey had a confidence interval of /-4.9%. All interviews were conducted via web-based panel. Care has been taken to ensure the geographic and demographic divisions of parents are properly represented.Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.THE URGENCY OF NOW9RECOMMENDATIONSMichigan needs strong state leadership, now more than ever. As the pandemic continues across our state and nation, students face continued disruptions to their learning. This is of grave concern according to a report by McKinsey & Company, school closures may result in Black students falling behind by 10.3 months, Hispanic students by 9.2 months, and low-income students by more than a year.8 The analysis suggested that existing achievement gaps could grow by 15 to 20 percent.9Whether children lack internet access, school districts lack devices to distribute or families lack the support they need to help their children continue to learn, the emerging trends from COVID-19 demand urgent attention from policymakers, district and civic leaders, educators and parents. Without effective intervention and innovative new approaches, this unfinished learning has the potential “”Together with the many partners, collaborators, and thousands of parents and educators who work tirelessly to ensure all children have the opportunity to achieve at high levels we remain committed to a vision of an excellent education system and to building a movement toward equity. And we urge our state leaders to hear our collective voices and answer the call now. Amber Arellano, Executive Director, The Education TrustMidwestto exacerbate other troubling inequities and leave children of color, English learners, rural and urban learners and many other children devastatingly behind in learning.10Even before the current crisis, more than half of Michigan third graders were not reading at grade level, and nearly two-thirds of seventh graders were below grade level in math on Michigans state assessment.11 On the national assessment, Michigan ranks 36th in improvement for fourth-grade reading among all students from 2003 to 2019.12Our 2020 State of Michigan Education Report called for a Marshall Plan to address the impacts of COVID-19 and outlined six key recommendation areas. In this years report, we reiterate that call for leadership, planning and investment with renewed urgency. By Mary Grech, Tabitha Bentley and Riley Stone RECOMMENDATIONS We are not the only ones calling for change. In this years report, we highlight the voices of parents who are also concerned about Michigan public education and calling for a “new normal” that puts an end to the systemic barriers holding back too many of our states young people from reaching their full potential. When we first outlined these recommendations last year in our annual State of Michigan Education report, it still seemed possible that many schools would return to in-person instruction in the fall. It is now clear that the impacts of the pandemic will be far greater than anticipated. Without strong leadership and intervention, the effects on student learning could persist long after the spread of the disease has halted. We must double-down on efforts to strengthen our states education system while the pandemic continues and ensure we are prepared to meet the increased and varying needs of students in the years to follow. We are at the beginning of a new era of public education one that can, and should, be focused on Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.equity and ensuring that all students are prepared for success in college and career, no matter their income, race or zip code and no matter the impact of the pandemic on their learning. While we know that many challenges face Michigan students amid COVID-19, especially our states most underserved students, we also know that they are resilient, capable and ready to learn. Effective implementation of research-based strategies, such as high-dosage tutoring and voluntary multi-week summer school programs, can lead to significant learning gains. Additionally, research shows that the quality of teaching and learning experienced by a student over the course of just one school year can have positive impacts lasting into adulthood.13 Now is the time to look forward and come together. With the right leadership, planning and investment, we can ensure that all Michigan students are supported to reach their full potential. THE URGENCY OF NOW11Fair InvestmentAs outlined in our report, Michigans School Funding: Crisis and Opportunity, Michigan needs to invest much more in all of its students statewide, while investing significantly more in low-income students, English learner students and students with disabilities.14 Historically, the State of Michigan has drastically underfunded much-needed support for the additional learning needs of these underserved student groups. Now, after months of distance learning and anticipated learning loss, the need to invest in Michigans vulnerable students is even greater. While money is not the only factor that matters for improving student outcomes, state and local funding allocations can have major impacts on the learning conditions in each district, including the availability of student support and extracurricular activities, the amount of instructional time, the quality of instructional materials, the level of professional support and compensation teachers receive, and much more. And thats under normal circumstances. In the current moment, equitable funding and investments could mean a student having access to a laptop and online learning, a high-quality summer school experience and a highly-effective educator when in-person learning resumes or not. Investing in Michigans Students, Especially Underserved Students: Research shows that money matters, especially for students from low-income backgrounds. Increases in spending have been shown to improve educational attainment, lead to higher wages and reduce poverty in adulthood, particularly for students from low-income backgrounds.15 Michigans economic future rests on the investments it makes now in students. Now is the time to make investments in research-based education recovery strategies, like those included in this report, and to look forward to long-term solutions that will bring a more equitable approach to Michigans school funding system, such as a formula that weights students and communities needs, as the nations leading education state, Massachusetts, has done.16Without doing so, the impact of immediate state and federal investments will fade away in a few years, and rural, working-class and urban school districts will yet again find themselves chronically under-resourced with students left to pay those costs with their futures and earnings. Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.12 FAIR INVESTMENT PARENT VOICEAlison Matelski lives in Gaylord, a rural community in northern Michigan. As an elementary school teacher married to a high school teacher and parent to one foster and three adopted children, Alison sees education from many lenses. Born in Michigans Upper Peninsula, Alison has lived in rural communities her entire life. Growing up, she loved school and remembers it as a safe space. “I felt accepted by and connected to other people. People listened to me and took an interest in my life. It was a place that encouraged my curiosity and wonder.” Education served her as a path to a better life, less “financially limiting” than the one she experienced during childhood. Today, the promise is similar, but she also believes education allows young people to have a global impact. As a teacher, Alison wants to inspire her students “to explore what theyre passionate about and find a way to leave the world a better place.” Since the onset of COVID-19, the inequities among the children she teaches have grown even more apparent, and living in a small, rural community is an exacerbating factor. Miles of woods and limited infrastructure mean some students lack at-home internet accessa significant issue given many of the schools in her area are not offering in-person instruction. “The amount of direct instruction time children are receiving is not equitable,” Alison said. COVID has also magnified many students poor living conditions. Kids facing abuse and neglect or lacking food and heat are already facing barriers when learning, and Alison is particularly sensitive to these childrens plight, having worked to address the shortfalls in her own kids education due to growing up in poverty. Alison describes school for some students as “the one place children are not getting abused and where they know that have access to food.” Students with disabilities are another population acutely impacted by COVID. Alisons teenage son, Rylan, has epilepsy, and the interventions he has as a student have considerably declined since the schools closed. Looking forward, Alison hopes parents and teachers begin to show each other more empathy due to the pandemic. Ideally, teachers become more understanding of families hardships, and families appreciate the difficulties of teaching. Childrentheir adaptability and resilienceremain her inspiration. “Showing kids how they can find the positive in any situation and use it as a learning opportunity to make the world better, one little tiny thing at a time, gives me hope for the future.” Photo by Gary HoweTHE URGENCY OF NOW13It has been more than a quarter century since Proposition A began transforming Michigans school funding system, significantly closing gaps between districts general per-pupil funding. Michigan students can no longer wait for change to arrive.We must begin working together now to establish a new normal that includes equitable school funding that weights students and communities needs, as the nations leading education state, Massachusetts, has done.17We urge Michigan state leaders to both address the immediate needs and inequities resulting from the COVID-19 pandemic and begin working towards the systemic changes required to meet the needs of Michigans underserved students. Immediate Investments: Earmark any new revenue from additional federal stimulus funds for public education, increased tax receipts, efficiencies or reprioritization of resources for at-risk funding, English learners and students with disabilities. Fund the cost of high-quality extended learning during the summer of 2021, to provide students with the opportunity to recover lost instructional time before the beginning of the 2021-22 school year. Research shows students who participate in high-quality, voluntary multi-week summer learning programs experience significant academic gains in reading and math that can lessen the effects of learning loss.18 Investment and planning is needed now so that these opportunities are made available for Michigans most vulnerable students. Address the digital divide that persists across our state, by ensuring that every Michigan student has access to a dedicated device, high-speed internet and native-language support.19 Despite the best efforts of local districts, philanthropy and private sector partnerships, thousands of students across Michigan remain without access to devices, internet and native-language support to access remote instruction and supplementary learning halfway through the 2020-21 school year. Fund the cost of postsecondary remediation for current high school seniors and juniors who have experienced devastating learning interruptions without adequate time or resources to recover. The expense of missing important coursework during the pandemic should not fall on the shoulders of graduating students. Data from before the pandemic shows the remediation rate for Michigans poorest districts was already over two and a half times higher than the rate for the wealthiest districts.20 Meeting the needs of these students will be critical for Michigan to reach its Sixty by 30 attainment goal. Expand efforts to improve attraction and retention of highly effective educators in high-poverty school districts, including by investing in closing the teacher salary gap. Teachers in Michigan schools with the highest percentage of low-income students earn $10,056 less, on average, than teachers in the wealthiest schools.21 Eliminate the “auto-cut,” a mechanism that automatically balances budget shortfalls on the backs of students from low-income families without a vote of the state legislature.22Roadmap to A More Equitable School Funding System in Michigan14 FAIR INVESTMENTLonger Term Commitments: Within ten years, provide weighted student funding at research-based levels: at least 100 percent more funding for students from low-income families and English learners.23 This follows the model path of Massachusetts, which is working to reach these funding levels within seven years.24 Fully funding the cost of special education, ensuring that students have the services they need to realize their constitutionally-guaranteed right to a free and appropriate public education, without impacting the funding of general education.25 Ensure accountability for dollars targeted towards underserved students by requiring school-level reporting of at-risk, English learner and students with disabilities funding and committing to at least 75 percent of targeted funds being spent at the school where qualifying students attend, beginning in fall 2022.Michigan Among Worst in Nation for Equitable FundingMichigan is One of Only Sixteen States Providing Less Funding to Highest Poverty Districts than to Lowest Poverty Districts READING THIS FIGURE: In Utah, the highest poverty districts receive 21 percent more in state and local funds per student than the lowest poverty districts (not adjusted for additional needs of low-income students). In states shaded in green, the highest poverty districts receive at least 5 percent more in state and local funds per student than the lowest poverty districts; in states shaded in maroon, they receive at least 5 percent less. Grey shading indicates similar levels of funding for the highest and lowest poverty districts. Note that although all displayed percentages are rounded to the nearest percentage point, states are ordered and classified as providing more or less funding to their highest poverty districts based on unrounded funding gaps.