Introduction

K-12 leaders are facing one of the most complex challenges of our time: ensuring children continue to learn while protecting health during a pandemic. In this crisis, our chiefs and their teams are charting the course.

Chiefs for Change, a bipartisan network of state and district education leaders, created this digital report to explain how school systems are responding to the COVID-19 pandemic. Our chiefs meet virtually on a regular basis to discuss developments in their systems and share ideas. We are updating this report frequently based on those conversations and as the situation evolves. The report provides current information as well as a historical record of the work chiefs and their teams have done since the virus began to spread in spring 2020. We have retained all of the original content that was first published on April 15. In some cases, the content has been updated with new sections or with short blurbs, noted in italics. Where the original content is no longer timely, it has been archived but remains accessible by expanding the section. 

As we stated when we first published this report, it is not intended to be an exhaustive account of every issue across our membership; rather, it provides a snapshot of the challenges Chiefs for Change members face and the strategies they are using to address those challenges. 

The coronavirus pandemic presents unprecedented and profound challenges. State and district education leaders are on the front lines, working to protect the health of school communities, meet students’ immediate needs, and provide academic instruction all while responding to breaking developments in real time. It is unclear when and how schools will reopen. Superintendents and education commissioners are planning for an uncertain future: More students and staff may fall ill or even die; countless children will need remediation for lost learning time; and widespread economic disaster will lead to massive budget cuts that could have devastating consequences.

Chiefs for Change is a bipartisan network of state and district education leaders who oversee systems that collectively serve more than 7 million students across the United States. There is no blueprint for how to deal with a crisis of this magnitude. In this crucial moment, supporting our chiefs, members of our Future Chiefs leadership development program, and other educators is our top priority.

Even before schools closed, we established weekly communities of practice to give our leaders a forum to discuss challenges related to COVID-19 and how they are responding. Acting on what we learn, we are doing everything possible through our technical assistance; federal advocacy; external communications; partnerships; and outreach to philanthropy to get students, families, and schools the help they need.

Though not an exhaustive account of every issue across our membership, this report provides a snapshot of the challenges Chiefs for Change members face and the strategies they are using to address those challenges in five key areas: basic needs, technology, distance learning, support for seniors, and economic impact.

We are in awe of our chiefs’ fearless and heroic work to protect students and families today and preserve America for tomorrow.

2020-2021 School Year

Many school systems are holding classes online this fall due to continued concerns about the coronavirus. In partnership with area health agencies, education leaders are monitoring conditions and making decisions about when and how to begin in-person learning based on local metrics and community input. District of Columbia Public Schools started the year virtually and, like other districts, held workshops to give families an overview of the distance learning platform and guidance on how to help children learn from home. Some systems explained, for example, that parents should avoid hovering during online classes because schedules and protocols are often structured to teach students how to work independently. 

A number of districts refined remote learning models used in the spring. Guilford County Schools in North Carolina created a plan to help students acclimate to the virtual environment for this fall by spending the first three weeks of the year connecting with their teachers individually by phone and watching prerecorded lessons taught by the district’s best educators. Students in elementary and middle school watch videos related to language arts, math, science, and social studies, plus additional lessons on social-emotional learning, media, and technology. Videos for high school students cover subjects that count toward graduation. The lessons can be viewed at any time. 

Chicago Public Schools, which will be online for the first quarter of the year, returned to its standard practice of giving students letter grades on their assignments. Teachers are required to take attendance, meet districtwide thresholds for synchronous and asynchronous learning, and be available to students throughout the entire school day. Many districts have built time into the day for wellness check-ins, where teachers or other staff members connect with students one-on-one to talk about their mental health and social and emotional wellbeing. Broward County Public Schools also launched “T.A.L.K.”—a new app students see each day when they log in to the learning portal and that allows them to request to speak with a mental health expert or report abuse. 

To support students with special needs, districts are offering specialized instruction, therapy, counseling, and other services over virtual platforms, and many systems have special education teachers join their students for online general education classes. Some families cannot keep their children at home. To help address this issue, systems like Denver Public Schools and Indianapolis Public Schools have partnered with community groups to establish limited-capacity sites for students who need supervision and support with virtual learning.

In places where face-to-face instruction is occurring, such as Clarksville-Montgomery County School System in Tennessee, leaders have instituted protocols intended to protect public health. These vary based on the local prevalence of COVID-19, but examples include limiting the number of children in school buildings or classrooms; requiring staff and students to wear masks or face shields; promoting social distancing and following controlled patterns when moving through hallways; establishing processes to deep clean school facilities; and preventing students from sharing supplies. Schools have also configured classrooms and buses to keep students further apart, installed plexiglass and hand sanitizing stations, and upgraded ventilation systems. 

In Rhode Island, the state convened a multiagency reopening task force to support schools in the return to in-person instruction. The department of health is overseeing COVID-19 testing, contract tracing, and case investigations for all schools, while the National Guard is evaluating facilities and transportation plans to ensure districts are ready for students. The department of education, meanwhile, is providing a range of operational supports, including supplies and contingency guidance, to help facilitate the transition. In Tennessee, the state sent schools 80,000 safety kits that contain masks, hand sanitizer, and disinfecting wipes. Tennessee also created a dashboard to track cases of COVID-19 and provide information about how schools are responding. 

Staff at Tulsa Public Schools are checking people’s temperatures before they enter district buildings. Employees are also required to sign in when visiting any location that is not their primary work site. These steps are meant to limit exposure and facilitate efficient contact tracing when necessary. In New Orleans, NOLA Public Schools is partnering with local children’s hospitals on a multi-layered COVID-19 testing plan. Tests are conducted daily at urgent care facilities, hospitals, and mobile units, where members of the school community receive priority frontline service for rapid testing if they have symptoms. The district is also working with Tulane University to develop an asymptomatic testing program that will deliver ongoing screenings for teachers and school staff. As in systems all across our membership, if individuals experience symptoms, they must alert campus officials and quarantine at home for a specified period of time. 

