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Re-Centering Civil Rights in the Reauthorization of ESEA: An Equitable, Ecological, Evidence-Based Framework.

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Title: Re-Centering Civil Rights in the Reauthorization of ESEA: An Equitable, Ecological, Evidence-Based Framework.
Authors: DeBray, Elizabeth1 edebray@uga.edu, Finnigan, Kara S.2 ksfinn@umich.edu, George, Janel3 Janel.george@georgetown.edu, Scott, Janelle T.4 jtscott@gmail.com
Source: Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 8/29/2023, Vol. 31 Issue 95-97, p1-31. 31p.
Subject Terms: *Civil rights, *Teachers, *Federal aid, *COVID-19 pandemic, Corporate turnaround management, Fairness, Racial inequality, Racial differences, Recommender systems
Abstract: This article considers the reauthorization of the Elementary and Secondary Education Act (ESEA) in light of current educational inequities and the impact of the pandemic. The reauthorization presents an opportunity to center equity and justice and revitalize the civil rights aspects of the law. The authors review recent studies about the myriad ways the COVID-19 pandemic affected students, teachers and school systems and situates the reauthorization within the broader political context, including federal aid to states and districts during the pandemic. The authors present overarching policy recommendations: (1) a restructuring of the law's titles to focus on students, teachers, and systems (i.e. schools and districts); (2) a focus on the principles of racial equity, an ecosystem approach to serve students' needs across policy silos (i.e., housing and health), and a focus on research evidence; (3) policy targets for students; (4) policy targets for educators, including professional renewal and retention; (5) policy targets for the education system as a whole, including a focus on fiscal equity and facilitating regional approaches to cross-sector collaborations. The article presents a coherent conceptual framework for a redesign of ESEA with an emphasis on equity, evidence use, and ecosystems that is argued would directly address the needs of students, teachers, and systems. [ABSTRACT FROM AUTHOR]
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Re-Centering Civil Rights in the Reauthorization of ESEA: An Equitable, Ecological, Evidence-Based Framework.
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  Data: <searchLink fieldCode="AR" term="%22DeBray%2C+Elizabeth%22">DeBray, Elizabeth</searchLink><relatesTo>1</relatesTo><i> edebray@uga.edu</i><br /><searchLink fieldCode="AR" term="%22Finnigan%2C+Kara+S%2E%22">Finnigan, Kara S.</searchLink><relatesTo>2</relatesTo><i> ksfinn@umich.edu</i><br /><searchLink fieldCode="AR" term="%22George%2C+Janel%22">George, Janel</searchLink><relatesTo>3</relatesTo><i> Janel.george@georgetown.edu</i><br /><searchLink fieldCode="AR" term="%22Scott%2C+Janelle+T%2E%22">Scott, Janelle T.</searchLink><relatesTo>4</relatesTo><i> jtscott@gmail.com</i>
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  Data: *<searchLink fieldCode="DE" term="%22Civil+rights%22">Civil rights</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Federal+aid%22">Federal aid</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Corporate+turnaround+management%22">Corporate turnaround management</searchLink><br /><searchLink fieldCode="DE" term="%22Fairness%22">Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+differences%22">Racial differences</searchLink><br /><searchLink fieldCode="DE" term="%22Recommender+systems%22">Recommender systems</searchLink>
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  Data: This article considers the reauthorization of the Elementary and Secondary Education Act (ESEA) in light of current educational inequities and the impact of the pandemic. The reauthorization presents an opportunity to center equity and justice and revitalize the civil rights aspects of the law. The authors review recent studies about the myriad ways the COVID-19 pandemic affected students, teachers and school systems and situates the reauthorization within the broader political context, including federal aid to states and districts during the pandemic. The authors present overarching policy recommendations: (1) a restructuring of the law's titles to focus on students, teachers, and systems (i.e. schools and districts); (2) a focus on the principles of racial equity, an ecosystem approach to serve students' needs across policy silos (i.e., housing and health), and a focus on research evidence; (3) policy targets for students; (4) policy targets for educators, including professional renewal and retention; (5) policy targets for the education system as a whole, including a focus on fiscal equity and facilitating regional approaches to cross-sector collaborations. The article presents a coherent conceptual framework for a redesign of ESEA with an emphasis on equity, evidence use, and ecosystems that is argued would directly address the needs of students, teachers, and systems. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173541963
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      – SubjectFull: Corporate turnaround management
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      – SubjectFull: Fairness
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      – SubjectFull: Racial inequality
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      – SubjectFull: Racial differences
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      – SubjectFull: Recommender systems
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      – TitleFull: Re-Centering Civil Rights in the Reauthorization of ESEA: An Equitable, Ecological, Evidence-Based Framework.
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              Text: 8/29/2023
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