-25%-20%-15%-10%-5%0%5 %Michigan, -5%UTMNNJSDGANCARDELAWAMDSCCAINVACOOKKYORMANMWINEKSNDAZCTVTTNMTFLMSPAIAIDWVMEWYNHTXRIMIALNYMOILSOURCE: The Education Trust, Funding Gaps Report 2018NOTE: Hawaii was excluded from the within-state analysis because it is one district. Nevada is excluded because its student population is heavily concentrated in one district and could not be sorted into quartiles. Alaska is excluded because there are substantial regional differences in the cost of education that are not accounted for in the ACS-CWI. Because so many New York students are concentrated in New York City, we sorted that state into two halves, as opposed to four quartiles. Though included in the original publication, data from Ohio are now excluded from this chart because of subsequently discovered anomalies in the way Ohio reported its fiscal data to the federal government.THE URGENCY OF NOW15Addressing Budget Cuts: We commend Governor Whitmer and legislative leaders successful efforts to protect and prioritize funding for education in the FY21 budget, passed in September 2020, despite the prospect of drastic budget cuts.26 Because of their leadership, not only did districts maintain general per-pupil funding levels, but they also received $65 in additional funding for each student.27We encourage state leaders to continue to prioritize funding for education with the goal of not only avoiding budget cuts in the coming years, but wherever possible, investing more in education to support learning recovery and efforts to close longstanding opportunity gaps.In the event that cuts are unavoidable, it will be especially important that the funds intended to support the learning needs of vulnerable student groups, including the at-risk categorical and funding for English learners and students with disabilities, are protected from cuts, and wherever possible, increased. In an economic downturn, the number of students living in poverty is likely to increase, and the needs of underserved student groups will grow as other social services are likely to be reduced.As Michigan is already among the least equitably funded states in the nation,28 state leaders should avoid exacerbating existing inequities and gaps by using a more equitable approach to budget cuts, if that becomes necessary, by using a formula that is sensitive to student need, as outlined in our brief The Time is Now: COVID-19 and Fair Funding.29 Compared to what research shows is needed to support low-income and English learner students, Michigans current system dramatically underfunds vulnerable students.30 “”I think in order to improve education, we have to be fair with the resources and teachers pay and the incentives that are distributed throughout the state. . I also think that all students should be able to be exposed to the same opportunities to help them learn. Parent Perspective16 FAIR INVESTMENTFair Funding Scale: A More Equitable Approach to Budget Cuts Is NeededNotes: Michigan leaders should use a more equitable approach to budget cuts by using a formula that is sensitive to student need. More details about each approach on this chart can be found in our policy brief, The Time is Now: COVID-19 and Fair Funding.Although Ohio Gov. Mike DeWine chose to reduce funding for K-12 education by $300 million in response to the economic impact of COVID-19, his administration took an approach that prioritized equity, with the more affluent districts taking larger cuts per student than districts with less local wealth.31Using a formula for cuts that was sensitive to student need and district resources, Clevelands school district where a majority of students are from low-income families saw a cut of $109 per pupil compared to Solon a wealthier suburb which faced a $302 per pupil cut.Ohio: An Example of Whats PossibleLeveraging Federal Emergency Stimulus Dollars: Federal leaders can play an important role in addressing the financial challenges that states, school districts and many higher education institutions are facing both in terms of budget shortfalls and the need for more dollars to support learning recovery, especially for underserved student groups.However, the responsibility for ensuring that these dollars are spent equitably and effectively often falls to state leaders. We were encouraged by the decisions of Gov. Whitmer and the Michigan Department of Education to distribute the federal funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act32 based on formulas THE URGENCY OF NOW17sensitive to student need and with requirements to spend at least some of the funds on systemic improvements, such as connectivity and device access, student mental health, teacher training and curriculum, and strategies to address learning loss.33 We urge state leaders to continue these practices with the funding from the recent federal stimulus package passed late last year.34We were also encouraged by the decision of Governor Whitmer and legislative leaders to prioritize education in their use of federal relief funds, including to protect Michigan students from anticipated budget cuts in FY21. Michigan leaders should continue to prioritize vulnerable students and invest any additional federal funding received during the crisis, including funds from the December 2020 federal stimulus package,35 equitably and primarily in systemic improvements that address both the immediate crisis and longstanding challenges the kinds of investments which will yield long-term improvements. State leaders and advocates across sectors should join efforts to call for an additional federal stimulus package in early 2021 with significant investments in education and provisions to ensure states leverage the dollars equitably and towards research-based strategies. While the CARES Act and December 2020 federal stimulus package provide a helpful start towards supporting students and district financial stability, much more is needed.Ensuring Fiscal Transparency and Reporting: State leaders can, and should, play an important role in ensuring transparency around district finances and decision-making. Whether its general per-pupil dollars, funds targeted for vulnerable students or emergency funding from federal or state sources, state leaders should ensure measurement, oversight and accountability for spending.In a moment when so much is uncertain, Michigan students, families and stakeholders should not have to worry about whether federal, state or local education dollars are being used fairly and effectively. To ensure accountability for state dollars targeted to underserved students, state leaders should require school-level reporting of at-risk, English learner and students with disabilities funding and commit to at least 75 percent of targeted funds being spent at the school where qualifying students attend, beginning in fall 2022.To increase transparency around the use of federal stimulus funds, every districts application for CARES act funding and any future federal stimulus dollars should be published on the MDE website. Future applications should require districts to include specific measurable outcomes and details about how they will use new investments to meet grade-level expectations to help districts and the state inform future efforts.Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.18 FAIR INVESTMENTPARENT VOICETraverse City resident Traci Lambert has fond memories of attending school in rural northern Michigan. She recalls small classrooms, interactions with classmates and feeling treated the same as other children, and Mr. Teats, her favorite teacher, who taught her favorite subject, biology. Her account is in contrast from what Traci describes as the “traumatic” experience Katie, her 15-year-old daughter with Down Syndrome, is having as a student. Traci doesnt recall interacting with students with disabilities during her education experience, and her parents though supportivedid not have to advocate for her equitable treatment in the classroom. “My parents never talked with me about school. If not for Katie, I would probably not pay attention to education. Now that I have Katie, and I watch how she struggles with learning, I see how much harder it is for some kids.” Tracis academic experience prepared her to make difficult choices about Katies education. She said her daughters school experience emphasized “life skills” classes, such as how to ride a bus, schedule an appointment and make a grocery list. “These life skills became her education, instead of academics. Katie is capable of more.” Traci was concerned Katies learning plan would not help achieve her ultimate dream of teaching. “Its the schools responsibility to give my daughter the K-12 education needed to become a teachernot decide whether or not she can be one,” Traci said. Repeatedly, Katie was pushed into self-contained classrooms with other students with disabilities even though she had demonstrated she performed better socially and academically when integrated with students from diverse learning backgrounds, Traci said. She recognized the options being offered by administrators were not fair to her child, yet her appeals to develop a program that better prepared Katie to live an independent, sustainable and fulfilling life were unheard. In 2018, Traci chose to remove her daughter from the traditional school setting. Traci believes the pandemic has, in some ways, leveled the playing field for students, albeit in a concerning way. “COVID is causing all kids to fall behind and miss out on social interactions. Other parents are having to deal with their children trying to learn in isolation. Theyre experiencing what my daughter has experienced.” Traci hopes that the new practices stemming from the pandemic present an opportunity to drive change for teachers and students. She wants to see specific legislation that sets education standards and professional development for teachers to serve students with disabilities better. Traci is optimistic that the voices of those impacted by education policies will become louder in the age of COVID and that students with disabilities will have access to higher quality education. Photo by Gary HoweTHE URGENCY OF NOW19Honest Information, Transparency and Public ReportingProviding education stakeholders, including students, families, educators and policymakers, with honest information, transparency and public reporting should always be a top priority in Michigan. These systems are foundational to strong and effective improvement efforts, especially because of the information they can provide about troubling gaps in resources and effectiveness that often disproportionately impact vulnerable students and could remain hidden without clear and consistent information.Amid the COVID-19 crisis, these systems are just as if not more important for ensuring all students, especially vulnerable students, are supported to succeed. For example, students and families deserve transparency around their school and districts plans for continuing and recovering learning in coming months and years; educators need meaningful information about each students learning in order to provide tailored supports; policymakers need to know the impact of emergency investments and where there is the most need for additional investment and support; and the general public deserves to know how and how well the public dollars for education are being spent. Additionally, strong data, transparency and public reporting systems are important to quickly building knowledge about how to best address further disruptions to learning in the future, whether due to the current pandemic or other unforeseen events.Finding Missing Students: An estimated 3 million students across the nation have not engaged in either virtual nor in-person learning since school closures began last March.36 It is incumbent upon district leaders to find the students in our state who are currently unaccounted for and re-engage them and on state leaders to provide the tools and resources for doing so.37 Strong data systems will be critical to addressing this pressing and concerning issue. Its the responsibility of state leaders to ensure that districts have the guidance, data systems, staffing and resources to find and re-engage missing students, as well as bolstering efforts to engage and support the wellbeing of students who may be accounted for but are not consistently engaged and attending school, whether in-person or remote. Governor Whitmer and Superintendent Dr. Michael Rice must do more than bring attention to this issue. Instead, a coordinated statewide effort is needed and a plan should be made publicly available and implemented as quickly as possible.Phoenix Union High School District, Arizona: An Example of Whats PossibleLeaders in Phoenix Union High School District in Arizona developed a plan to call every student, every day in order to check in on their well-being, both socioemotionally and in terms of other supports, including if they were experiencing food insecurity or needed technology access or support.38 Notes from these calls are entered into a common data base so schools can identify which students need which additional supports.39 20 HONEST INFORMATION, TRANSPARENCY AND PUBLIC REPORTINGEnsuring Honest Information about Student Learning: We applaud Gov. Whitmer and Michigans legislative leadership for including a commitment to quality education data and transparency their bipartisan package in August 2020.40Specifically, the package guaranteed every district access to a state-funded, high-quality suite of benchmark assessments that are aligned to state standards. These tools help families and districts monitor student learning in real time and provide prompt feedback to teachers. They are also particularly important for measuring learning during this unprecedented time of learning loss, particularly for Michigans underserved students, and informing future policy decisions about resources, supports and efforts to close Michigans wide gaps in opportunity and achievement.We recommend state leaders build upon this progress and work towards implementing a common, unified benchmark assessment system. “Additionally, we recommend that the Michigan Department of Education prepare now to support districts in administering the states summative assessments this spring. As outlined in a recent letter by national civil rights and education leaders, “Annual statewide assessments results provide the most reliable, valid, and objective source of information that tell parents, families and communities how well the education system is serving their children. These results also play a critical role in shining a light on vast disparities in educational opportunity, helping to secure resources and support for students who are often underserved in our schools. Having these data is especially important now as states work to address the learning loss caused by the pandemic which research shows is disproportionately impacting students of color, English learners, Native students, and students with disabilities.”41The Michigan Department of Education can play an important role in ensuring clear and early communication with districts, schools, educators and families about the ”Annual statewide assessments results provide the most reliable, valid, and objective source of information that tell parents, families and communities how well the education system is serving their children. These results also play a critical role in shining a light on vast disparities in educational opportunity, helping to secure resources and support for students who are often underserved in our schools. Letter to President-Elect Biden on ESSA 5-Year Anniversary by National Urban League and PartnersTHE URGENCY OF NOW21purpose of assessments, how data from assessments will be used, what the administration of assessments will look like and what the role of educators and families will be in that administration, particularly if they are conducted remotely. Ensuring Consistent and Timely Public Reporting: During these unprecedented times, it is critical that clear information about the response to and impact of COVID-19 for Michigan students is made available in a timely, accessible manner for all stakeholders including students, families, educators and policymakers. While more work needs to be done to shine light on how schools are serving students during this school year, we were encouraged that the governor