Some district leaders are bringing children back in phases for in-person instruction. Providence Public Schools in Rhode Island is welcoming children in prekindergarten through fifth grade back for daily classes in school buildings. For the critical transition years of sixth and ninth grade, Providence students will be organized into groups and will begin the year by alternating between distance and in-person learning. Children in grades seven and above will start with remote learning and then move to face-to-face classes at various points this fall. Those in sixth through twelfth grade who are multilingual learners, or are in self-contained special education programs, can select to return to campus either daily or on an alternative schedule. In addition, any family that wants their child to continue learning from home this semester can choose the district’s all-virtual option, which involves a separate curriculum and the flexibility to complete assignments outside of the traditional school day. In Texas, the San Antonio Independent School District is beginning the year remotely before moving into a phased reopening that prioritizes the return of students with special needs and those who are struggling academically. No more than 50 percent of the student population will be in school buildings during the fall semester. As part of the phased reopening, students will be placed in cohorts and remain in those groups throughout the school day. San Antonio also adopted an intersessional calendar to make up for days missed due to COVID-19.

Reopening in the Fall

This section was posted June 19. It has been archived, as it covers work that took place prior to the start of the 2020-2021 school year.

Reopening in the Fall

Update as of July 29: Districts across our membership are developing and implementing their plans for the 2020-2021 school year in response to evolving local conditions and guidance from public health officials. Some systems that expected to return to in-person learning in the fall have changed course due to recent spikes in COVID-19 cases. Denver Public Schools, for example, was planning to offer five days of in-person instruction each week but announced in mid-July that it would delay the start of the school year and then be fully remote for at least the first two weeks. To support district employees, while school is online, Denver will provide low-cost child care for teachers, principals, custodians, food service workers, and other staff. The program will have the capacity to serve 3,900 children, and caretakers will support students in their remote learning.  All districts led by our members that have announced their plans for the fall intend to have some amount of virtual learning. Classes in Mississippi’s Jackson Public Schools will take place online through December; Highline Public Schools in Washington, near Seattle, said it is too early to predict how long instruction there will remain fully remote. Other systems, like Clarksville-Montgomery County School System in Tennessee, will resume in-person instruction, but are giving families the option to enroll their children in a virtual school if they choose. Still others are implementing a hybrid model. Boulder Valley School District in Colorado will offer two days of face-to-face learning each week and two days online. Buildings will be disinfected each night and closed on Mondays for deep cleaning and teacher planning.   Update as of July 9: Phoenix Union High School District announced that students will not return to in-person classes for the start of the 2020-2021 school year. The first quarter, held from August 3 to October 2, will be fully remote. With COVID-19 cases surging in Arizona, Superintendent Chad Gestson says the district must prioritize the health of school communities and will focus on supporting educators to deliver outstanding instruction in the virtual environment. Phoenix Union has secured enough devices and Wi-Fi hotspots for all students to participate in distance learning and launched a digital content department responsible for creating and purchasing high-quality virtual learning programs and resources. In addition—based on feedback from students who found it difficult to take six remote classes at once when school buildings closed in the spring of 2020—the district has modified its block schedule. In the coming school year, students will still take six remote classes over the course of the semester, but will only participate in three courses at a time.  Districts are making decisions about reopening according to the advice of health experts and conditions in their local communities. Denver Public Schools announced on June 26 that it plans to return this fall to full in-person learning, five days a week. The district will also offer a virtual option for families that do not feel comfortable with face-to-face instruction. Superintendent Susana Cordova said schools are preparing to implement a range of risk-reduction strategies recommended to help mitigate the spread of the coronavirus. Among other measures, students and staff will be required to undergo daily health screenings and wear masks throughout the school day. Students will be organized into cohorts to limit their interactions with others on campus. The district is also modifying how buildings are accessed and configured to minimize movement and support social distancing and is considering class scheduling changes, staggered student arrival and departure times, and improvements to school ventilation systems.    In Florida, where many communities are struggling to contain the virus, Broward County Public Schools Superintendent and Chiefs for Change board member Robert Runcie said Americans should not politicize the reopening of K-12 schools. He explained that while learning must continue, education leaders cannot compromise the health and safety of their students and staff. As such, Broward County will continue to consult with health experts and develop plans for reopening under their guidance. Classes will resume in the fall, but specific instructional models will be determined based on careful consideration of local and regional conditions.
Education leaders are grappling with multilayered challenges as they plan to reopen schools: Many children are experiencing trauma or mental health issues resulting from or exacerbated by the pandemic; student learning has in some cases not progressed or has regressed; systems must develop new instructional strategies, staffing models, and communications plans that factor in uncertainty about the virus; school infrastructure and operations must be modified to reflect public health guidelines; and the devastating economic effects of the crisis will necessitate deep school budget cuts. Planning for the fall involves radical thinking about complex and delicate issues. Our chiefs and their teams are using this opportunity to help build a more effective, more equitable, and more nimble education system for the future. Gathering Input from Families and Staff  One of the first steps for many systems has been to engage with families and staff. Districts have created surveys to hear how the past few months of school closures have affected people and to learn their thoughts on reopening schools. In an effort to reach those who are not able to complete an online survey, some districts, including the San Antonio Independent School District, are holding meetings with families. Others are partnering with community groups and service providers to distribute paper surveys and gather responses. This reinforces trust between families and schools and helps to ensure everyone stays connected and that their voices are heard.  Districts are also coordinating with state officials and public health agencies and have established local and regional working groups to inform reopening decisions. NOLA Public Schools in New Orleans, for example, has created a task force comprised of city and school leaders, teachers, social workers, parents, and other education and health experts.  Reconfiguring the School Environment  Chiefs are taking a number of important steps to protect community health. Some are considering instituting new protocols such as checking people’s temperatures before they enter school buildings or buses; requiring or encouraging people to wear masks; installing more sinks and hand sanitizing dispensers; equipping nursing stations and buses with personal protective equipment; establishing schedules and processes to routinely deep clean, disinfect, and sanitize buildings; purchasing and rearranging classroom furniture to comply with distancing guidelines; and upgrading ventilation systems. In addition, many districts are developing plans for various scenarios such as how to respond if members of the school community are diagnosed with the virus or show symptoms. Boulder Valley School District in Colorado, for example, released a COVID-19 reintroduction framework to guide the district’s work to reopen schools. It outlines a phased approach to resume in-person learning. 

