Explore commentary and stories from Chad Aldeman, K-12 policy and school finance expert, on the evolving landscape of educational recovery and progress.
When schools closed for in-person learning in the midst of the COVID-19 pandemic, it was math achievement scores that declined the most.
We’re now in the final year for districts to spend their share of the $190 billion in federal relief funds. By this time next year, other than some outstanding contracts, districts will have to return to their normal spending levels.
The nation is struggling to help students re-engage in school and recover lost learning time. Reformers have seized on tutoring as one promising solution. Tutoring has a strong research base, but only if done well. When implemented poorly, tutoring can even deepen equity gaps (because students who don’t necessarily need tutoring are also the most likely to use it). Opt-in programs in particular can struggle with participation, let alone quality issues.
High-quality curriculum, aligned professional learning, data collection and analysis, state support, and sustainable funding. These are all important pieces to the puzzle of strong instructional practice, and people frequently ask for examples of places where they all fit together to support student progress. While we can easily point to cases where some or even most of the puzzle is taking shape, we recently learned of one where there are no missing pieces.
Recently, K-12 funding news has been dominated by the coming “fiscal cliff.” With pandemic relief funding running dry and public school enrollment dropping in most states across the country, there is good reason for handwringing. So it’s easy to miss – we almost did – the massive investments that some states are making in K-12 education this year.
There’s a rule of thumb in improv comedy that performers are supposed to take a “Yes, and…” approach to a skit. Even if they had a different vision for how the action should play out, the comedy works better when performers accept contributions as they come in and build on them.
Chad Aldeman is a nationally recognized expert on education policy, including school finance; teacher preparation, evaluation, and compensation; and state standards, assessment, and accountability. Chad has worked at the Edunomics Lab at Georgetown University, Bellwether Education, and the U.S. Department of Education during the Obama Administration.
He has published reports on K-12 and higher education accountability systems; school choice; student enrollment; and teacher preparation, evaluations, and compensation. His work has been featured on CNN and NPR and published in the Washington Post, New York Times, and Wall Street Journal. Chad holds a bachelor’s degree from the University of Iowa and a master’s of public policy from the College of William and Mary. Chad is also the founder of ReadNotGuess.com, a program to help parents support their child’s early reading skills.
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