and legislators incorporated key data and reporting requirements into the FY 21 budget, including around mode of instruction, the number of hours of synchronous instruction, and the availability of additional supports for vulnerable students. The first public reporting on these data requirements was released in November 2020 on the Center for Educational Performance and Informations (CEPI) Extended COVID-19 Learning Plan Dashboard.42We continue to urge state leaders to shift current data collection and reporting practices to make data on attendance and engagement, extended learning opportunities, and socio-emotional supports for students accessible and disaggregated by subgroup, including by race and socioeconomic status. This will require districts to collect and submit student-level data to CEPI, rather than district-level data, and make a statewide aggregate file available for download on the CEPI website each month.Public reporting should be built into all response strategies to ensure transparency about shifts to education services and delivery systems, the impacts on student learning, the use of public investments and availability of additional resources. For more details, please see the recommendations listed earlier in this section about assessing and understanding student learning needs, page 17 for recommendations to ensure fiscal transparency and reporting, and our calls for public reporting throughout the remaining sections of the report including around extended learning time, quality virtual instruction and access, socioemotional supports and transitions to postsecondary opportunities.Photo by Allison Shelley for American Education: Images of Teachers and Students in Action. HONEST INFORMATION, TRANSPARENCY AND PUBLIC REPORTINGConnecticut: An Example of Whats PossibleThe Connecticut State Department of Education provides an example of what is possible when state leaders work intentionally to collect additional data during this unprecedented year, when disaggregated data and timely reporting matter more than ever. Specifically, the department committed to taking and tracking daily attendance data, as well as collecting data about each learning model being used in the state (in person, hybrid and distance). They also committed to monthly public reporting on daily attendance rates and chronic absenteeism by subgroup on a new data dashboard specifically focused on student participation.43 In order to ensure districts were prepared to collect and report this data, the department had clear guidelines in place in early fall.44Districts also received guidance in the early fall about supporting student participation across modes of instruction, including recommendations on how to track and monitor attendance in virtual settings, ensure strong systems of support for students and families engaged in virtual learning, and use trauma-informed approaches to supporting chronically absent students.45 The department is also partnering with Connecticuts State Education Resource Center (SERC) to build communities of practice and support district access to the latest research, national experts and promising practices.46Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.THE URGENCY OF NOW23Extended and Expanded Learning TimeState and district leaders must plan and act now to invest in bolstering and accelerating teaching and learning, including by dramatically expanding effective instructional time to all students. This should include optional summer school offered by all districts for all students for at least two to three summers, as it will likely take multiple summers to both catch up and accelerate learning.Extended-day learning options during the school day or year that are aligned with Michigans college- and career-ready standards will also be essential to providing students with both the academics and wraparound social services they need in the fall and coming years. These options should be integrated into the school day, such as through high-dosage tutoring, as well as through traditional after-school programs. Planning for such efforts also needs to begin now. Expanding Summer School Access: Research shows high-quality summer school provides clear benefits for continuing learning and reducing the impact of learning loss during extended breaks, such as “summer slide” the learning loss that happens in the summer months when children have a long break from school and lack enrichment experiences, particularly for students from low-income backgrounds.47 High-quality, voluntary and multi-week summer school is known to lead to notable academic gains in reading and math that can lessen the effects of learning loss for participating students.48While all Michigan educators made heroic efforts to meet the expectation of continuing learning through the end of the 2019-20 school year and adapt to new modes of instruction in the current school year, distance learning initiatives have varied widely in quality across the state and many Michigan students may experience learning loss due to the continued disruptions to learning.49To address these gaps, districts and schools should be planning and acting now to create ways to provide students with summer learning experiences, either in-person or through distance learning in accordance with public health guidance. These efforts could take the form of summer school programing or beginning school earlier to provide students, and especially underserved students, with opportunities for enrichment and additional learning not only to catch up on any lost instructional time, but also to get more prepared for the academic year to come, whatever form it may take.50“”If you look at the different school districts, youll see that some districts are given more resources and their students have better advantages. They have more opportunities than the urban districts Parent Perspective EXTENDED AND EXPANDED LEARNING TIMEExpanded learning in the summer can also provide important opportunities for educators, as well. Building meaningful professional development and teacher leadership opportunities into summer learning can have a lasting, positive impact for educators and their students throughout the school year.Asking more of educators who step up to take on additional teaching responsibilities, such as summer school or extended learning time during the school day or year, as recommended in the following section, should also come with additional investment. Teachers who take on more leadership and other responsibilities should be paid accordingly. Indeed, in leading education states such as Tennessee, summer reading camps that embed standards-aligned professional development led by the states most effective educators have been a cornerstone for improvement.51Extending Learning Time During the School Day or Year: Research shows increases in instructional time leads to increases in student learning.52 When school is back in session in brick-and-mortar schools, school and district leaders should strongly consider and publicly report on plans to add hours on to the school day or year, especially for the most at-risk students. This strategy can boost student achievement particularly for students who are most at risk of failing because it provides opportunities for students to accelerate their learning in subjects in which they are struggling. Indeed, district and school leaders should be thinking about how to provide students who are most impacted by the crisis with additional learning time through a variety of methods such as: Meaningfully extending the school day or year; Scheduling twice as much time known as “double-blocking” for a subject that students are struggling in; Offering high-quality afterschool programming and enrichment activities; Using more targeted interventions, including intervention blocks, within-class groups or one-on-one tutoring. High-intensity tutoring is also proven to help students catch up, according to several studies.53District and school leaders should post plans to expand learning time publicly and report on how they will provide direct outreach to families about these additional supports to ensure all families are aware and able to participate.Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.THE URGENCY OF NOW25Tomicka also sees COVID-19 s impact on the broader community. A digital consultant with a national social justice nonprofit, she is an active participant in her childrens school district and serves as a volunteer parent advocate with a Detroit-based education-focused nonprofit. The pandemic uncovered the deep inequities within the system, especially as they relate to technology and internet access, she said. “COVID-19 and the quarantine exacerbated the injustices faced by marginalized communities, especially those of color,” Tomicka said, adding that students like her daughter who live in well-funded districts received devices and free access to education apps that help with scheduling, accessing Zoom meetings and continuing to meet academic objectives. Tomickas hope for the future of education is inspired by her children and those who are part of her village. “They are our future judges, engineers and carpenters. When I see their little brains growing, I know they can be whatever they want within a just system.”PARENT VOICEDetroit native and Clinton Township resident Tomicka Robison graduated from Cass Technical High School, one of Detroits premier educational institutions, and is among the few people in her family to earn a bachelors degree. Her daughter, Ava, shares her mothers love for learning. Tomicka describes her as a “scholar who soaks up knowledge.” Soon to be 7-years-old, Ava is entering the second grade and reads at a third-grade level. “Shes a clever, industrious childher teachers describe her as a mother to the other children,” Tomicka said. Tomicka attributes her daughters academic success to quality early childhood education experiences. Leery of childcare facilities, Tomicka stayed home for the first two-and-a-half years of Avas life, “I was able to teach her letters, numbers, shapes and colors.” Upon re-entering the workforce, Tomicka enrolled her then 3-year-old daughter in preschool, which helped her cultivate social skills. Though expensive, Tomicka said this experience was essential to Avas early achievement, including being recommended for grade advancement as a kindergartner. Ava transferred to a charter school as a second grader and was in the midst of adjusting to a more rigid schedule, larger school and new classmates and teachers when COVID-19 struck. Ava found herself thrust into a remote learning environment that did not support her social development and frustrated her and her mother. Photo by Chuk Nowak26 EXTENDED AND EXPANDED LEARNING TIMEResearch clearly demonstrates the impact that high-quality learning experiences in the early years can have on students success in the long term. When children read well by third grade, they are dramatically more likely to succeed theyre more likely to graduate from high school54 and therefore more likely to participate in the job market, earn higher wages and remain outside the criminal justice system.55 This is especially true for students from families with lower income levels.56Yet, thus far, Michigan has struggled to implement effective, evidence-based practices for improving early literacy, including a lack of feedback and support for educators in research-based early literacy instruction. As we discuss in the Education Trust-Midwests 2018 State of Michigan Education Report, Top Ten for Education: Not By Chance, in many ways Michigan has left literacy improvement and how dollars are spent up to chance instead of providing meaningful guidance, leveraging innovative delivery systems and strengthening alignment between the early childhood and K-12 education systems.57Early Literacy Must Remain a Top PriorityEspecially given the learning disruptions from COVID-19, investments to improve early literacy must be more effective to see the results students deserve and state leaders have promised. Evidence-based strategies, such as access to high-quality early childhood experiences58, high-dosage tutoring59, summer programs60, high-quality curricula61 and professional development for educators in the science of reading62 will be critical for ensuring early learners receive the instruction and supports they need to be strong readers by grade three.It will also be critical to enact legislation that ensures elementary schools screen young students for characteristics of dyslexia, makes parents partners through information about supporting young readers and provides tools and supports for all young students to learn to read. Additional investment in educator professional development to better meet the needs of students with dyslexia should be adopted by lawmakers.63“”I dont know if its the funding or the expectations of the teachers its just that each school can be so different sometimes even the classrooms are different. You reallyhave to pay attention to make sure your child gets what they need. Parent PerspectiveTHE URGENCY OF NOWLow Proficiency Rates Persist Despite Michigans Early Literacy InvestmentStatewide M-STEP Proficiency RatesEnglish Language Arts - Grade 3 - by Subgroup (2019)SOURCE: MDE, M-STEP Results 20190 0P%All Students, 45.1%Percent Proficient or Advanced19.5.91.33.34.1S.1%Students with DisabilitiesAfrican-American StudentsLow-IncomeStudentsEnglishLearnersLatino/a StudentsWhite Students EXTENDED AND EXPANDED LEARNING TIMEPhoto by Allison Shelley for American Education: Images of Teachers and Students in Action.28 QUALITY VIRTUAL INSTRUCTION AND ACCESSQuality Virtual Instruction and Accesssiblings, which takes time and focus away from online learning activities. Students with additional needs may also not receive the resources and supports they require. For example, students with disabilities may require additional support services to engage in online learning and address other needs, and English learners may need access to online learning resources in their home language. Virtual instruction is an important emergency method for continuing learning during the COVID-19 crisis and remains a necessity this school year.Due to public health guidance, distance learning has been at least a part, if not the entirety, of many Michigan students schooling amid the pandemic. In fact, only 1% of school districts planned to offer only fully in-person instruction in December 2020 down from 3% of Michigan school districts in November.64 This does not bode well many students, especially underserved students, still do not have access to the necessary technology for online learning and even for those who do, research makes it clear that full-time virtual learning is not a substitute for traditional classroom instruction.65 A report by a collaboration of several national charter organizations including the National Alliance for Public Charter Schools demonstrated that even schools that are designed to use a distance learning model, such as virtual charters, have lackluster results for students, especially compared to traditional public schools.66 The authors concluded that, “.it is increasingly. clear that full-time virtual charter schools are not a good fit for many children,” noting challenges around student engagement and the importance of parental