Transportation is another challenge. The Centers for Disease Control and Prevention recommends having one child per seat in alternating rows on school buses. Districts are trying to figure out if it is possible to have buses make many more trips to and from school each day with fewer students per run. Leaders are also considering how to build in time to frequently clean and disinfect buses, including the possibility of doing so after every trip. In Philadelphia, where more than a third of students take public transportation to school, the district is working with the Southeastern Pennsylvania Transportation Authority to develop new public transit schedules that allow for physical distancing.    Redesigning Teaching and Learning 
Education departments in Alaska, Colorado, Mississippi, Tennessee, and a number of other states are issuing guidance to help districts plan for countless aspects of reopening, including academic instruction. Many systems expect to implement a hybrid model, with a mix of in-person and online learning. Districts are also looking at transitioning to a longer school year or school day, holding classes on Saturday, or offering other extended learning opportunities like intensive tutoring. While most districts are still working to determine the best approach, some have said that, due to space constraints created by distancing guidelines, they will likely prioritize having elementary and middle school students return to physical classrooms, while high school students could start the year learning from home.  When students are on campus, they may have staggered schedules and smaller classes that could take place in large, open areas like a gymnasium, where it may be easier to remain six feet apart. Rather than switching classes, groups of students may stick together throughout the entire school day. Children may eat lunch in their classrooms instead of the cafeteria. Districts are also considering cancelling recess, fall sports, and certain extracurricular activities.   Some systems are using the summer to design and refine various instructional models and implement new forms of support. Baltimore City Public Schools is looking at how master teachers—those with deep subject-area and instructional expertise—could help accelerate student learning and is rethinking the school calendar to expand tutoring capacity, increase learning time, and create opportunities for high school students to choose class schedules that accommodate the need to work. Leaders are also contemplating how to engage more staff and community members—especially people of color—to mentor students. Phoenix Union High School District is providing three options for its all-virtual summer school. The district is treating them as a pilot for what the remote learning environment could look like in the fall. The options include: 
  • Asynchronous, or self-paced, classes where students can log on to view pre-recorded lessons and complete their assignments at any time.
  • Hybrid classes that are structured to include both asynchronous and synchronous components such as real-time, virtual instruction and group study sessions.
  • Synchronous online classes where teachers deliver live instruction and students complete their work via virtual platforms according to a set schedule. 
District of Columbia Public Schools (DCPS) is holding a Summer Bridge program for students in third, sixth, and ninth grades. DCPS believes students in these crucial transitional years will benefit from additional support and the opportunity to build strong relationships with teachers and peers that can help set the tone for the year ahead. Summer Bridge is expected to take place in person. DCPS is also conducting a two-week series of virtual professional development sessions to support teachers in the transition to a hybrid learning environment. The trainings will focus on, among things, balancing work and family during the pandemic, managing stress, fostering trust and strong relationships, and helping children deal with trauma related to COVID-19. Tulsa Public Schools, meanwhile, developed an online hub for teachers that includes digital tools, resources, and virtual professional learning sessions on topics such as best practices for remote instruction.

Update as of July 29: Districts across our membership are developing and implementing their plans for the 2020-2021 school year in response to evolving local conditions and guidance from public health officials. Some systems that expected to return to in-person learning in the fall have changed course due to recent spikes in COVID-19 cases. Denver Public Schools, for example, was planning to offer five days of in-person instruction each week but announced in mid-July that it would delay the start of the school year and then be fully remote for at least the first two weeks. To support district employees, while school is online, Denver will provide low-cost child care for teachers, principals, custodians, food service workers, and other staff. The program will have the capacity to serve 3,900 children, and caretakers will support students in their remote learning. 

All districts led by our members that have announced their plans for the fall intend to have some amount of virtual learning. Classes in Mississippi’s Jackson Public Schools will take place online through December; Highline Public Schools in Washington, near Seattle, said it is too early to predict how long instruction there will remain fully remote. Other systems, like Clarksville-Montgomery County School System in Tennessee, will resume in-person instruction, but are giving families the option to enroll their children in a virtual school if they choose. Still others are implementing a hybrid model. Boulder Valley School District in Colorado will offer two days of face-to-face learning each week and two days online. Buildings will be disinfected each night and closed on Mondays for deep cleaning and teacher planning.  

Update as of July 9: Phoenix Union High School District announced that students will not return to in-person classes for the start of the 2020-2021 school year. The first quarter, held from August 3 to October 2, will be fully remote. With COVID-19 cases surging in Arizona, Superintendent Chad Gestson says the district must prioritize the health of school communities and will focus on supporting educators to deliver outstanding instruction in the virtual environment. Phoenix Union has secured enough devices and Wi-Fi hotspots for all students to participate in distance learning and launched a digital content department responsible for creating and purchasing high-quality virtual learning programs and resources. In addition—based on feedback from students who found it difficult to take six remote classes at once when school buildings closed in the spring of 2020—the district has modified its block schedule. In the coming school year, students will still take six remote classes over the course of the semester, but will only participate in three courses at a time. 

Districts are making decisions about reopening according to the advice of health experts and conditions in their local communities. Denver Public Schools announced on June 26 that it plans to return this fall to full in-person learning, five days a week. The district will also offer a virtual option for families that do not feel comfortable with face-to-face instruction. Superintendent Susana Cordova said schools are preparing to implement a range of risk-reduction strategies recommended to help mitigate the spread of the coronavirus. Among other measures, students and staff will be required to undergo daily health screenings and wear masks throughout the school day. Students will be organized into cohorts to limit their interactions with others on campus. The district is also modifying how buildings are accessed and configured to minimize movement and support social distancing and is considering class scheduling changes, staggered student arrival and departure times, and improvements to school ventilation systems.   

In Florida, where many communities are struggling to contain the virus, Broward County Public Schools Superintendent and Chiefs for Change board member Robert Runcie said Americans should not politicize the reopening of K-12 schools. He explained that while learning must continue, education leaders cannot compromise the health and safety of their students and staff. As such, Broward County will continue to consult with health experts and develop plans for reopening under their guidance. Classes will resume in the fall, but specific instructional models will be determined based on careful consideration of local and regional conditions.

Education leaders are grappling with multilayered challenges as they plan to reopen schools: Many children are experiencing trauma or mental health issues resulting from or exacerbated by the pandemic; student learning has in some cases not progressed or has regressed; systems must develop new instructional strategies, staffing models, and communications plans that factor in uncertainty about the virus; school infrastructure and operations must be modified to reflect public health guidelines; and the devastating economic effects of the crisis will necessitate deep school budget cuts. Planning for the fall involves radical thinking about complex and delicate issues. Our chiefs and their teams are using this opportunity to help build a more effective, more equitable, and more nimble education system for the future.

