Education Week - March 31, 2021 - 16

Miguel Cardona Talks Summer Learning,
Mental Health, and State Standardized Tests

Andrew Harnik/AP

Today, when you announced the Summer Learning
and Enrichment Collaborative, you said you're not a fan
of skill and drill to help students in the months ahead.
Do you have any strategies you think are particularly
effective or promising? And how will you judge success
when it comes to learning recovery this summer and
beyond?

Conversation with

Miguel Cardona
U.S. Secretary of Education

After the National Safe School Reopening
Summit March 24, a virtual event at the
White House, Education Week interviewed
U.S. Secretary of Education Miguel Cardona
about a variety of topics related to the
coronavirus pandemic and schools. The
following interview has been edited for
length and clarity. A summary of highlights
from the summit, which featured remarks by
President Joe Biden, First Lady Jill Biden, and
representatives from several school districts,
appears in the online version of this Q&A:
edw.link/CardonaInterview

We're in the throes of a pandemic. Put yourself in the
perspective of a 9-year-old. Students have been looking at
a computer for the better part of a year as they learn. So any
summer learning enrichment experience really needs to be
re-engaging students in a community of learners. That's done
through experiential learning, getting outdoors, doing projects,
[while] maintaining the health and safety standards that are
required, to really re-engaging them with experiences. It could
be connected to a museum visit. It could be connected to a
summer camp where they have experiences. They learn through
those experiences, or they write about those experiences, or they
connect math to it.
It's very hard to engage students in wanting to do skill
and drill, especially after a pandemic. We really have to
reimagine how we're going to engage our students. Teachers
are innovative. We saw today the innovation that comes out
of our districts. I'm excited about the Summer Learning and
Enrichment Collaborative. We're going to hear so many great
ideas, knowing that we're going to have to plan our summer
experiences through the eyes of our students.
What does the Education Department plan to do to
ensure there are resources, not just plans, to support
the mental health of students and teachers in the
context of the pandemic?

I think there's a shift happening right now. I think that
educators always knew about its importance, and the importance
of students being able to access [mental-health services].
However, we weren't structured to provide that as a core service.
Historically, it's always been ancillary and after the fact. I think
we have an opportunity now to redesign our schools and make
sure that it's baked into the DNA of schools as a core service, in a
way that reaches more students in a wider manner.
American Federation of Teachers President Randi
Weingarten said she's not convinced by the revised
recommendations to schools the CDC released
last week on social distancing in schools, or the
science behind it. Among other things, she wants
more guidance from you. Do you think her concerns
and what she's asking of you are valid points, or do
you think at this juncture educators have enough
information and resources to make the best decisions
for themselves and their students?

I think back [on] my role of commissioner of education in
Connecticut. In May and June of 2020, there was a lot of
skepticism, a lot of fear, a lot of concern. We were walking in
uncharted territory.
Fast forward a year. We have better information about what
works and what strategies we can employ, not just in our schools
but in our communities to keep our communities safe. We also
have the luxury of seeing where it's worked and why it's worked.
We've also learned from not only the United States but other
countries where it didn't work and why it didn't work. So by using
that information, we can provide plans that are very clear on
what's worked to make schools safe, in order to reopen them.

16 | EDUCATION WEEK | March 31, 2021 | www.edweek.org

I understand the CDC is constantly looking at data, looking at
examples of where it's worked and not worked, and refining their
recommendations. Up until this point, I've worked closely with
the health department in Connecticut, and I plan on continuing
to work closely with the CDC and Health and Human Services
to ensure that we keep our health and safety the number one
priority as we reopen schools.
How do you know state standardized tests will be
used and talked about appropriately after such a
challenging year, when a large share of students might
not take the tests at all? And can you imagine granting,
if not blanket waivers allowing states to simply cancel
tests, then approval to states that want to test some
but not all relevant students or subject areas, or want
to substitute local tests for state exams?