supports.67 Similarly, as schools transitioned to distance learning in spring 2020, Kevin Huffman, former education commissioner of Tennessee and partner at the City Fund, a national education nonprofit, wrote, “years of research shows that online schooling is ineffective and that students suffer significant learning losses when they have a long break from school. Now theyre getting both, in a hastily arranged mess.”68In addition to barriers around device and internet access that still face many students across the state, vulnerable students may face additional barriers to having the time and support they need to effectively participate in virtual learning. These may include limited experience using online learning tools or platforms, lack of support and supervision from parents or caretakers, and having to spend time on other responsibilities, such as caring for Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.THE URGENCY OF NOW29However, given the lackluster results with virtual schooling, it is critical that Michigan leaders also invest in other strategies for continuing and recovering learning that are backed by research and proven to help students, especially vulnerable students, catch up academically and close gaps in learning. Please see section page 23 for information on extended learning time, including several research-based strategies for boosting student learning recovery.Closing the Digital Divide: Before the pandemic, the millions of American children without digital access already faced challenges in accessing online resources to complete homework assignments, build digital literacy skills and continue or accelerate their learning at home.69With many school districts incorporating some degree of online learning into their curriculum for the 2020-2021 school year, identifying and closing the digital divide is imperative, as is ensuring that when virtual instruction is required, it is high-quality and rigorous. It is unknown when health officials will indicate it is safe for students and educators to resume in-person instruction, so districts must remain flexible and be able to provide students with the resources necessary to be successful in the long-term.State leaders certainly can and should play a leading role in ensuring equitable access to technology, including high-quality, consistent virtual instruction aligned with college- and career-ready standards during and following the crisis.This begins by investing in supports needed to lessen the digital divide, including providing internet subsidies, Wi-Fi hot spots, devices to students and educators and ongoing support to use those devices. We are encouraged by the decisions of Gov. Whitmer and the Michigan Department of Education to target some federal stimulus dollars toward closing the digital divide in high-needs districts.70 In addition to ensuring any future federal stimulus dollars are distributed equitably to school districts, the MDE should provide guidance and technical support to districts working on this issue and support districts in taking audits of students technology needs, as planned by both the Kalamazoo Public Schools and Rochester Community Schools districts.71 State leaders should also support efforts to improve infrastructure and expand broadband access across the state72, encourage public-private partnerships like ConnectedFutures in Detroit in other high-poverty communities73, and leverage the states purchasing power to increase the supply of devices in the state.“”Its not just the quality of education thats different, but also community safety, resources, access to jobs The schools try to make up for this, providing food, helping with winter coats, but its not enough. Parent Perspective30 QUALITY VIRTUAL INSTRUCTION AND ACCESS PARENT VOICEStacey Young has fond memories as a student of endurance tests in PE, concert productions and math bees. Yet, she describes schools as “doing the bare minimum” for her and her classmates. She recounts a friend who admitted that she could not read despite having a diploma. “She was moved along according to whatever education policy was popular at the time; for what purpose?” Stacey asked. Today, as a mother of five living in Detroit, Staceys relationship with schools remains stressful. Stacey has not found that her children receive the individualized instruction they need and deserve. As an example, Stacey notes that two of her children have reading challenges, yet the school has not implemented instructional methods that support her children to improve in reading and learn content in other subjects. “The school knows the number of kids who have difficulty reading, but they just do what they want, especially if youre from a particular social class”, she said. Stacey works as a family advocate to help people with low income levels diffuse situations with institutions, including schools. “COVID has made things worse, but its also shined a light on what families need,” according to Stacey. During the pandemic, families learned they were eligible for assistance with food, technology and internet services. “The issues these families were facing existed pre-COVID-19, but not until the virus was anyone compelled to address them. Schools need to be realistic about families needs and willing to use their resources to help.” Ultimately, Stacey decided to withdraw her children from school, in favor of homeschooling. She believes that given the challenges of COVID-19 and past experience, homeschooling will best meet the educational needs of her children.Stacey still finds hope and sees opportunity in creating a supportive network of people with other skills to contribute to a childs learning experience.Photo by Chuk Nowak“”Post pandemic, we need to focus on ensuring that all learners have access to technology. Parent PerspectiveTHE URGENCY OF NOW31In Michigan, over 170,000 children under 18 do not have access to a device or an internet subscription in their household, according to recent census data.74 Recent analyses also shows that the digital divide is a barrier for students in both urban and rural districts.75 Compared to other geographies, fewer households in urban and rural districts have access to devices and internet.In Michigans poorest districts, digital access is 20 percent lower than in the wealthiest districts.Michigans Digital DivideStudents in Michigans Lowest Income Districts Less Likely to Have Device and Internet in HomeDigital Access According to District Socioeconomic Status DemographicsSOURCE: MDE, Student Count 2018-19; MDE, Educational Entity Master 2020; U.S. Census Bureau, American Community Survey 5 Year Estimates TABLE28005, 2018 0 0%Statewide Rate, 87.8%Digital Access Rate96.9.9.5.3u.4%Wealthiest DistrictsPoorest DistrictsAdditionally, students of color are more likely to be without digital access, a troubling finding that may exacerbate long-standing opportunity and achievement gaps. In districts with the highest rates of students of color, nearly 1 in 4 children lack digital access. This access rate is ten percentage points lower than the statewide rate.Please see ETMs interactive data map, Michigans Digital Divide, for a map of digital access by school district.7632 QUALITY VIRTUAL INSTRUCTION AND ACCESSRequiring District Plans: While many districts released plans that included some information about how they were addressing gaps in digital access and additional distance learning supports for students with disabilities and English learners, most plans did not include meaningful information about the instruction and supports that would be provided to students during this unprecedented time. Some did not provide any information at all as of December 2020, 27 Michigan districts still had not submitted COVID-19 Learning Plan details to CEPI, despite being required to do so monthly by law.We were encouraged by the requirement in the FY21 budget for districts to describe how they are ensuring equitable access to instruction for students with disabilities. Since the beginning of the pandemic, our organization called for districts to publish how they will support the unique instructional needs of these often underserved groups of students.77However, more information and reporting are still needed to know if adequate supports are being provided for both students with disabilities and other vulnerable student groups, such as English learners. Districts should be required to publish specific plans about how they will use investments to ensure all students have access to high-quality instruction, including what kinds of additional supports are being provided to underserved student populations, and address key equity challenges posed by distance learning, such as those in the guide published by The Education Trust and Digital Promise.78 Supporting Educators: Planning, investment and guidance is needed to provide teachers and school leaders with professional learning and support around high-quality virtual instruction, especially in schools serving high numbers of vulnerable students.79We are encouraged that data will be collected on the professional development provided to teachers about virtual instruction and that districts will be required to report this data on their websites by no later than January 15, 2021.80While this data will shed light on the amount and type of professional development provided, the quality of the training is of the utmost importance. Districts should ensure educators have access and preparation to utilize high-quality digital instructional materials and learning platforms that can be used to support all students, including historically underserved groups and students with unique needs, such as students with disabilities, English learner students and students experiencing homelessness.81To identify areas where educators most need professional development and support, districts could map teachers readiness for virtual instruction by surveying them about their needs.82 Instructional coaching could be provided online and focus specifically on digital pedagogy to support educators as they navigate a new way of teaching.83 Supporting Families and Caregivers: Districts should ensure students and their families have clear information about how to log on to virtual learning platforms and what is expected of students each day or week. Districts should also provide parents and caregivers with additional support and troubleshooting if necessary, to build the technological skills and digital literacy required to access virtual instruction.Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.THE URGENCY OF NOW33Educator Talent is More Important Than EverGiven the anticipated learning loss and unique challenges students are facing during the pandemic, ensuring they have access to a highly effective educator now and for the remainder of their schooling will be critical. Research demonstrates that the number one in-school factor for student learning is quality teaching.84Yet, Michigan has floundered overall when it comes to supporting educators, in turn leaving students across the state without access to the effective classroom instruction they need for success.Its time for a comprehensive, statewide plan around educator talent that puts equity at the forefront, including closing the teacher salary gap between wealthy and poor districts and ensuring all students have access to highly effective educators by improving professional development, feedback and support systems. Efforts are also needed to ensure access to a culturally and racially diverse teacher workforce.85We are encouraged by the initiative included in the FY21 budget to provide retention stipends for new teachers, with the highest stipends made available for new teachers in high-poverty districts.86 We urge state legislators to build off of this progress and expand efforts to improve attraction and retention of highly effective educators in high-poverty school districts, including by investing in closing the teacher salary gap. Teachers in Michigan schools with the highest percentage of low-income students earn $10,056 less, on average, than teachers in the wealthiest schools.87 Michigans lack of supports for educators has led to concerning trends around attracting, retaining and developing effective educators. Data show that these trends are more likely to impact Michigans most underserved students: Students of color and low-income students are more likely to have inexperienced teachers.88 High rates of teacher turnover, which research shows has a negative effect on student achievement in math and English language arts,89 disproportionately impact vulnerable students in our state.90 Nationwide and in Michigan, there are teacher shortages in particular geographic areas, most typically in schools that serve the most disadvantaged students, as well as in hard-to-staff subject areas, such as mathematics and special education.91Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.0%5 % QUALITY VIRTUAL INSTRUCTION AND ACCESSStudents of Color and Low-Income Students More Likely to Have Inexperienced TeachersPercent of Inexperienced Teachers (2017-18)SOURCE: “Educator Workforce Annual Report,” (Lansing, MI: Michigan Department of Education, 2018-2019). https:/www.michigan.gov/documents/mde/AnnualReport_V1_8.10.19_663270_7.pdfNOTE: An inexperienced teacher is defined as an educator who is within the first three years of teaching. All Schools, 15%Schools with fewest Students of ColorSchools with most Students of Color0%5 %All Schools, 15#%Schools with fewest Low-Income StudentsSchools with most Low-Income StudentsPhoto by Allison Shelley for American Education: Images of Teachers and Students in Action.THE URGENCY OF NOW35Inclusivity and Socioemotional SupportsEvery day, students also rely on schools for providing a wide range of wraparound services related to the health and well-being of students. Ensuring continued access to socioemotional services, college- and career- counseling, and other wraparound services during distance learning will be critically important for students and their families. Supporting Socioemotional and Academic Development (SEAD): During this time of heightened anxiety for students, families and educators, it is critical for educators to engage students in meaningful ways that build and maintain relationships, in addition to supporting their academic development. Efforts to stay connected with each students well-being can also take place at the district level, such as the Every Child, Every Day initiative in the Phoenix Union High School District.92 It is especially important for educators, districts and counselors to pay close attention to the students who under normal circumstances are often marginalized, and under current circumstances are most likely to be forgotten English learners, immigrant youth, students with disabilities, students from low-income backgrounds and students of color. National research estimates approximately 3 million of the nations most marginalized students have not logged on or attended school since school closures in March 2020.93Addressing Food Insecurity: Its also critical to ensure students and families do not go hungry when schools are closed and unable to serve meals. We are encouraged by the continued efforts of Congress, Gov. Whitmer and state agencies to continue funding and effectively implementing