Gathering Input from Families and Staff 

One of the first steps for many systems has been to engage with families and staff. Districts have created surveys to hear how the past few months of school closures have affected people and to learn their thoughts on reopening schools. In an effort to reach those who are not able to complete an online survey, some districts, including the San Antonio Independent School District, are holding meetings with families. Others are partnering with community groups and service providers to distribute paper surveys and gather responses. This reinforces trust between families and schools and helps to ensure everyone stays connected and that their voices are heard.  Districts are also coordinating with state officials and public health agencies and have established local and regional working groups to inform reopening decisions. NOLA Public Schools in New Orleans, for example, has created a task force comprised of city and school leaders, teachers, social workers, parents, and other education and health experts. 

Reconfiguring the School Environment 

Chiefs are taking a number of important steps to protect community health. Some are considering instituting new protocols such as checking people’s temperatures before they enter school buildings or buses; requiring or encouraging people to wear masks; installing more sinks and hand sanitizing dispensers; equipping nursing stations and buses with personal protective equipment; establishing schedules and processes to routinely deep clean, disinfect, and sanitize buildings; purchasing and rearranging classroom furniture to comply with distancing guidelines; and upgrading ventilation systems. In addition, many districts are developing plans for various scenarios such as how to respond if members of the school community are diagnosed with the virus or show symptoms. Boulder Valley School District in Colorado, for example, released a COVID-19 reintroduction framework to guide the district’s work to reopen schools. It outlines a phased approach to resume in-person learning. 

Transportation is another challenge. The Centers for Disease Control and Prevention recommends having one child per seat in alternating rows on school buses. Districts are trying to figure out if it is possible to have buses make many more trips to and from school each day with fewer students per run. Leaders are also considering how to build in time to frequently clean and disinfect buses, including the possibility of doing so after every trip. In Philadelphia, where more than a third of students take public transportation to school, the district is working with the Southeastern Pennsylvania Transportation Authority to develop new public transit schedules that allow for physical distancing.   

Redesigning Teaching and Learning 

Education departments in Alaska, Colorado, Mississippi, Tennessee, and a number of other states are issuing guidance to help districts plan for countless aspects of reopening, including academic instruction. Many systems expect to implement a hybrid model, with a mix of in-person and online learning. Districts are also looking at transitioning to a longer school year or school day, holding classes on Saturday, or offering other extended learning opportunities like intensive tutoring. While most districts are still working to determine the best approach, some have said that, due to space constraints created by distancing guidelines, they will likely prioritize having elementary and middle school students return to physical classrooms, while high school students could start the year learning from home. 

When students are on campus, they may have staggered schedules and smaller classes that could take place in large, open areas like a gymnasium, where it may be easier to remain six feet apart. Rather than switching classes, groups of students may stick together throughout the entire school day. Children may eat lunch in their classrooms instead of the cafeteria. Districts are also considering cancelling recess, fall sports, and certain extracurricular activities.  

Some systems are using the summer to design and refine various instructional models and implement new forms of support. Baltimore City Public Schools is looking at how master teachers—those with deep subject-area and instructional expertise—could help accelerate student learning and is rethinking the school calendar to expand tutoring capacity, increase learning time, and create opportunities for high school students to choose class schedules that accommodate the need to work. Leaders are also contemplating how to engage more staff and community members—especially people of color—to mentor students.

Phoenix Union High School District is providing three options for its all-virtual summer school. The district is treating them as a pilot for what the remote learning environment could look like in the fall. The options include: 

  • Asynchronous, or self-paced, classes where students can log on to view pre-recorded lessons and complete their assignments at any time.
  • Hybrid classes that are structured to include both asynchronous and synchronous components such as real-time, virtual instruction and group study sessions.
  • Synchronous online classes where teachers deliver live instruction and students complete their work via virtual platforms according to a set schedule. 

District of Columbia Public Schools (DCPS) is holding a Summer Bridge program for students in third, sixth, and ninth grades. DCPS believes students in these crucial transitional years will benefit from additional support and the opportunity to build strong relationships with teachers and peers that can help set the tone for the year ahead. Summer Bridge is expected to take place in person. DCPS is also conducting a two-week series of virtual professional development sessions to support teachers in the transition to a hybrid learning environment. The trainings will focus on, among things, balancing work and family during the pandemic, managing stress, fostering trust and strong relationships, and helping children deal with trauma related to COVID-19. Tulsa Public Schools, meanwhile, developed an online hub for teachers that includes digital tools, resources, and virtual professional learning sessions on topics such as best practices for remote instruction.

Congressional Testimony

This section was posted June 19.

On June 10, the U.S. Senate Committee on Health, Education, Labor, and Pensions held the hearing “COVID-19: Going Back to School Safely.” Tennessee Education Commissioner Penny Schwinn and Denver Public Schools Superintendent Susana Cordova, both members of Chiefs for Change, testified before the committee. They spoke about the challenges their systems face and strategies their teams are considering to help safely reopen schools.

Under Schwinn’s leadership, the Tennessee Department of Education created a series of comprehensive guidance documents to support districts and schools as they make a variety of critical decisions. Using a student-centered approach, the department established partnerships to provide free resources and wraparound services that address student needs caused—and/or made worse—by the pandemic. The department also developed a School Reopening Framework, which outlines detailed scenarios and will include more than 20 toolkits, each focused on an essential aspect of reopening schools. 

In Denver, Superintendent Susana Cordova led the rapid transition to remote learning for a diverse student population, including many English language learners and children from low-income families. To prepare for the fall, the district first surveyed families to gather their preferences. It also partnered with local public health agencies to create a set of standards that will guide the district’s work for the coming year. The standards include wellness screenings, health measures, limited classroom occupancy, and limited student movement with no large gatherings. Leaders are now conducting a second community survey to solicit feedback on proposed scheduling options.  

On June 15, Cleveland Metropolitan School District CEO Eric Gordon, also a member of Chiefs for Change, testified at the U.S. House Committee on Education and Labor hearing “Budget Cuts and Lost Learning: Assessing the Impact of COVID-19 on Public Education.” Gordon explained that 44 percent of students in the district lack internet access for distance learning. Many students also do not have a computer or tablet. To address the urgent need, Gordon implemented a spending freeze in other areas and directed all available funds toward the purchase of Wi-Fi hotspots and devices. Building off of this stop-gap measure, Gordon’s team is working with community partners on a plan to treat the internet as a public utility—as essential for basic living as electricity, heat, and water. As he told the committee, the district’s goal is to move all Cleveland families away from temporary hotspots to low-cost, reliable high-speed internet. 