[Education writer, lecturer, and standardized-testing
critic] Alfie Kohn said: To be overly enamored by data is to be
vulnerable to their misuse. So we have to keep in perspective
what the data will tell us and what it won't tell us. It should never
be even considered at this point for [labeling] schools as highachieving schools, or low-achieving schools. We need to forget
about that.
We also shouldn't be utilizing data for [educator] evaluations,
because it's not valid for that this year.
However, as we're rolling out $130 billion [in federal COVID-19
aid for schools], any data that can help state leaders think about
policy and distribution of funds, to make sure that it's aimed
at closing achievement gaps and [addressing] lack of access to
quality learning, that's critically important.
The team has been working at the agency, even before I joined,
on flexibilities. We know that one size doesn't fit all. We know
in some places, they've been in schools since day one. In other
places, they're just starting to get in. So flexibility is critically
important.
The enrollment in Puerto Rico's public schools has
dropped significantly in recent years. They've faced
unprecedented challenges due to the pandemic and
previous natural disasters. What ideas, if any, do you
have for how you and the federal government can
be most helpful to the island's schools? And what do
you say to Puerto Ricans who might lack confidence
in the long-term viability and future of the public
schools there?

It's going to be a new day for Puerto Rico. We're going to
ensure that the best science, the best strategies, are shared with
Puerto Rico. We're going to ensure that, out of my office, there's
going to be someone whose role it is to help, usher new strategies
into Puerto Rico, and ensure that families are comfortable
sending their children to school.
Our students in Puerto Rico need us, not only because of
the year they've had with the pandemic. They've survived
earthquakes and hurricanes over the last several years, not to
mention a feeling of disconnection from support. We're going to
work closely with Puerto Rico. We're going to make sure that this
agency is providing the support, connecting Puerto Rico with
other states that have found success, to really lift those students
up. They deserve it.
- ANDREW UJIFUSA


http://www.edweek.org

Education Week - March 31, 2021

Table of Contents for the Digital Edition of Education Week - March 31, 2021

Education Week - March 31, 2021
Briefly Stated
Do Teachers Have to Disclose Their Vaccination Status? Experts Weigh In
What the Research Says
Suburban Public Schools Are Now Majority-Nonwhite
School Budgets: Why They’re Not As Bad As Predicted
Male Teachers Share Advice for Getting More Men Into the Profession
Feds’ First Survey of Pandemic Learning Finds Nearly Half of Students Taught Remotely
Miguel Cardona Talks Summer Learning, Mental Health, and State Tests
‘It Is OK to Grieve’
The Story of Pandemic Learning And Suicide Is Still Being Written
Don’t Assume a Return to School Is a Panacea
EdWeek Top School Jobs
We Are Part of Something Larger
Education Week - March 31, 2021 - Education Week - March 31, 2021
Education Week - March 31, 2021 - Briefly Stated
Education Week - March 31, 2021 - 3
Education Week - March 31, 2021 - Do Teachers Have to Disclose Their Vaccination Status? Experts Weigh In
Education Week - March 31, 2021 - What the Research Says
Education Week - March 31, 2021 - Suburban Public Schools Are Now Majority-Nonwhite
Education Week - March 31, 2021 - 7
Education Week - March 31, 2021 - 8
Education Week - March 31, 2021 - 9
Education Week - March 31, 2021 - School Budgets: Why They’re Not As Bad As Predicted
Education Week - March 31, 2021 - 11
Education Week - March 31, 2021 - Male Teachers Share Advice for Getting More Men Into the Profession
Education Week - March 31, 2021 - 13
Education Week - March 31, 2021 - Feds’ First Survey of Pandemic Learning Finds Nearly Half of Students Taught Remotely
Education Week - March 31, 2021 - 15
Education Week - March 31, 2021 - Miguel Cardona Talks Summer Learning, Mental Health, and State Tests
Education Week - March 31, 2021 - 17
Education Week - March 31, 2021 - ‘It Is OK to Grieve’
Education Week - March 31, 2021 - 19
Education Week - March 31, 2021 - The Story of Pandemic Learning And Suicide Is Still Being Written
Education Week - March 31, 2021 - Don’t Assume a Return to School Is a Panacea
Education Week - March 31, 2021 - 22
Education Week - March 31, 2021 - EdWeek Top School Jobs
Education Week - March 31, 2021 - We Are Part of Something Larger
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