innovative approaches to school meal distribution, ensuring that low-income families have additional meal assistance through Pandemic EBT.94 Michigan quickly became a national model for this program, and the first state to participate, including rapidly providing pandemic food assistance to approximately 900,000 students.95 However, Michigan students have not received any Pandemic EBT funds for the 2020-21 school year. We urge the USDA to work quickly to approve states for the 2020-21 school year to help ensure food security for hundreds of thousands of students in Michigan and millions more across the country. The success of P-EBT, particularly in Michigan, makes the case for the making permanent the Summer EBT program in 2021. Building Inclusivity: Gov. Gretchen Whitmer, State Superintendent Michael Rice and legislative leaders can model and support students, educators and district leaders by encouraging them to set a tone of inclusivity, compassion and support for one another. That includes addressing head-on the racial injustices in our society and racist and xenophobic bullying.Districts should develop and publish plans for how they will leverage existing funds and federal emergency dollars to ensure educators are prepared to address students additional socioemotional needs and create a supportive school climate for students facing these challenges. The MDE can support educators by providing tools and encouraging districts to utilize classroom resources that support inclusivity, such as those developed by respected organizations such as Teaching Tolerance.96 Amid great uncertainty and increased fear, ensuring educators feel supported in how to thoughtfully and holistically address inclusivity will be particularly important.36 INCLUSIVITY AND SOCIOEMOTIONAL SUPPORTSSTUDENT VOICENadeen Alsoufi was in the seventh grade when she arrived in Dearborn in 2015, migrating with her family from Yemen. Upon enrolling in her new school, she did not speak English well, but her comprehension and reading skills allowed her to progress to the eighth grade. “The school was more concerned about my ability to understand English rather than speak it,” she said. “They thought that was a skill Id pick up as I developed friendships.” She was self-conscious of her accent though, and her limited speaking command of the language caused her to struggle, especially with math. “I already didnt like the subject, and things became worse because I was afraid to ask questions in class,” she said. Some of Nadeens teachers did not make it any easier, at times appearing annoyed when she gained the courage to request help, she said. Nadeen said she experienced instances of racism during her schooling and found comfort and support in an educator who shared her heritage, a Yemeni math teacher who helped her cope with the discrimination and encouraged her to speak up if she did not understand something. “Whenever I think about this teacher, Im so happy because she helped me go from failing to getting an A in math.” Nadeen also mastered standing up for herself and facing down prejudice. In her opinion, fostering acceptance and tolerance among people of different backgrounds is the most crucial education equity issue. She has talked with other young people who have thought about dropping out or are intimidated into thinking they cannot achieve.“This is going on a lot in schools, and staff and teachers are simply overlooking it. Schools are going to have to address racism if education is going to get better,” Nadeen said. Though she sees racial and cultural bias as a barrier to education, they also give Nadeen hope for the future. “Despite the racism that I witnessed when I was in school, I think we learn about humanity by being exposed to different people.” She sees herself continuing to speak out against racism and helping her peers overcome self-doubt when others challenge their worth.Photo by Chuk NowakTHE URGENCY OF NOW37Transitions to Postsecondary OpportunitiesFor high school students who are preparing to enter postsecondary education, disruptions to learning due to COVID-19 can be particularly harmful and expensive. In order to reach the goal of increasing degree attainment in Michigan to sixty percent,97 state leaders must act now to ensure all Michigan students, especially low-income students, are both academically prepared for postsecondary education and able to afford it, despite the crisis.Supporting students transitions to postsecondary learning is essential to ensuring they are well-positioned to succeed in the 21st century global economy. Almost two-thirds of current jobs require some form of postsecondary training,98 and the long-term benefits of this investment are clear.99 Supporting College- and Career-Readiness: When students graduate without necessary fundamental skills, they may have to enroll in remedial courses which can mean additional costs for students, more time to complete their degrees and a higher likelihood of dropping out before they complete their degree.100 Already, before the COVID-19 crisis, about 24 percent of all Michigan high school students were required to take at least one remedial course upon enrolling in one of Michigans two- and four-year college or university programs.101 Thats almost a quarter of students who must pay for additional instruction in college before moving on to credit-bearing courses. The percentage is even more startling for historically underserved subgroups 43.9 percent of Michigans Black students who enrolled in a postsecondary program in Michigan were required to enroll in at least one college remedial course.102 The expense of missing important coursework during the pandemic should not threaten Michigan students opportunities to succeed in college and beyond. We urge state leaders to fully fund the cost of postsecondary remediation at Michigan community colleges for impacted seniors and juniors so that the effects of the crisis wont further widen the gaps in enrollment and attainment.To address this long-standing issue and prevent even more students from requiring remediation due to COVID-19, high school students will also need a particular focus on college readiness, perhaps delivered through extended day learning and college remedial coursework thats ideally paid for by federal stimulus dollars.PARENT VOICE“”Already, before the COVID-19 crisis, about 24 percent of all Michigan high school students were required to take at least one remedial course upon enrolling in one of Michigans two- and four-year college or university programs. Thats almost a quarter of students who must pay for additional instruction in college before moving on to credit-bearing courses. 38 INCLUSIVITY AND SOCIOEMOTIONAL SUPPORTSJeff Evans, who lives in Grosse Pointe Woods and works as a tutor and youth development professional in Troy, has seen first-hand how the educational system reinforces inequities. While working at a suburban high school, Jeff worked with students who had previously attended districts with fewer resources. Many were also from low-income communities and had to get up early to catch multiple buses just to get to school. “Some of them were caring for siblings and didnt have adequate school supplies. Many were also dealing with food and housing insecurity,” he said. Jeffs experiences as a professional contrast with those as a parent. His school-age child is a third-grader in his local district. “The schools in my community are well-funded, and my son doesnt want for anything as it relates to his education. This isnt the case in other areas, urban or suburban. Access to technology, for example, is an issue throughout the region.” Remote learning driven by the pandemic reinforces this need, which Jeff saw through his work. At the Boys & Girls Club he manages, Jeff said he transitioned an afterschool program to a full-day program to meet the needs of working parents and address some of the technology gaps at the onset of COVID-19. While the abrupt shift to virtual learning has challenged many districts, Jeff hopes that a byproduct of the pandemic will be an openness to new instruction models for students. “I think about what we can do to make academic subjects more relatable for young people. Now that were forced to be more reliant on technology, I hope we can think more broadly about how to engage kids.”Protecting Access to Financial Aid: Many Michigan students already struggle to afford postsecondary learning. On average, a low-income Michigan student paying in-state tuition at a four-year public institution, who lives on campus and works over the summer, faces a $1,659 affordability gap.103 This means that despite financial aid and summer wages, a low-income student still falls $1,659 short, on average, of being able to afford Michigans four-year public institutions. Amid the COVID-19 crisis, students and families may face even greater challenges when it comes to paying for college or other forms of postsecondary degrees. State leaders can and should take several immediate actions to preserve student access to financial aid, as called for by 18 organizations, including The Education Trust-Midwest, in the letter to leaders of Michigans higher education legislative committees.104 These actions include increasing efforts to inform students about financial aid options. Additionally, legislative leaders should continue to fund the Michigan Reconnect Program, provide tuition-free pathways to an associate degree or occupational certificate for Michiganders 25 and older without postsecondary credentials,105 and expand postsecondary pathways and supports.106 Photo by Chuk NowakTHE URGENCY OF NOW39ETM recommends increasing efforts to inform students about completing the Free Application for Federal Student Aid (FAFSA), the common application that students must fill out to access federal and state aid and, in many cases, institutional aid. The Education Trust-Midwests ultimate goal is removing barriers to accessing financial aid by ensuring every high school graduate either completes a FAFSA or knowingly opts out of completing the form a goal that is especially important now as students and families face an economic downturn. Ensuring Awareness and Access to Transition Supports: In a typical year, 10-40 percent of college-intending students, and particularly those who are first generation or low-income, face “summer melt,” meaning that despite being accepted to college by the spring of their senior year, they ultimately do not enroll in a postsecondary program come fall.107 It is likely that the summer melt will be exacerbated this year due to the COVID-19 pandemic. Schools and districts play a vital role in ensuring that students are supported with the appropriate resources to begin their intended postsecondary program. This includes communicating with parents, families and staff to discuss and assist with students college plans, financial aid forms, scholarships and academic requirements.108Districts should publish how school counselors and other administrators will continue to assist students with finalizing their college plans, securing financial aid and entering the workforce during this unprecedented time. Additionally, K-12, higher education and college access organizations should partner to remind students of key deadlines for enrollment throughout the spring and summer before college.109 To ensure information and supports are accessible to all students, school districts should offer virtual “office hours” to support seniors with postsecondary transition planning, which should include both online and telephone options. Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.40 ENDNOTES 1 Hailly T.N. Korman, Bonnie OKeefe, and Matt Repka, “Missing in the Margins: Estimating the Scale of the COVID-19 Attendance Crisis,” (Sudbury, MA: Bellwether Education Partners, October 2020). https:/bellwethereducation.org/publication/missing-margins-estimating-scale-covid-19-attendance-crisis2 Koby Levin and Eleanore Catolico, “Michigan Enrollment Fell by 53,200 Students This Fall as The Pandemic Raged. Where Did They Go?,” Chalkbeat Detroit, December 2020. https:/detroit.chalkbeat.org/2020/12/8/22163735/enrollment-down-in-mi-pandemic; Koby Levin, “Whitmer: State Has Very Important Role to Play Finding Missing Students,” Chalkbeat Detroit, December 2020. https:/detroit.chalkbeat.org/2020/12/18/22189478/whitmer-finding-missing-students-michigan 3 Angela Nelson, “How COVID-19 Has Affected Special Education Students,” TuftsNow, September 2020. https:/now.tufts.edu/articles/how-covid-19-has-affected-special-education-students 4 Emma Dorn, Bryan Hancock, Jimmy Sarakatsannis, and Ellen Viruleg, “COVID-19 and Student Learning in the United States: The Hurt Could Last a Lifetime,” (McKinsey & Company, June 2020). https:/ 5 Ayat AL-Tamimi, “Michigans Digital Divide,” The Education Trust-Midwest, August 2020. https:/midwest.edtrust.org/2020/08/10/digital-divide/6 National Student Clearing House Research Center, “High School Benchmarks With a COVID-19 Special Analysis,” (Herndon, Virginia: National Student Clearing House, December 2020). https:/nscresearchcenter.org/wp-content/uploads/2020_HSBenchmarksReport.pdf 7 Ivy Morgan, Reetchel Presume, Mary Grech and Ary Amerikaner, “Michigans School Funding: Crisis and Opportunity,” (Royal Oak, MI: The Education Trust-Midwest and Washington, D.C.: The Education Trust, January 2020). https:/ Emma Dorn, Bryan Hancock, Jimmy Sarakatsannis, and Ellen Viruleg, “COVID-19 and Student Learning in the United States: The Hurt Could Last a Lifetime,” (McKinsey & Company, June 2020). https:/ Ibid.10 Laura Meckler and Hannah Natanson, “A Lost Generation: Surge of Research Reveals Students Sliding Backward, Most Vulnerable Worst Affected?” The Washington Post, December 2020. https:/detroit.chalkbeat.org/2020/12/8/22163735/enrollment-down-in-mi-pandemic;11 MDE, M-STEP State Assessment Results 2018-1912 NCES, NAEP Data Explorer 2003-1913 Raj Chetty, John N. Friedman and Jonah E. Rockoff, “Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood,” American Economic Review, vol. 104 no. 9, September 2014, pp. 2633-79. https:/www.aeaweb.org/articles?id=10.1257/aer.104.9.2633John King and Randi Weingarten, “What Comes Next for Public Schooling,” The Hill, April 2020. https:/ 14 Ivy Morgan, Reetchel Presume, Mary Grech and Ary Amerikaner, “Michigans School Funding: Crisis and Opportunity,” (Royal Oak, MI: The Education Trust-Midwest and Washington, D.C.: The Education Trust, January 2020). https:/ C. Kirabo Jackson, Rucker C. Johnson and Claudia Persico, “Boosting Educational Attainment and Adult Earnings: Does School Spending Matter After All?” EducationNext, vol. 15 no.4, Fall 2015. https:/www.educationnext.org/boosting-education-attainment-adult-earnings-school-spending/16 General Court of the Commonwealth of Massachusetts, Acts of 2019 Chapter 132, November 2019. https:/malegislature.gov/Laws/SessionLaws/Acts/2019/Chapter13217 Ibid.18 Catherine H. Augustine, Jennifer Sloan McCombs, John F. Pane, Heather L. Schwartz, Jonathan Schweig, Andrew McEachin, and Kyle Siler-Evans, “Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth,” (Santa Monica, CA: RAND Corporation, September 2016). https:/www.wallacefoundation.org/knowledge-center/pages/learning-from-summer-effects-of-voluntary-summer-learning-programs-on-low-income-urban-youth.aspx19 Ayat