All three Chiefs for Change members thanked Congress for the emergency stimulus funding for K-12 education provided to date, but explained that more federal help is needed. Gordon said his district stands to lose $127 million in state and local revenue, on top of the nearly $23 million in budget cuts made prior to the COVID-19 shutdown. He worries that the massive funding gap will essentially wipe out 10 years of educational progress in Cleveland. Cordova testified that schools in Denver are facing a $61 million budget shortfall due to the economic impact of the pandemic. Although the Coronavirus Aid, Relief, and Economic Security (CARES) Act will provide some help, it is not enough to prevent deep budget cuts. In Tennessee, Schwinn expects that purchasing personal protective equipment and other supplies will cost roughly $100 to $150 per student and estimates that the total response will amount to $175 million. She, too, noted that “the CARES Act funding that’s coming to our districts will help to support some of that, but it is—it is a significant need.”

Support and Recommendations for Education Systems

This section was posted June 19. Updates are noted in italics.

Working with the Council of Chief State School Officers and the consulting group McKinsey & Company, we are creating resources for members who are developing and implementing plans for the 2020-2021 school year. The initiative involves synthesizing, codifying, and disseminating lessons from school systems across the nation and around the world. 

Our Day-in-the-Life resources help systems simulate a typical school day for students, staff, and families—whether classes are in person or online. Resources can be used to test processes, identify gaps, refine plans, and share those plans with the community.

Update as of September 1: Using the resources developed through our partnership with McKinsey & Company and CCSSO, many of our members created materials that map out a “day in the life” of students, teachers, parents, and staff. See materials from Chicago Public Schools, Ector County Independent School District, Guilford County Schools, Highline Public Schools, and Tulsa Public Schools. The resources provide sample schedules and explain what a typical school day looks like. 

Resources for states

  • Insights from abroad and system-wide support for reopening—July 7: video, presentation
  • “Stress testing” the return to school—July 21: video, presentation
  • How state education agencies can plan ahead in the context of COVID-19—August 4: video, presentation
  • State education agency resource guide: Supporting local education agencies during COVID-19—August 18

Resources for districts

  • Practical planning for fall reopening—June 25: video, presentation
  • Testing your reopening preparedness—July 9: video, presentation, toolkit 
  • Facing the challenge: monitoring and evaluating—July 23: video, presentation
  • Insights from district leaders—August 13: Superintendent Susan Enfield of Highline Public Schools in Washington and Superintendent Robert Runcie of Broward County Public Schools in Florida discuss their planning process for supporting student learning amid COVID-19 and share their thoughts on effective leadership, communication, and decision making. video, presentation
  • Local education agency resource guide: Designing and managing school models during the pandemic—August 18

Relatedly, we collaborated with the consulting firm Grand Isle Group to create the “School Reopening Workbook: A Tool for School Districts.” The workbook is a baseline 100-day plan that teams can use to inform operational decisions about school reopening and can be adapted to meet a district’s individual needs. The template includes various categories such as staffing roles, meeting frequency, and suggested milestones and deliverables. It also outlines health guidelines and considerations for protecting students, employees, and families.

In addition, we partnered with the Johns Hopkins Institute for Education Policy on a report that outlines relevant research and key recommendations for reopening schools. The report, titled, “The Return: How Should Education Leaders Prepare for Reentry and Beyond?,” provides recommendations in four areas that we and the institute believe will have the greatest impact on student achievement and wellbeing. Drawing on scientific studies, lessons from international systems, and the insights of education leaders on the ground, the report recommends: 

  • Transitioning from the agrarian school calendar to a longer and more flexible academic year.
  • Adopting staffing models that ensure students are taught by teachers with deep subject-matter and instructional expertise, while other educators provide one-on-one academic and social-emotional support.
  • Intently focusing on the social and emotional wellbeing and skills of students, including providing opportunities for students to practice self-regulation, perseverance, and ownership of their learning in distance environments throughout the year.
  • Comprehensively adopting high-quality instructional materials with robust teacher supports and curriculum-aligned formative and summative assessments.

The report notes that all reopening plans should ensure physical school environments comply with public health guidelines designed to prevent an outbreak of the virus and additional closures.

Basic Needs

This section was posted April 15. It has been archived, as it covers the work that systems did to meet students’ basic needs in the spring and early summer 2020.

Schools are the heart of our communities. They not only educate our children, they are a trusted lifeline for millions of families—providing essential updates on public health and emergency measures as well as connections to crucial social services and local resources. Buildings are closed, but schools continue to be a stabilizing force.

A worker coordinates the distribution of meals in the San Antonio Independent School District.

Across our membership, systems are:
  • Distributing meals. Each day, schools provide two, and sometimes three, meals to their students. Understanding that children would go hungry while schools are closed, all districts led by our members set up grab-and-go meal distribution sites. Chicago Public Schools has served nearly 5 million meals to students across the city. NOLA Public Schools in New Orleans established a partnership with Lyft to give people without transportation free rides to pick up meals. Some districts are distributing several days’ worth of meals at a time. In Indianapolis Public Schools, workers are passing out boxes packed with 17 pounds of food.
Update as of June 19: Many districts have released schedules for free meal pickup or delivery during the summer. Some are also sharing information about the federal government’s Pandemic Electronic Benefit Transfer, a one-time benefit that provides $285 per child for eligible families to help address emergency food needs during the crisis.
  • Promoting public health and linking to community assistance. Systems are working to fight the spread of coronavirus, protect health care workers, and connect families to local resources. For example, in The School District of Palm Beach County in Florida, medical academies that train high school students to become first responders donated surgical masks and gloves to doctors and nurses at area health facilities. Science departments in Fayette County Public Schools in Kentucky provided tens of thousands of pieces of personal protective equipment to frontline workers. Districts are also establishing community resource hubs for families experiencing financial hardship due to the pandemic. These sites include information about where to get help with things like health insurance and testing for COVID-19; infant formula and diapers; utilities and rent; and toiletries, groceries, and cleaning supplies.

Donald Fennoy, superintendent of The School District of Palm Beach County (right), and another employee pack personal protective equipment from the district’s medical academies for donation to local hospitals and health care centers.