AL-Tamimi, “Michigans Digital Divide,” The Education Trust-Midwest, August 2020. https:/midwest.edtrust.org/2020/08/10/digital-divide/20 Riley Stone, “Analysis: Michigans College Remediation Rates in Poor Districts More Than Double the Rate of Wealthier Districts,” The Education Trust-Midwest, September 2020. https:/midwest.edtrust.org/2020/09/07/analysis-michigans-college-remediation-rates-in-poor-districts-more-than-double-the-rate-of-wealthier-districts/21 MDE Bulletin 1011, CEPI Free and Reduced-Price Lunch, Fall 201819 (District)22 State of Michigan Legislature, Public Act 165, September 2020. http:/www.legislature.mi.gov/documents/2019-2020/publicact/pdf/2020-PA-0165.pdf; Michigan House of Representatives, Fiscal Brief- At Risk Pupil Funding, November 2018. https:/www.house.mi.gov/hfa/PDF/Alpha/Fiscal_Brief_At-Risk_final.pdfENDNOTESTHE URGENCY OF NOW4123 William D. Duncombe and John Yinger, “How Much More Does a Disadvantaged Student Cost?” (Syracuse, NY: Center for Policy Research, July 2004). https:/surface.syr.edu/cgi/viewcontent.cgi?article=1102&context=cpr24 General Court of the Commonwealth of Massachusetts, Acts of 2019 Chapter 132, November 2019. https:/malegislature.gov/Laws/SessionLaws/Acts/2019/Chapter132 25 David Arsen, Tanner Delpier and Jesse Nagel, “Michigan School Finance at the Crossroads: A Quarter Century of State Control,” (Lansing, MI: Michigan State University, January 2019). http:/education.msu.edu/ed-policy-phd/pdf/Michigan-School-Finance-at-the-Crossroads-A-Quarter-Center-of-State-Control.pdf26 State of Michigan Legislature, Public Act 165, September 2020. http:/www.legislature.mi.gov/documents/2019-2020/publicact/pdf/2020-PA-0165.pdf; The Education Trust-Midwest, Press release on September 23, 2020. https:/midwest.edtrust.org/press-release/statement-from-the-education-trust-midwest-on-bipartisan-budget-maintaining-per-pupil-funding-and-including-a-one-time-per-student-increase/ 27 State of Michigan Legislature, Public Act 165, September 2020. http:/www.legislature.mi.gov/documents/2019-2020/publicact/pdf/2020-PA-0165.pdf; Lori Higgins, “Michigan Lawmakers OK School Aid Budget That Includes Incentive Cash for New Teachers, Small Boost in Pupil Funding,” Chalkbeat Detroit, September 2020. https:/detroit.chalkbeat.org/2020/9/23/21453285/michigans-new-school-aid-budget-includes-teacher-incentive-cash-small-boost-in-pupil-funding28 Ivy Morgan and Ary Amerikaner, “Funding Gaps: An Analysis of School Funding Equity Across the U.S. and Within Each State 2018,” (Washington, D.C.: The Education Trust, February 2018). https:/edtrust.org/resource/funding-gaps-2018/29 Mary Grech, “The Time is Now: COVID-19 and Fair Funding,” (Royal Oak, MI: The Education Trust-Midwest, July 2020). https:/ Ivy Morgan, Reetchel Presume, Mary Grech and Ary Amerikaner, “Michigans School Funding: Crisis and Opportunity,” (Royal Oak, MI: The Education Trust-Midwest and Washington, D.C.: The Education Trust, January 2020). https:/ Matt Barnum, “A Tale of Two States: Ohio and New York Take Different Paths to Budget Cuts for Schools,” Chalkbeat, May 2020. https:/www.chalkbeat.org/2020/5/26/21271188/ohio-new-york-schools-budget-cuts32 Lauren Hubbard and Jacqueline Gardner, “Overview of Education Stabilization Fund in the Coronavirus Aid, Relief, and Economic Security (CARES) Act,” The Education Trust-Midwest, June 2020. https:/midwest.edtrust.org/resource/cares-act-overview/ 33 Governor Whitmer, Press release on August 19, 2020. https:/www.michigan.gov/whitmer/0,9309,7-387-90499_90640-537247-,00.html; Michigan Department of Education, ESSER Important Information. Retrieved from https:/www.michigan.gov/documents/mde/ESSER_Important_Information_707883_7.pdf 34 The Education Trust Midwest, “Overview of COVID-19 Relieve and End of Year Funding Package,” The Education Trust-Midwest, January 2020. https:/midwest.edtrust.org/dec2020-relief-package/ 35 Ibid 36 Hailly T.N. Korman, Bonnie OKeefe, and Matt Repka, “Missing in the Margins: Estimating the Scale of the COVID-19 Attendance Crisis,” (Sudbury, MA: Bellwether Education Partners, October 2020). https:/bellwethereducation.org/publication/missing-margins-estimating-scale-covid-19-attendance-crisis37 Koby Levin, “Whitmer: State Has Very Important Role to Play Finding Missing Students,” Chalkbeat Detroit, December 2020. https:/detroit.chalkbeat.org/2020/12/18/22189478/whitmer-finding-missing-students-michigan 38 Phoenix Union High School District, “Every Student Every Day,” (Phoenix, Arizona: Phoenix Union High School District). https:/ 39 Chad Gestson, “Gestson: My Arizona School District Contacts Every Student, Every Day, to Check on Families Physical, Mental, & Emotional Health. Yours Can, Too,” The 74 Million, April 2020. https:/www.the74million.org/article/gestson-my-arizona-school-district-contacts-every-student-every-day-to-check-on-families-physical-mental-emotional-health-yours-can-too/ 40 Amber Arellano, Press release on August 18, 2020. https:/midwest.edtrust.org/press-release/statement-by-amber-arellano-on-bipartisan-education-deal/ 41 National Urban League, “Letter to President-Elect Biden on ESSA 5-Year Anniversary,” National Urban League, December 2020. https:/nul.org/news/essa-5-year-anniversary-letter42 MiSchoolData, COVID-19 Learning Plan Dashboard. Retrieved from https:/www.mischooldata.org/covid-dashboard/43 Connecticut State Department of Education, EdSight Supporting Student Participation in 2020-21. Retrieved fromhttp:/edsight.ct.gov/relatedreports/Supporting Student Participation in 2020-21.html44 Ajit Gopalakrishnan, ”New Data Collections to Support Student Engagement,” State of Connecticut Department of Education, September 2020. https:/portal.ct.gov/-/media/SDE/Digest/2020-21/DataCollectionsToSupportStudentEngagement-Superintendents-Memo.pdf45 Connecticut State Department of Education, “Addendum 14 Adapt, Advance, Achieve: Connecticuts Plan to Learn and Grow Together,” (Hartford, CT: Connecticut State Department of Education, September 42 ENDNOTES2020). https:/portal.ct.gov/-/media/SDE/COVID-19/Addendum-14-Supporting-Student-Attendance.pdf46 Connecticut State Department of Education, EdSight Supporting Student Participation in 2020-2. Retrieved from http:/edsight.ct.gov/relatedreports/Supporting Student Participation in 2020-21.html47 Karin Chenoweth, “Tackling Achievement Gaps From Summer Learning Loss,” (Washington, D.C.: The Education Trust, September 2016). https:/edtrust.org/the-equity-line/tackling-achievement-gaps-summer-learning-loss/; David M. Quinn and Morgan Polikoff, “Summer Learning Loss: What Is It, and What Can We Do About It?” (Washington, D.C.: The Brookings Institution, September 2017). https:/www.brookings.edu/research/summer-learning-loss-what-is-it-and-what-can-we-do-about-it/48 Karin Chenoweth, “Tackling Achievement Gaps From Summer Learning Loss,” (Washington, D.C.: The Education Trust, September 2016). https:/edtrust.org/the-equity-line/tackling-achievement-gaps-summer-learning-loss/49 Koby Levin, “Heres a First Look at the Many Ways Michigan Students Will Learn From Home During the COVID-19 Crisis,” Chalkbeat Detroit, April 2020. https:/detroit.chalkbeat.org/2020/4/9/21225463/here-s-a-first-look-at-the-many-ways-michigan-students-will-learn-from-home-during-the-covid-19-cris; Emma Dorn, Bryan Hancock, Jimmy Sarakatsannis, and Ellen Viruleg, “COVID-19 and Learning Loss Disparities Grow and Students Need Help,” (McKinsey & Company, December 2020). https:/ John King and Randi Weingarten, “What Comes Next for Public Schooling,” The Hill, April 2020. https:/ Marta W. Aldrich, “Summer Camps Lift Reading Skills for Third Straight Year in Tennessee,” Chalkbeat Tennesse, September 2018. https:/tn.chalkbeat.org/2018/9/11/21105667/summer-camps-lift-reading-skills-for-third-straight-year-in-tennessee52 Simon Calmar Anderson, Maria Knoth Humlum and Anne Brink Nandrup, “Increasing Instruction Time in School Does Increase Learning,” PNAS, vol. 113 no. 27, July 2016, pp. 7481-84. https:/www.pnas.org/content/113/27/748153 Matt Barnum, “What If Every Struggling Student Had a Tutor? It Wont Be Cheap, but it Might Be Worth It,” The 74 Million, February 2017. https:/www.the74million.org/article/what-if-every-struggling-student-had-a-tutor-it-wont-be-cheap-but-it-might-be-worth-it/54 Donald J. Hernandez, “Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation,” (Baltimore, MD: The Annie E. Casey Foundation, January 2012). https:/www.aecf.org/resources/double-jeopardy/55 Jason M. Breslow, “By the Numbers: Dropping Out of High School,” Frontline, September 2012.https:/www.pbs.org/wgbh/frontline/article/by-the-numbers-dropping-out-of-high-school/ 56 Donald J. Hernandez, “Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation,” (Baltimore, MD: The Annie E. Casey Foundation, January 2012). https:/www.aecf.org/resources/double-jeopardy/ 57 The Education Trust-Midwest, “Top Ten For Education: Not By Chance,” (Royal Oak, MI: The Education Trust-Midwest, March 2018). https:/midwest.edtrust.org/resource/top-ten-for-education/ 58 Deborah A. Phillips, Mark W. Lipsey, Kenneth A. Dodge, Ron Haskins, Daphna Bassok, Margaret R. Burchinal, Greg J. Duncan, Mark Dynarski, Katherine A. Magnuson, and Christina Weiland, “The Current State of Scientific Knowledge on Pre-Kindergarten Effects,” (Washington, D.C.: Brookings, April 2017). https:/www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf 59 Matt Barnum, “What If Every Struggling Student Had a Tutor? It Wont Be Cheap, but it Might Be Worth It,” The 74 Million, February 2017. https:/www.the74million.org/article/what-if-every-struggling-student-had-a-tutor-it-wont-be-cheap-but-it-might-be-worth-it/60 Karin Chenoweth, “Tackling Achievement Gaps from Summer Learning Loss,” The Education Trust, September 2016. https:/edtrust.org/the-equity-line/tackling-achievement-gaps-summer-learning-loss/61 Robert Pondiscio, “Louisiana Threads the Needle on Ed Reform,” EducationNext, September 2017. https:/www.educationnext.org/louisiana-threads-the-needle-ed-reform-launching-coherent-curriculum-local-control/62 Emily Hanford, “There Is a Right Way to Teach Reading, and Mississippi Knows It,” The New York Times, December 2019. https:/ Kolby Levin, “Dyslexia just got its first mention in Michigan law. Will it make a difference for struggling readers?” Chalkbeat Detroit, February 2020. https:/detroit.chalkbeat.org/2020/2/13/21178606/dyslexia-just-got-its-first-mention-in-michigan-law-will-it-make-a-difference-for-struggling-readers64 Education Policy Innovation Collaborative, “Instructional Delivery Under Michigan Districts Extended COVID-19 Learning Plans December Update,” (East Lansing, MI: Education Policy Innovation Collaborative, December 2020). https:/epicedpolicy.org/wp-content/uploads/2020/12/EPIC_ECOL-report_Dec2020.pdf; Education Policy Innovation Collaborative, “Instructional Delivery Under Michigan Districts Extended Continuity of Learning Plans,” (East Lansing, MI: Education Policy Innovation Collaborative, November 2020). https:/epicedpolicy.org/wp-content/uploads/2020/11/EPIC-ECOL-Report-November-2020.pdf65 James L. Woodworth, Margaret E. Raymond, Kurt Chirbas, Maribel Gonzalez, Yohannes Negassi, Will Snow and Christine Van Donge, “Online Charter School Study,” (Stanford, CA: Center for Research on Education Outcomes, 2015). https:/credo.stanford.edu/sites/g/THE URGENCY OF NOW43files/sbiybj6481/f/online_charter_study_final.pdf; National Alliance for Public Charter Schools, “A Call to Action to Improve the Quality of Full-Time Virtual Charter Public Schools,” (Washington, DC: National Alliance for Public Charter Schools, June 2016). https:/www.publiccharters.org/sites/default/files/migrated/wp-content/uploads/2016/06/Virtuals-FINAL-06202016-1.pdf66 National Alliance for Public Charter Schools, “A Call to Action to Improve the Quality of Full-Time Virtual Charter Public Schools,” (Washington, DC: National Alliance for Public Charter Schools, June 2016). https:/www.publiccharters.org/sites/default/files/migrated/wp-content/uploads/2016/06/Virtuals-FINAL-06202016-1.pdf67 National Alliance for Public Charter Schools, “A Call to Action to Improve the Quality of Full-Time Virtual Charter Public Schools,” (Washington, DC: National Alliance for Public Charter Schools, June 2016). https:/www.publiccharters.org/sites/default/files/migrated/wp-content/uploads/2016/06/Virtuals-FINAL-06202016-1.pdf68 Kevin Huffman, “Homeschooling During the Coronavirus Will Set Back a Generation of Children,” The Washington Post, March 2020. https:/ Alliance for Excellent Education, Students of Color Caught in the Homework Gap. Retrieved from https:/futureready.org/homework-gap/ 70 Governor Whitmer, Press release on August 19, 2020. https:/www.michigan.gov/whitmer/0,9309,7-387-90499_90640-537247-,00.html; Michigan Department of Education, Press release on October 22, 2020. https:/www.michigan.gov/minewswire/0,4629,7-136-3452-543016-,00.html71 Kalamazoo Public Schools, “COVID-19 Kalamazoo Public Schools Preparedness and Response Plan,” (Kalamazoo, MI: Kalamazoo Public Schools, August 2020). https:/ Rochester Community Schools, “District/PSA Template for the Extended COVID-19 Learning Plan,” (Rochester, MI: Rochester Community Schools, August 2020). https:/media.rochester.k12.mi.us/download/259276?token=OCaRojCyVwc=72 Michigan Department of Health and Human Services, “Michigan Coronavirus Racial Disparities Task Force: Interim Report,” (Detroit, MI: Michigan Department of Health and Human Services, November 2020). https:/ Detroit Public Schools Foundation, Connected Futures Unparalleled Transformation. Retrieved from: https:/www.dpsfdn.org/connectedfutures/ 74 U.S. Census Bureau, American Community Survey 1 Year Estimates 2018, Table B28005. Retrieved from https:/data.census.gov/cedsci/table?q=B28005&g=0400000US26&d=ACS 1-Year Estimates Detailed Tables&tid=ACSDT1Y2018.B28005&hidePreview=true75 Ayat AL-Tamimi, “Michigans Digital Divide,” The Education Trust-Midwest, August 2020. https:/midwest.edtrust.org/2020/08/10/digital-divide/76 The Education Trust-Midwest, Michigans Digital Divide. Retrieved from https:/midwest.edtrust.org/michigans-digital-divide/ 77 The Education Trust-Midwest, Press release on March 18, 2020. https:/midwest.edtrust.org/press-release/education-trust-midwest-calls-for-a-focus-on-educational-equity-during-coronavirus-school-closures/; The Education Trust-Midwest, “Educational Equity & Coronavirus: Students with Disabilities,” (Royal Oak, MI: The Education Trust Midwest, April 2020). https:/midwest.edtrust.org/resource/coronavirus-students-with-disabilities/78 The Education Trust and Digital Promise, “10 Questions for Equity Advocates to Ask About Distance Learning,” (Washington, D.C.: The Education Trust, May 2020). https:/edtrust.org/resource/10-questions-for-equity-advocates-to-ask-about-distance-learning/79 Ibid.80 State of Michigan Legislature, Public Act 165, September 2020. http:/www.legislature.mi.gov/documents/2019-2020/publicact/pdf/2020-PA-0165.pdf 81 The Education Trust and Digital Promise, “10 Questions for Equity Advocates to Ask About Distance Learning,” (Washington, D.C.: The Education Trust, May 2020). https:/edtrust.org/resource/10-questions-for-equity-advocates-to-ask-about-distance-learning/82 Center for Teaching Innovation, Preparing for Alternative Course Delivery during Covid-19. Retrieved from https:/teaching.cornell.edu/teaching-resources/planning-remote-teaching; The Education Trust and Digital Promise, “10 Questions for Equity Advocates to Ask About Distance Learning,” (Washington, D.C.: The Education Trust, May 2020). https:/edtrust.org/resource/10-questions-for-equity-advocates-to-ask-about-distance-learning/83 Digital Promise, The Dynamic Learning Project. Retrieved from https:/ The Education Trust and Digital Promise, “10 Questions for Equity Advocates to Ask About Distance Learning,” (Washington, D.C.: The Education Trust, May 2020). https:/edtrust.org/resource/10-questions-for-equity-advocates-to-ask-about-distance-learning/84 William Sanders and June Rivers, “Cumulative and Residual Effects on Teachers on Future Student Academic Achievement,” (Knoxville, TN: University of Tennessee, Value-Added Research and Assessment Center, November 1996). https:/www.heartland.org/template-assets/documents/publications/3048.pdf 85 The Education Trust, Is Your State Prioritizing Teacher Diversity & Equity? Retrieved from: https:/edtrust.org/educator-diversity/#MI86 State of Michigan Legislature, Public Act 165, September 2020. 