  • Supporting students’ mental health and wellbeing. Across our membership, all systems are making an effort to help students with stress and trauma related to the pandemic. Phoenix Union High School District in Arizona launched the Every Student, Every Day initiative, in which staff members call each of the district’s 30,000 students—every day—to see how they are doing. Schools then respond to needs as they arise by, for example, holding virtual counseling sessions; conducting home visits while adhering to distancing guidelines; and connecting families with partners who can help with utility bills and eviction notices, unemployment insurance, medical care, and other issues. Examples of other approaches include a mental health hotline staffed by counselors in Ector County Independent School District in West Texas and the District of Columbia Public Schools’ Parent University, which offers free online workshops focused on, among other things, managing stress and helping children cope with the crisis. Some districts are holding daily virtual support hours for families who want to learn more about responding to children’s mental health needs during this time or are creating resource pages such as this one from Tulsa Public Schools. Still others are exploring ways to grieve together as a school community with virtual wakes when deaths from the coronavirus inevitably occur. Through it all, educators are bringing joy and love to their students with activities like virtual spirit week, online dance parties, and teacher parades through students’ neighborhoods.
  • Providing child care. In the District of Columbia, the Office of the State Superintendent is coordinating an effort with community providers to offer emergency child care for essential health care workers. Child care sites are strategically located at schools near hospitals. Similar efforts are underway in other areas, with teachers and school nurses providing child care at elementary schools for employees of local medical centers as well as families who are experiencing homelessness.

Technology

This section was posted April 15. Updates are noted in italics.

One of the greatest challenges our chiefs face is providing students and staff with access to technology and the internet so learning can continue and families can get the critical health information they need. In some districts, as little as 50 percent of students have a device and the connectivity for a meaningful digital learning experience. 

One example from within our membership illustrates the extreme lengths to which students will go to complete their coursework. Three high school seniors huddled under a blanket with their computers outside a shuttered school in order to log onto the building’s Wi-Fi so they could do an assignment they believed was needed for graduation. 

Update as of July 29: Chicago Public Schools (CPS) launched Chicago Connected, a groundbreaking program that provides free, high-speed internet service to approximately 100,000 CPS students. The first-of-its-kind program is one of the largest and longest-term efforts by any city to provide students in need with free, high-speed home internet over the course of four years. 

In San Antonio, where nearly 40 percent of homes lack reliable internet access, the district partnered with the city to leverage unused “dark fiber” in a plan to connect students’ homes to schools’ Wi-Fi networks. From traffic lights, libraries, and other connection points along the existing network, crews will run new fiber optic cables into neighborhoods where people do not currently have access to the Web. This will allow students to link to their school’s network as if they were inside the physical school building.

Update as of June 19: Cleveland Metropolitan School District is working to create a public utility that would treat the internet like electricity, heat, and water. For more on Cleveland’s work to connect every household in the district so low-income students have the same access to online resources as their more affluent peers, see the Congressional Testimony section above.

Nearly all students in Boulder Valley School District now have a home internet connection thanks in large part to an innovative partnership between the district and a local service provider. Through an agreement approved by the school board in April, the provider is installing transmitter/receivers on school rooftops that allow customers within a two- to three-mile radius to obtain an over-the-air internet connection. The service is available at no cost for families with children who qualify for free or reduced-price lunch. Previously, the district purchased Wi-Fi hotspots or low-cost “internet essentials” packages for students who did not have a way to get online from home. With the over-the-air service, the district is transitioning families away from those temporary measures to a more permanent and reliable solution. The service provider is installing antennae at new schools every couple of weeks. Boulder Valley believes its approach could be replicated by other systems, especially if the FCC eases restrictions on the use of E-Rate funds. 

The Mississippi Department of Education is pursuing an ambitious plan to increase educational equity by ensuring every student in the state has home internet access and a device to support online learning. Mississippi is receiving $1.25 billion in federal COVID-19 relief funds. The department plans to use $250 million of those funds for equipment, licenses, and professional development. It is seeking an additional $100 million a year for the next two years in state funding to support the effort.

In the early days of the crisis, our chiefs sounded the alarm about the lack of access to technology in their districts. They noted that students without the ability to participate in online learning are often the most vulnerable children, many of whom are already grade levels behind. 

The first step in the transition to distance learning for many districts was gaining a fuller picture of technology needs. Nearly three-quarters of districts led by our members conducted surveys to determine the number of students who have a device and/or a way to get online. Some districts also polled staff to assess whether they have the technology to teach students remotely. 

Henderson Lewis, Jr., superintendent of NOLA Public Schools in New Orleans, distributes laptops to students for distance learning.

After learning the technology needs, chiefs began working to meet those needs in a variety of ways:

  • Distributing laptops and tablets collected from school buildings and loaning district hotspots to students. Highline Public Schools near Seattle, Orange County Public Schools in Florida, and other systems within our membership coordinated technology pickups, handing out tens of thousands of district-owned devices and internet hotspots to students for online learning. 
  • Appealing to philanthropy for support. Roughly half of the students in The School District of Philadelphia do not have a home computer. Faced with the need for approximately $11 million in technology to support distance learning, the district reached out to local funders and received a $5 million gift, which allowed the district to purchase 50,000 Chromebooks for students. This is just one of many stories about how our chiefs are seeking philanthropic contributions.  

With a $125,000 grant from Chiefs for Change, Superintendent Sharon Contreras of Guilford County Schools in North Carolina is equipping 75 buses with Wi-Fi hotspots to provide internet coverage in local neighborhoods.

  • Purchasing devices with funds that the district hopes to recoup through an upcoming bond election. In the most economically segregated city in America, where approximately 46 percent of students do not have a computer, tablet, or access to the internet outside of school, San Antonio Independent School District ordered 30,000 computers and roughly 3,500 hotspots in mid-March to enable the shift to virtual learning. The district is hoping that funds from a bond election this November will cover the cost of the technology. 
  • Using innovative strategies to expand internet access to entire neighborhoods. With a $125,000 grant from the Chiefs for Change COVID-19 Relief Fund, Guilford County Schools (GCS) in North Carolina is installing hotspots on 75 school buses that can be parked in neighborhoods where many families lack internet access, so children nearby can get online. GCS is also partnering with local universities that have allowed the district to borrow hotspots and strategically relocate them to schools and other buildings in order to provide expanded Wi-Fi coverage.

Update as of June 19: Through our COVID-19 Relief Fund, we provided the following grants to support internet access and help meet technology needs.  

  • $125,000 to Indianapolis Public Schools for mobile hotspots. 
  • $50,000 to Ector County Independent School District in Texas to expand home internet access.
  • $50,000 to Midland Independent School District in Texas for mobile hotspots and learning software for students with special needs. 
  • $50,000 to Providence Public School District for mobile hotspots.
  • $50,000 to Stockton Unified School District for mobile hotspots.
  • Developing partnerships with local telecommunications providers and pointing families to areas with free Wi-Fi. The Rhode Island Department of Education (RIDE) worked with internet providers and cell phone carriers to help ensure families in the state can connect to the internet. All Rhode Islanders with a smartphone cellular data plan can get unlimited, free data through their phones during the COVID-19 crisis. RIDE also prepared an Internet Connectivity Guide for Families. It explains what each internet service provider and mobile carrier in the state is doing to help people get online. Midland Independent School District in West Texas produced a map showcasing free Wi-Fi sites in the city, including schools, churches, and community centers. 