44 ENDNOTES http:/www.legislature.mi.gov/documents/2019-2020/publicact/pdf/2020-PA-0165.pdf87 MDE Bulletin 1011, CEPI Free and Reduced-Price Lunch, Fall 2018-19 (District)88 Michigan Department of Education, “Michigans Plan to Ensure Equitable Access to Excellent Teachers,” (Lansing, MI: Michigan Department of Education, 2015). https:/www2.ed.gov/programs/titleiparta/equitable/miequityplan060115.pdf 89 Matthew Ronfeldt, Susanna Loeb and James Wyckoff, “How Teacher Turnover Harms Student Achievement,” (Washington, D.C.: National Center for Analysis of Longitudinal Data in Education Research, January 2012). https:/caldercenter.org/publications/how-teacher-turnover-harms-student-achievement 90 Jared Robinson and Brian Lloyd, “Teacher Turnover in Michigan: A Look at Teacher Mobility and Attrition Rates,” (Lansing, MI: Michigan Department of Education, September 2017). https:/www.michigan.gov/documents/mde/Teacher_Mobility_Brief_Final_2017.09.18_v2_ada_601772_7.pdf 91 Leib Sutcher, Linda Darling-Hammond, and Desiree Carver-Thomas, “A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.,” (Palo Alto, CA: Learning Policy Institute, September 2016). https:/learningpolicyinstitute.org/product/coming-crisis-teaching 92 Chad Gestson, “Gestson: My Arizona School District Contacts Every Student, Every Day, to Check on Families Physical, Mental, & Emotional Health. Yours Can, Too,” The 74 Million, April 2020. https:/www.the74million.org/article/gestson-my-arizona-school-district-contacts-every-student-every-day-to-check-on-families-physical-mental-emotional-health-yours-can-too/93 Hailly T.N. Korman, Bonnie OKeefe, and Matt Repka, “Missing in the Margins: Estimating the Scale of the COVID-19 Attendance Crisis,” (Sudbury, MA: Bellwether Education Partners, October 2020). https:/bellwethereducation.org/publication/missing-margins-estimating-scale-covid-19-attendance-crisis94 Amber Arellano, “Letter to Michigans Congressional Delegation Regarding Federal Assistance for Public Schools Amid the COVID-19 Pandemic,” The Education Trust-Midwest, May 2020. https:/midwest.edtrust.org/resource/letter-to-michigans-congressional-delegation-regarding-federal-assistance-for-public-schools-amid-the-covid-19-pandemic/95 Cassandra Robertson and Stacy McLoughlin Taylor, “It has meant everything: How P-EBT Helped Families in Michigan,” New America, August 2020. https:/www.newamerica.org/pit/reports/it-has-meant-everything-how-p-ebt-helped-families-in-michigan/ 96 Teaching Tolerance, Homepage. Retrieved from https:/www.tolerance.org/97 Sixtyby30, Michigans Sixty by 30 Goal. Retrieved from https:/www.sixtyby30.org/goal/98 Anthony P. Carnevale, Nicole Smith, and Jeff Strohl, “Recovery: Job Growth and Education Requirements Through 2020,” (Washington, D.C.: Georgetown University Center on Education and the Workforce, June 2013). https:/cew.georgetown.edu/cew-reports/recovery-job-growth-and-education-requirements-through-2020/ 99 Philip Trostel, “Its Not Just the Money: The Benefits of College Education to Individuals and to Society,” (Indianapolis, IN: Lumina Foundation, October 2015). https:/www.luminafoundation.org/resource/its-not-just-the-money/ 100 Complete College America, “Remediation: Higher Educations Bridge to Nowhere,” (Washington, D.C.: Complete College America, April 2012). https:/completecollege.org/wp-content/uploads/2017/11/CCA-Remediation-final.pdf101 Michigan Department of Education, College Remedial Coursework 2017-18102 Ibid. 103 Carrie Warick, Bill DeBaun and Allie Ciaramella, “Shutting Low-Income Students Out of Public Four-Year Higher Education,” (Washington, D.C.: National College Access Network, May 2018). https:/ The Institute for College Access & Success, “Letter from 18 Groups Urge Michigan Leaders to Protect Student Financial Aid During COVID-19,” (Washington, D.C.: The Institute for College Access & Success, May 2020). https:/ticas.org/michigan/letter-from-18-groups-urge-michigan-leaders-to-protect-student-financial-aid-during-covid-19/105 Governor Whitmer, Press release on April 2, 2020. https:/www.michigan.gov/whitmer/0,9309,7-387-90499_90640-524070-,00.html 106 Governor Whitmer, Press release on April 29, 2020. https:/www.michigan.gov/whitmer/0,9309,7-387-90499_90640-527530-,00.html 107 Benjamin L. Castleman, Lindsay C. Page and Ashley L. Snowdon, “SDP Summer Melt Handbook: A Guide to Investigating and Responding to Summer Melt,” (Cambridge, MA: Strategic Data Project, 2013). https:/sdp.cepr.harvard.edu/files/sdp/files/sdp-summer-melt-handbook_0.pdf108 Reetchel Presume, “Supporting Students in the Transition from High School to College During the COVID-19 Crisis,” (Washington D.C.: The Education Trust, May 2020). https:/edtrust.org/the-equity-line/supporting-students-in-the-transition-from-high-school-to-college-during-the-covid-19-crisis/109 Ibid.4580pP0 2.7.48.3 21 Michigan Achieves! Indicators46 2021 MICHIGAN ACHIEVES! INDICATORS 32ndCURRENT PERFORMANCE2030PROJECTIONSOURCE: NAEP Data Explorer, NCES (Basic Scale Score = 208; Proficient Scale Score = 238) 2003-2019Michigan One of Eighteen States Declining in Early Literacy Average Scale Score Change, NAEP Grade 4 Reading All Students (2003-19)-10-5051015Average Scale Score ChangeMSCANVHITNAZFLUTLAALWYPAGANMIDRIMANAT PUB OKNJKYILNEARINTXCOSCMDVAOHORNCMNSDNDMIKSMTWIWANYMEIANHCTMOVTWVDE AKNational Public, 3.0Michigan, -0.54th Grade ReadingWHAT IT ISEarly learners reading proficiency is a telling indicator of whether Michigans students are being prepared for success. The National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment that provides for long-term comparisons of what Americas students know and can do in various subject areas. The assessment is given every two years and provides necessary information about student performance and growth for several indicators, including fourth-grade reading.WHY IT MATTERSReading proficiency is tied to all kinds of academic and life outcomes, and is an important foundation for learning in the upper grades. Michigan must drastically improve its early literacy achievement for all students and close the opportunity gaps that keep far too many low-income children and students of color from fulfilling their potential.39thTHE URGENCY OF NOW47Michigan in Bottom Ten for African American Students in Early Literacy Average Scale Score, NAEP Grade 4 Reading African American Students (2019)SOURCE: NAEP Data Explorer, NCES (Basic Scale Score = 208; Proficient Scale Score = 238) 2019NOTE: All states with available data are included in this analysis. 160170180190200210220230MACONJ FLNDWAMSNCVAMDAZSDTXGACTTNMENYNAT PUBDERIMNILOHMOWVINNVPAKYKSMINEOKSCCAARALLAIAWINational Public, 203Michigan, 1994th Grade Reading (cont.)Average Scale Score48 2021 MICHIGAN ACHIEVES! INDICATORS 28thCURRENT PERFORMANCE2030PROJECTIONSOURCE: NAEP Data Explorer, NCES (Basic Scale Score = 262; Proficient Scale Score = 299) 2003-19Michigan Eighth-Grade Students Show Little Improvement in Math Compared with Peers in Leading States Average Scale Score Change, NAEP Grade 8 Math All Students (2003-19)8th Grade MathWHAT WHAT IT ISThe National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment that provides for long-term comparisons of what Americas students know and can do in various subject areas. The assessment is given every two years and provides necessary information about student performance and growth for several indicators, including eighth-grade math.WHY IT MATTERSIn addition to basic reading skills, math skills are essential for all students. Basic algebra is the foundation for high-level math courses. When students have not mastered this foundation, they are required to enroll in remedial courses when they begin college. But eighth-grade math skills are not just for students attending college. A study conducted by ACT found that along with reading skills, math skills are essential for careers including those as a plumber, electrician or an upholsterer.i 27th02468101214TennesseeMassachusettsNational PublicMichigan11.98.04.93.8THE URGENCY OF NOW49Michigan Among Bottom Ten States for African American Students in Eighth-Grade Math Average Scale Score, NAEP Grade 8 Math African American Students (2019)SOURCE: NAEP Data Explorer, NCES (Basic Scale Score = 262; Proficient Scale Score = 299) 2019210220230240250260270280VANHMAAZNJTXNCGAINILWVCOMDTNDEFLNAT PUBWAOHMSRINYMOKSCTKYSCLAPAMNMENDAKNVMIOKCANEWIALIAARNational Public, 259Michigan, 2538th Grade Math (cont.)Average Scale Score50 2021 MICHIGAN ACHIEVES! INDICATORS Kindergarten ReadinessMichigan has recently made a smart investment in early childhood programs intended to increase the number of its students who enter kindergarten ready to learn at high levels. From 2012 to 2019, the portion of Michigan four-year-olds enrolled in prekindergarten increased from 19.4 percent to 32.0 percent.ii While access to prekindergarten is improving for Michigans four-year-olds, it is still unclear whether these prekindergarten programs are high-quality and aligned with the K-12 system.Data are not currently available because Michigan has not yet implemented a common assessment of kindergarten readiness, nor does the state participate in a national effort to collect these data. Consistent and comparable data from a common assessment of kindergarten readiness would provide vital information on the impact of early-childhood programs and their effectiveness by evaluating their impact on student development and alignment with K-12 learning standards. We will track any state or national data on Michigans kindergarten readiness when they become available.“”From 2012 to 2019, the portion of Michigan four-year-olds enrolled in prekindergarten increased from 19.4 percent to 32.0 percent.Photo by Allison Shelley for American Education: Images of Teachers and Students in Action.THE URGENCY OF NOW51CURRENT PERFORMANCE24 30PROJECTIONSOURCE: Michigan Department of Education Remedial Coursework 2012-18NOTE: Remedial coursework includes math, reading, writing or science courses. Data is limited to Michigan high school graduates enrolled in college the following fall in a Michigan college or university only. Remediation Rates Remain High for Michigans African American Students Michigan African American College Remediation Rates (Community Colleges & Four-Year Universities, 2012-18)College Readiness WHAT IT ISRemedial coursework is necessary for students who lack fundamental skills in a subject area-skills that should have been developed in K-12. These courses also are not credit bearing, meaning they dont count toward a degree.WHY IT MATTERSAbout 24 percent of all Michigan high school students were required to take at least one remedial course upon enrolling in one of Michigans two- and four-year college or university programs. Thats almost a quarter of students who must pay for additional instruction in college before moving on to credit-bearing courses. The percentage is even more startling for historically underserved subgroups43.9 percent of Michigans African American students who enrolled in Michigan postsecondary programs are required to enroll in college remedial courses. Having to enroll in remedial courses can mean additional costs for students and more time to complete their degrees.21%Enrolled in at least one remedial course0 0P%Percent Enrolled in at Least One College Remedial Course (Any Subject)201220132014201520162017201852 0 0Pp0% 2021 MICHIGAN ACHIEVES! INDICATORS College and Postsecondary Enrollment21thCURRENT PERFORMANCE2030PROJECTIONSOURCE: NCHEMS Information Center 2016Michigan Slightly Above National Average with 64.2% of High School Graduates Enrolling in CollegeHigher Education Enrollment Rate for Recent High School Graduates (2016)WHAT IT ISThis measure represents the percentage of high school graduates in each state who attend college anywhere in the U.S. directly from high school. WHY IT MATTERSIn order for Michigans students to fulfill their true potential and be the leaders of tomorrow, more must enroll in postsecondary training, whether that be at a trade school, community college or a four-year university. On this measure, Michigan is slightly above the national average, ranking 21st, with about 64.2 percent of high school graduates going directly to college in the fall of 2016.iiiThe state department of education reports that 65.6 percent of Michigans 2018 high school graduates enrolled in a postsecondary program within 12 months of graduation.ivNot YetAvailablePercent of Recent High School Graduates Going Directly to CollegeMSCTMANYNJLADEMNTNNMSCSDVAALIANDGAKSMDNEMINCILCANationARPARIFLOHHIINNHCOKTOKMOWIWVTXMEWYNVMTAZVTWAORUTAKIDNation, 63.1%Michigan, 64.2%THE URGENCY OF NOW5333rdCURRENT PERFORMANCE2030PROJECTIONSOURCE: United States Census American Community Survey 1 Year Estimates 2019Michigans Future Economy Depends on More Adults Earning College Degrees Percent of People 25 Years and Older with a Bachelors Degree or Greater in 2019College AttainmentWHAT IT ISThis indicator represents the percentage of people 25 years or older in each state and nationally who have completed a bachelors degree or greater. WHY IT MATTERSMichigans future economy depends on more adults earning college degrees. In 2019, Michigan ranked 33rd in the percentage of adults 25 or older who have completed a bachelors degree or greater, at 30 percent. Roughly 18 percent of African-American and 21.6 percent of Hispanic Michiganders have completed a bachelors degree or greater.31stMACONJMD CTVAVTNYNHMNWAILCARIUT ORKSHIMTDE MENENationGANCPAWITXFLNDAKAZMOMISDSCIAOHWYIDTNNMINALOKNVKTLAARMSWVNation, 33.1%Michigan, 30.0%0% 20% 30% 40% 50% 54 2021 MICHIGAN ACHIEVES! INDICATORS SOURCE: Sanders and Rivers (1996): Cumulative and Residual Effects of Teachers on Future Student AchievementNOTE: *Among the top 20% of teachers; *Among the bottom 20% of teachersAnalysis of test data from Tennessee showed that teacher quality effected student performance more than any other variable; on average, two students with average performance (50th percentile) would diverge by more than 50 percentile points over a three year period depending on the teacher they were assigned.The Effect of Teacher Quality on Student Learning Student PerformanceTeacher EffectivenessWithout a doubt, student learning is dependent on many factors. But, the research is clearthe