How the Federal Government Can Help Meet Technology Needs

An engineer in Guilford County Schools in North Carolina tests the Wi-Fi signal after installing new equipment.

Despite education leaders’ concerted efforts to provide technology, massive needs remain. As part of our broader advocacy efforts, we have outlined important steps the federal government and others can take now, and have called for sweeping changes for the long term. 

Specifically, we are pushing for additional federal funding for technology and connectivity and have urged the White House and telecommunications companies to remove obstacles that prevent students from learning while they are away from school. Our CEO, Mike Magee, raised the issue on a call with Vice President Mike Pence and U.S. Education Secretary Betsy DeVos. We also sent letters to Ajit Pai, chairman of the Federal Communications Commission (FCC), and America’s largest telecommunications companies. 

More than 700 companies signed the FCC’s Keep Americans Connected Pledge to temporarily waive late fees, maintain service for customers facing financial hardship, and open Wi-Fi hotspots to those who need them. After hearing from our members, we raised another important and related issue: Companies often require individuals to pay off an outstanding balance on their account in order to reconnect to the internet. As such, even in instances where districts can provide devices to their students, many children are unable to use that technology because they can’t get online. Our letter to Chairman Pai asks the FCC to amend its pledge and have companies make the additional commitment to suspend policies that require people to pay off outstanding balances to restore service. Our letter to telecommunications companies implores them to immediately discontinue all policies that keep families with school-age children from obtaining service in the midst of the national emergency. 

In addition, we urge the FCC to allow districts to use federal E-Rate funds, traditionally reserved for schools and libraries, to purchase Wi-Fi hotspots that can be loaned to students as well as for other innovative strategies for expanding home internet.

The coronavirus pandemic has made obvious to the broader public what many in education have long known: In today’s world, access to the internet is a necessity—it is not a luxury simply for those who can afford it. Our board chair, Pedro Martinez, wrote an op-ed calling for federal and state governments to partner on a grand initiative to expand broadband access to every home in America. 

Distance Learning

This section was posted April 15. It has been archived, as it covers the work that systems did to transition to distance learning in spring 2020. To learn what systems are doing to prepare for the 2020-2021 school year, see these sections above: Reopening in the Fall, Congressional Testimony, and Support and Recommendations for Education Systems.

Unwilling to accept months of lost learning time for students, districts and state education departments are working to help children stay connected to their schools and shift to a distance learning model and remote instruction. While there are districts within our membership that already had some digital curriculum in place, other systems are not as far along. Regardless, this unanticipated and complex transition involves many aspects and tremendous collaborative effort, including:  
  • Creating coursework for new platforms and a variety of formats. Due to the digital divide, all districts are offering paper learning packets with assignments for each subject and grade. Like many systems, Cleveland Metropolitan School District streamlined the distribution of resources by making learning packets available at food pickup sites. Some districts provided backpacks with books, learning materials, and supplies for students who do not have access to technology. Meanwhile, the Tennessee Department of Education and several other systems have partnered with cable access and public television stations to air educational content each day. In many cases, the programming is available in English and Spanish.
    In areas where devices and internet connectivity are available, districts are providing instruction online through an array of methods such as virtual classroom meetings and lectures; prerecorded video lessons; and aligned readings, multimedia, and assignments. A number of systems have established sites that offer a central location for students to watch weekly messages, submit their work, attend virtual field trips, and participate in STEM challenges, among other things. Stockton Unified School District in California took its recently implemented curriculum and converted instructional materials into a digital format. In some systems, the most experienced or effective teachers in a subject or grade are developing and delivering lessons across multiple virtual classrooms, while their colleagues provide one-on-one assistance and small group instruction. 
  • Training and supporting staff to teach remotely. Districts swiftly began training teachers in how to use online platforms and resources and provide remote instruction to their students. Given staff members’ varying levels of technological proficiency and the challenge of training so many people on such a short timeline, some districts are letting teachers decide how to support their students. Teachers who prefer a low-tech approach might answer calls on a homework hotline, for example, while others work with students over FaceTime or lead classroom discussions on Zoom. Colorado, Hawaii, Mississippi, and Ohio are among the states where the departments of education have created resource hubs to help educators in the transition to distance learning. Alaska also set up a platform for educators to share ideas with each other. 
  • Providing services for students with disabilities and English learners. Our chiefs are committed, to the best of their ability and capacity, to serving all students—including those with disabilities and English learners—during the crisis. Districts are taking a number of steps to ensure their most vulnerable students have the supports they need while they are away from school. Special education teachers in Boulder Valley School District (BVSD) in Colorado, for example, met to determine needs, service provider availability, and resources for students based on their Individualized Education Programs. Whenever possible, for remote services, BVSD is pairing students with specialists children already know from school. The district also worked to identify high-quality virtual programs, such as video conferencing platforms where the language translation and closed captioning are most clear, and created a collection of resources for parents and caregivers. In some systems, physical therapists record activities that families can do at home and the district posts and shares those videos through a virtual library. Some districts, like Denver Public Schools, are partnering with local advocacy groups to get their input on how to most effectively serve students with disabilities through distance learning. 
  • Grading. Districts across our membership are making complicated decisions about how to adjust grading procedures so they are fair but still motivate students to fully engage in distance learning. Many districts have transitioned to pass/fail grading systems for the fourth quarter. While content will continue to be delivered, systems will rely on a student’s cumulative score at the end of the third quarter or when schools closed. Teachers are using online platforms to track attendance and course engagement. Many districts are not penalizing students who are unable to complete their coursework. In a number of cases, teachers are also holding virtual office hours and finding other ways to provide feedback on assignments.
  • Long-term planning for educational recovery. Even with sound distance learning plans, sudden and extended school closures will inevitably hinder student achievement. Baltimore City Public Schools is among the districts that is queueing up additional student supports that will be available once the area moves beyond its peak COVID-19 response. A number of our members are already developing re-entry strategies and curriculum. Leaders are planning for how to address lost learning and accelerate progress, whether through intensive summer programs, extended school calendars, robust tutoring initiatives, or other interventions. 

Support for Seniors

This section was posted April 15. It has been archived as it covers the work that systems did to support seniors in the spring and summer of 2020. 

Celebrating Graduates 

Most districts hosted virtual graduation ceremonies in spring 2020, maintaining many of the same aspects of a traditional commencement. Some districts are also planning to conduct in-person ceremonies in the summer, and a few are even holding dates in the fall or during winter break. To inform their decisions, chiefs asked seniors how they would like to celebrate the end of their K-12 journey. A number of districts surveyed students, while others held virtual meetings with superintendents, student body presidents, and student advisory groups to gather feedback.

Transitioning to Life After High School 

Studies have shown that students who complete the Free Application for Federal Student Aid (FAFSA) are more likely to enroll in college and earn a degree, but the percentage of seniors who have submitted the form has decreased significantly since schools closed. We partnered with former U.S Education Secretary Arne Duncan on our FAFSA Fast Break. Based on the idea that a fast break can change the game in basketball and the FAFSA can do the same in life, 20 districts led by our members are working to see which one can get the greatest percentage of seniors to file the FAFSA. The Fast Break attracted the attention of Senate HELP Committee Chairman Lamar Alexander (R-TN). He recorded this video encouraging all high school seniors to run a FAFSA Fast Break and fill out their FAFSA. 

During school closures, districts found new ways to connect with students virtually and assist them in planning for college—from calling students and reminding them to fill out their FAFSA, to creating an online lab where counselors work with families to file the form, to setting up an “influencer” program where students use social media to link their peers to groups that can help with the adjustment from high school to college. 

District of Columbia Public Schools launched DCPS Persists to provide support now and into the future. Modeled on successful alumni programs pioneered by high-performing charter networks, the initiative is a first-of-its-kind for a traditional public school system. It offers coaching and mentorship to DCPS graduates through their first two years of college. Coaches check in regularly with students and help them navigate financial aid, registration, college-level courses, and more. In addition, college-bound DCPS seniors can attend a pre-college orientation to get a sense of what to expect in college and meet other students who are attending the same school. They also have access to the DCPS alumni network, which allows them to stay in touch with other graduates for college tips and career opportunities, and receive a monthly email about scholarships and other key information. 

The coronavirus began spreading across the United States at the time of year when high school seniors receive college acceptance letters and finalize their post-graduation plans. This has created multi-layered challenges for seniors and their families as well as for education systems. Concerns about the health crisis and the economic fallout have prompted a number of students to say they no longer expect to attend college in the fall. Some students are not comfortable being away from home during this uncertain time, others will need to help support their families, and still others say their financial aid package is now insufficient given changes in their families’ employment status or income. In addition, seniors are heartbroken that graduation ceremonies, prom, and other celebrations have been cancelled. Educators are working to provide support and clarity, and are reviewing graduation requirements in light of school closures. 

States are issuing guidance to districts on graduation. In some places, seniors will need to complete their coursework remotely. In many others, students who were on track to graduate at the time schools closed will receive their diplomas, even if they aren’t able to finish their classes. Our chiefs are taking steps to ensure colleges and universities extend key deadlines and do not revoke acceptance letters. They are also partnering with their communities to get students the supplies and extra help they will need to transition to life after high school in the current environment. Some seniors have asked whether they must re-file their Free Application for Federal Student Aid (FAFSA) in the event of a change in their families’ financial circumstances. While it is not necessary to amend the FAFSA, districts are urging students to contact colleges, inform them of any changes, and request needed adjustments to financial aid. 

As seniors will not walk the stage to receive their diplomas due to social distancing guidelines and requirements, districts are finding creative ways to recognize this significant milestone in young people’s lives.



Economic Impact

This section was posted April 15. Updates are noted in italics.

States and districts already responding to the devastating economic effects of the pandemic are bracing for conditions to get even worse. Education is one of the largest expenditures in state and local budgets. With skyrocketing unemployment and a projected cratering of property and sales tax revenues, systems expect deep cuts. Among the measures districts are taking today: renegotiating contracts; curtailing overtime and travel; exploring Medicaid reimbursement for mental health supports and services for children with special needs now being provided outside school buildings; and implementing staffing caps and a freeze on discretionary spending and hiring. In Broward County Public Schools in Florida, employees with a teaching credential who have not been leading a classroom will be reassigned to fill vacant teacher positions. In other districts, superintendents are personally approving all new hires. The fiscal catastrophe comes as systems are grappling with how to cover unforeseen expenses, including, for many, a major investment in technology to support distance learning, rising health care costs, and an actuarial adjustment that could lead to ballooning pension obligations.

Update as of September 1: In early August, negotiations in Congress over a new COVID-19 relief package broke down, adding to the instability and uncertainty that schools are experiencing as the new academic year gets underway. Evidence of the dire economic effects of the crisis continues to mount. As but two examples, Broward County Public Schools estimates that it will need $10 million per month for personal protective equipment in order to reopen schools, and The School District of Philadelphia reported it is facing a COVID-related revenue shortfall that is projected to grow to $700 million over the next five years. Schools need more federal help.

Update as of June 19: Chiefs for Change Board Member and Broward County Public Schools Superintendent Robert Runcie published this op-ed about the need for additional federal emergency funding for K-12 schools and discussed the op-ed on Fox Business Network.

In 2009, the federal government moved to mitigate the impacts of the Great Recession by approving the American Recovery and Reinvestment Act, a stimulus package that included roughly $100 billion for education. While the full extent of the economic damage caused by the pandemic is not yet known, the consequences will likely match or exceed any our nation has ever seen. 

The recently enacted $2 trillion stimulus legislation, known as the Coronavirus Aid, Relief, and Economic Security Act, includes $30.75 billion for education. Only $13.5 billion is dedicated specifically to K-12 systems. This is woefully insufficient. Although we applaud Congress and the administration for working in a bipartisan manner to reach an agreement, the funding is not nearly enough to meet the extraordinary needs of schools, students, and families struggling to cope with the wide-ranging effects of COVID-19. The federal government must provide resources for public education that are commensurate with the tremendous challenges systems face now and in the days ahead. 

Update as of July 29: Chiefs for Change CEO Mike Magee issued this statement in response to the Health, Economic Assistance, Liability Protection and Schools Act.

Update as of June 19: Chiefs for Change issued this statement in response to approval of the Health and Economic Recovery Omnibus Emergency Solutions Act in the U.S. House of Representatives.