number one in-school predictor of student success is the teaching quality in a childs classroom.v In leading states, sophisticated data systems provide teaching effectiveness data that are used for many purposes, such as professional development and early student interventions. In Michigan, those data are unavailable at this time.010203040506070809010050100Age 8Age 11Student with high-performing teacher*Student with low-performing teacher*90th percentile37th percentile0THE URGENCY OF NOW55Access to Rigorous CourseworkCURRENT PERFORMANCE27th2030PROJECTIONSOURCE: College Board AP Program Participation and Performance Data 2004-20Michigan Still Lags Nation in AP Exam Participation AP Exam Participation (2004-2020)WHAT IT ISAccess to rigorous coursework is measured by the College Board Advanced Placement (AP) Program Participation and Performance data. The data represent the total number of AP exams administered per 1,000 11th and 12th grade students.WHY IT MATTERSOne of the best ways to ensure more students are college- and career-ready is to increase access to rigorous coursework in high school, such as Advanced Placement courses. Research shows that having access to rigorous coursework and high quality instruction in high school is one of the best predictors of postsecondary success.vi Michigan is currently ranked 27th for the total number of AP exams administered per 1,000 11th and 12th graders. Similar to the nation, Michigan saw a drop in AP Exam participation in the 2019-20 school year.26thAP Exams per 1000 11th and 12th Graders01002003004005006002004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019NationMichigan202056 2021 MICHIGAN ACHIEVES! INDICATORS School Funding EquityCURRENT PERFORMANCE43rd2030PROJECTIONMichigan is One of Only Sixteen States Providing Less Funding to Highest Poverty Districts than to Lowest Poverty DistrictsFunding Gaps Between the Highest and Lowest Poverty Districts, By State (2018)WHAT IT ISThis measure represents how the highest and lowest poverty districts are funded based on state and local revenues and whether it is equitably distributed or not. WHY IT MATTERSMichigan ranks in the bottom five states nationally for funding gaps that negatively impact students from low-income families. On average, Michigan spends about 5 percent less in its highest poverty districts than its lowest poverty districts. This lack of equity can lead to further imbalances in our educational system as a whole.Not YetAvailableREADING THIS FIGURE: In Utah, the highest poverty districts receive 21 percent more in state and local funds per student than the lowest poverty districts (not adjusted for additional needs of low-income students). In states shaded in green, the highest poverty districts receive at least 5 percent more in state and local funds per student than the lowest poverty districts; in states shaded in maroon, they receive at least 5 percent less. Grey shading indicates similar levels of funding for the highest and lowest poverty districts. Note that although all displayed percentages are rounded to the nearest percentage point, states are ordered and classified as providing more or less funding to their highest poverty districts based on unrounded funding gaps.-25%-20%-15%-10%-5%0%5 %Michigan, -5%UTMNNJSDGANCARDELAWAMDSCCAINVACOOKKYORMANMWINEKSNDAZCTVTTNMTFLMSPAIAIDWVMEWYNHTXRIMIALNYMOILSOURCE: The Education Trust, Funding Gaps Report 2018NOTE: Hawaii was excluded from the within-state analysis because it is one district. Nevada is excluded because its student population is heavily concentrated in one district and could not be sorted into quartiles. Alaska is excluded because there are substantial regional differences in the cost of education that are not accounted for in the ACS-CWI. Because so many New York students are concentrated in New York City, we sorted that state into two halves, as opposed to four quartiles. Though included in the original publication, data from Ohio are now excluded from this chart because of subsequently discovered anomalies in the way Ohio reported its fiscal data to the federal government.THE URGENCY OF NOW57Teacher Salary EquityCURRENT PERFORMANCE$10,0562030PROJECTIONNot YetAvailableAvg. Salary Gap for highest and lowest poverty districtsSOURCE: MDE Bulletin 1011, 2018-19; MDE Free and Reduced Priced Lunch, Fall 2018-19 (District)$10,000 Gap in Average Teacher Salaries Between Michigans Highest Income and Lowest Income Districts Average Michigan Teacher Salary based on Percent of Free and Reduced Price Lunch (2018-19)WHAT IT ISThis measure represents the gap in average teacher salaries between Michigans highest income and lowest income districts. WHY IT MATTERSTeachers in Michigans wealthiest districts are paid about $10,000 more, on average, than teachers in Michigans poorest districts. Thats alarming, considering what we know about the importance of high-quality teachers in closing the achievement gap that persists between low-income and higher-income students. To recruit and retain highly effective teachers in the schools that need them most, Michigan must close the gap in teacher pay. Average Teacher SalaryPercent of Districts Students Who Qualify for Free or Reduced Price Lunch20-40%0-20-60-80-100%$70,000$65,000$60,000$55,000$50,000$45,000$40,000$35,000$30,000$66,866$66,032$59,425$59,828$56,81058 2021 MICHIGAN ACHIEVES! INDICATORSTeacher AttendanceCURRENT PERFORMANCE2030PROJECTIONNot YetAvailableSOURCE: Education Week, “How Many Teachers Are Chronically Absent From Class in Your State?,” 2018, Civil Rights Data Collection 2015-16 About 26% of Teachers in Michigan Were Absent from Their Job More than 10 Days Average Percentage of Teachers Absent More than 10 days (2015-16)WHAT IT ISThis measure represents the percent of teachers absent from work for more than 10 days over the course of one school year at the state level. WHY IT MATTERSAccording to a recent report from Education Week, about 26 percent of teachers in Michigan were absent from their job more than 10 days, on average.vii Thats about six percent of the school year, which is equivalent to a typical 9-to-5 year-round employee missing more than three weeks of work on top of vacation time.Average Percentage of Teachers Absent More than 10 Days26%SDIDWICAMONEOKUTMTNDAZFLMSNMILMAMITXMENJNYTNCODEINKSLANHORNationKYSCGAMNNCVTMDOHWACTALARIAPAVAWYAKWVRIHINV60P0 %0%Michigan, 26%Nation, 28%Teachers Absent More than 10 DaysTHE URGENCY OF NOW59Student AttendanceSOURCE: NAEP Data Explorer, NCES (Reported for 8th Grade Math) 2019NOTE: AK, CO, MT, NH, SD and UT are not included in the analysis because data was not available.Nearly One Quarter of Michigan Eighth Graders were Absent 3 or More Days in Last Month in 2019 Percent of Eighth Graders Absent Three or More Days in Last Month, NAEP Grade 8 Math All Students (2019)WHAT IT ISThis measure represents the percentage of eighth-graders absent three or more days in the last month before the administration of the National Assessment for Educational Progress (NAEP).WHY IT MATTERSNot only are Michigans teachers missing too much school, but Michigans studentsespecially African American studentsare missing far too many days of school, often against their will due to disproportionate rates for out-of-school suspensions. According to the 2019 national assessment, 23 percent of Michigans eighth-grade students said they had been absent from school three or more days in the last month. Moreover, Detroit leads the nation for absences among urban districts, with 41 percent of students absent three or more days in the last month.23%Percent of 8th Graders Absent 3 or More Days in Surveyed MonthMACAMOVTPACTGAIAILOHNJMEWIVATXMNINNAT PUBHIKSKYMIWA NYIDTNAZARDEOKNEORMSALMDRINCWVSCNVLANDFLNMWY400 %0%National Public, 22%Michigan, 23%CURRENT PERFORMANCE2030PROJECTION8th Graders Absent Three or More Days in Surveyed Month60 2021 MICHIGAN ACHIEVES! INDICATORS0%5 %Out-of-School SuspensionsSOURCE: Civil Rights Data Collection 2015-16 Michigan Has 3rd Highest Out-of-School Suspension Rate Nationally for African American Students African American Out-of-School Suspension Rates (2015-16)WHAT IT ISThis data measures the percentage of students in each state who have one or more suspensions within a school year. WHY IT MATTERSOne of the most troubling practices in Michiganand around the countryis the overuse of suspension and expulsion, particularly for students of color. For all students, Michigan ranks 43rd when comparing out-of-school suspension rates. For African American students, Michigan ranks 48th, meaning Michigan has the third highest out-of-school suspension rate in the country. 18.7 percent of African American students in Michigan schools were suspended at least once in the 2015-16 school year. Percent of African American Students with One or More Out-of-School SuspensionsIDHINDUTWYMTNYMEMDSDVTMAORNMRIWACTCAFLCOAKIAILNHNJTXAZLAGANationVAMNKYNCMSKSNEMOALAROKDEPAWVSCWIINTNMINVOHMichigan, 18.7%CURRENT PERFORMANCE2030PROJECTIONNot YetAvailable43rdNation, 12.9%College AffordabilityCURRENT PERFORMANCE2030PROJECTIONNot YetAvailableWHAT IT ISThis indicator measures the affordability of four-year public institutions by state for an average Pell Grant recipient who lives on campus, receives the average amount of grant aid, takes out the average amount of federal loans and works over the summer. Data represent the additional dollars needed to cover the cost of attendance.WHY IT MATTERSIts not enough to get into college. Young Michiganders have to be able to afford to stay in school and graduate. On average, a low-income Michigan student paying in-state tuition at a four-year public institution, who lives on campus and works over the summer, faces a $1,659 affordability gap. This means that despite financial aid and summer wages a low-income student still falls $1,659 short, on average, of being able to afford Michigans four-year public institutions. Michigan is currently ranked 29th for college affordability. Additionally, a recent report by The Education Trust found that low-income students would need to work 20 hours per week at minimum wage to afford Michigans public four-year institutions. Low-income students at Michigans community and technical colleges would need to work 11 hours per week at minimum wage. Both figures exceed the recommended 10 hours per week of workand if students worked only 10 hours at minimum wage they would face a $4,595 and $425 affordability gap at public four-year institutions and public community and technical colleges, respectively.viii29thPhoto by Allison Shelley for American Education: Images of Teachers and Students in Action.62 2021 MICHIGAN ACHIEVES! INDICATORSCollege Affordability (cont.)Low-Income Students Fall Short $1,659, On Average, of Affording the Cost of Attending Michigan Four-Year Public Institutions Four-Year Public Institution Affordability Gaps for In-State Students Living on Campus with Summer Work (2018)SOURCE: National College Access Network, Shutting Low-Income Students Out of Public Four-Year Higher Education 2018WAWVMSNCARNMOKWYMTMOAKFLINIDTXKYALGANDCAUT DEMELANEIAMDMNMIKSNationNVTNAZCORIWIOR OHNYHIVTILSCCTVASDMANJNHPA$2,000$0-$2,000-$4,000-$6,000-$8,000$1,000-$9,000-$7,000-$5,000-$3,000-$1,000Michigan, -$1,659Nation, -$2,01163EndnotesTo ensure the highest quality data available and up-to-date resources are used, the data sources used to track some Michigan Achieves! Indicators have been updated over time.i ACT, Inc., “Ready for College and Ready for Work: Same or Different,” (Iowa City, IA: ACT, Inc., 2015). https:/www.act.org/content/act/en/research/pdfs/ready-for-collegeandreadyforworksameordifferent.htmlii W. Steven Barnett, Megan E. Carolan, Jen Fitzgerald and James Squires, “The State of Preschool 2012,” (New Bruwick, NJ: National Institute for Early Education Research, April 2013). http:/nieer.org/state-preschool-yearbooks/the-state-of-preschool-2012; Allison H. Friedman-Krauss, W. Steven Barnett, Karin A. Garver, Katherine S. Hodges, G.G. Weisenfeld and Beth Ann Gardiner, “The State of Preschool 2019,” (New Brunswick, NJ: National Institute for Early Education Research, April 2020). http:/nieer.org/state-preschool-yearbooks/2019-2iii National Center for Higher Education Management Systems, College-Going Rates of High School Graduates, 2015-2016iv Michigan Department of Education, College Enrollment by High School 2018Note: According to mischooldata.org, this metric is subject to change in the “within 12 months” timeframe as more data become available and is incorporated. The data published in this report reflect what was available on 12/23/2020.v Steven G. Rivkin, Eric A. Hanushek and John F. Kain, “Teachers, Schools, and Academic Achievement,” Econometrica, vol. 73 no. 2, March 2005, pp. 417-58. https:/econ.ucsb.edu/jon/Econ230C/HanushekRivkin.pdfvi Clifford Adelman, “The Toolbox Revisited: Paths to Degree Completion from High School Through College,” (Washington, D.C.: U.S. Department of Education, February 2006). https:/www2.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdfvii Debra Viadero, “How Many Teachers Are Chronically Absent From Class in Your State?” Education Week, June 2018. http:/blogs. edweek.org/edweek/inside-school-research/2018/06/chronic_ absenteeism_teachers.htmlviii Andrew Howard Nichols, Marshall Anthony Jr. and Oliver Schak, “How Affordable Are Public Colleges in Your State?” (Washington, D.C.: The Education Trust, December 2019). https:/edtrust.org/resource/affordability-gap/Parkview Elementary Wyoming, MI (Photo: Rex Larsen)Photo by Allison Shelley for American Education: Images of Teachers and Students in Action. Indicators 64 In 2015, The Education Trust-Midwest launched the Michigan Achieves! campaign to make Michigan a top ten education state by 2030. Each year, we report on how Michigan is making progress toward that top ten goal based on both student outcome performance metrics and opportunity to learn metrics that signal the health of the conditions that Michigan is creating that help supportor stagnateteaching and learning in Michigan public schools. This years State of Michigan Education Report includes updated reporting on many of the same benchmarks. For more on those outcomes, please see pages 25-43. Since then, a growing number of partners around the state have come to work together to advance the best practices and strategies from leading education states to Michigan, in order to close achievement gaps and ensure every Michigan student is learningand being taughtat high levels.Join the movement at .Michigan Achieves! Leadership CouncilKEN WHIPPLE Chair, Former CEO, CMS Energy and Executive Vice President, Ford Motor CompanyDEIDRE BOUNDS President, Ignite Social MediaBRIAN CLOYD Retired, Steelcase Inc.NOLAN FINLEY Editorial Page Editor, The Detroit NewsRON FOURNIER President, Truscott RossmanMIKE JANDERNOA Co-Founder, Jandernoa FoundationHonorary MembersRICHARD L. DEVORE Regional President for Detroit and Southeastern Michigan, PNC BankMARY KRAMER Group Publisher, Crain Communications, Crains Detroit BusinessDAVID G. MENGEBIER President and CEO, Grand Traverse Regional Community FoundationDIANA R. SIEGER President, Grand Rapids Community FoundationTHE URGENCY OF NOW65306 S. Washington Ave., Suite 400, Royal Oak, MI 48067Tel: 734/619-8008 Fax: 734/619-8009 | www.edtrustmidwest.org
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