Education Week - May 11, 2022 - 20

What If We Treated Public Education
Like the Crisis It Is?
and should set standards and expectations for
use of federal funding that align with task force
findings but still give states and districts options
to design systems that work for them.
We must also evaluate who is in the
room. While researchers and policymakers
should be part of this national reenvisioning,
we must also include business leaders,
parents, teachers, superintendents, board
of education members, and governors,
so stakeholders at all levels would be
represented-from those who have children,
to those who work with children, to those who
make the policy decisions.
The task force should include people
of different races, ethnicities, and cultural
backgrounds and members of rural and
urban communities to ensure that it truly
represents the makeup of our nation. I've
seen this model of inclusive, cooperative
decisionmaking work in my state-a state that
during the 2020 election was called a political
" microcosm of America " in The Washington
Post-and it can work at a national level.
The new direction must take into
By Bev Perdue
I
've spent decades in education.
I've been a classroom teacher, a
policymaker, and the governor
of North Carolina. I founded an
education nonprofit focused on
innovation and I'm currently
chairing the National Assessment
Governing Board for the second time since
the pandemic started.
From all this, I firmly believe our nation
has an educational crisis on its hands. It's
never been more urgent to correct course
and make education a national priority to
prevent a disastrous loss of talent that will
ensue if we don't.
In a January survey, 55 percent of teachers
say that the pandemic has prompted them to
consider retiring or leaving the profession.
While a mass exodus hasn't taken place
yet, more districts are reporting vacancies,
and teacher burnout will impact students
even if those teachers stay in the classroom.
Investing in teachers is investing in students.
Many children-especially children of
color, children in poverty, and children
from rural communities-are being left
behind. Long-term reading and math trend
scores show a clear, widening gap between
the highest- and lowest-performing students.
Home and school broadband access are
crucial to ensure a sound education, but 34
percent of Black households and 39 percent
of Latinx households do not have a wired
broadband connection. One in 3 Native
Americans lacks a broadband subscription,
and 47 percent of those who live on tribal lands
lack broadband availability. Incorporating
equity into education is long overdue.
We're facing an alarming
talent shortage that could
cost our economy up to
$1.7 trillion by 2030.
More than half of 2021 college
graduates did not apply to an entrylevel
job in their field because they
felt unqualified. More than 50 million
Americans work in low-wage jobs with little
chance to get the skills they need to get out
of poverty, and three-quarters of employers
say they can't find people with the right skills.
More than 1 in 16 workers-25 percent more
than before the pandemic-will need to find
a new job or learn new skills for their current
jobs by 2030.
Because these are urgent problems,
teachers and district and state education
leaders across the country have been calling
for changes to the system for years. Today, I
add my own call to action.
Recently, I sent a white paper to U.S.
Secretary of Education Miguel Cardona
that calls for him to create a nonpartisan,
stakeholder task force to examine what
we've learned since the seminal education
report " A Nation at Risk " in 1983; to redefine
the purpose of education in our country; and
20 | EDUCATION WEEK | May 11, 2022 | www.edweek.org/opinion
to recommend actionable policy solutions
for 2022 and beyond. Let me be clear-I
understand the federal government cannot
(and should not) supersede states' rights
to ensure each child has a sound public
education. But I do believe the federal
government has the imperative to ensure that
education is a national priority, and right now,
the data show it's not. Our education system
is not built to support all students, and now,
we're facing an alarming talent shortage that
could cost our economy up to $1.7 trillion by 2030.
This task force, guided by Cardona, could
offer guidance on how states could:
* Incorporate equity throughout education
policy, with a focus on policies that
impact reading and math, so all students,
regardless of race, ethnicity, gender
identity, or ZIP code have the opportunity
to succeed;
* Evaluate how our nation values and
invests in teachers and students;
* Reassess how we use data to measure
educational progress;
* Articulate what students need to learn to
be successful in the future; and
* Invest in programs, such as preschool
for all, that build the foundation for all
children to read on grade level by grade 3.
Once the recommendations are ready,
a final convening by President Joe Biden,
together with Cardona, governors, and chief
state school officers, would show a unified
front. To add accountability, the secretary can
account momentous changes. For one, we
know much more about how people learn
than we did in the 1980s. But our current
education system is not centered around the
science of learning. It's still centered around
uniformity-a one-size-fits-all approach that
is hurting our students.
Additionally, the pandemic has reshaped
how we work. It's accelerated existing
trends in remote work, e-commerce, and
automation. It's also impacted what workers
expect from their employers-namely, more
mobility, more flexibility, and more balance
between work and life.
We need education policy that reflects our
rapidly evolving workplaces and economy.
We need lifelong learners who have the social
and collaborative skills business leaders
say they need from their workforce. We need
graduates with the adaptability, creativity,
and flexibility that will serve them well
throughout their careers.
We must strive for a system that's
rooted in the science of learning and brain
development-a whole-child approach that
starts with reading and math as a foundation
and recognizes that children need social and
emotional skills to succeed.
And it is critical we act now, so our policies
and systems support all students' ability to
thrive in this rapidly changing world. The
nation was declared at risk 39 years ago
with a landmark report. Some progress was
made, but the challenges now seem to have
overwhelmed our educational system. We
simply cannot allow even another year to go
by while our students struggle, our economy
stagnates, and our nation lags.
This is beyond politics-this is our future.
Former North Carolina Gov. PERDUE is the
founder of digiLEARN, a national nonprofit
dedicated to accelerating digital learning
for all ages. She is the current chair of the
independent, nonpartisan board that sets
policy for the National Assessment
of Educational Progress.
iStock/Getty
http://www.edweek.org/opinion

Education Week - May 11, 2022

Table of Contents for the Digital Edition of Education Week - May 11, 2022

Education Week - May 11, 2022
Briefly Stated
Why Misusing ‘Groomer’ as a Political Smear Is Especially Dangerous
School Sports Are Back. Where Are the Athletes?
What the Research Says
‘It Can Save Lives’: Students Testify To the Power of Poetry
Key Takeaways From Praying-Coach Case While U.S. Supreme Court Deliberates
1 in 5 Educators Say They’ve Experienced Long COVID
A Flood of Federal Cash and Then Layoffs. What Gives?
With Millions of Kids on the Line, Can Schools Make Tutoring Work?
Online Tutoring Can Be Effective, Research Shows
What Is Culturally Responsive Teaching?
What Should Culturally Relevant Teaching Look Like Today?
What If We Treated Public Education Like the Crisis It Is?
Why Students Can’t Tell Fact From Fiction Online
Letters to the Editor
EdWeek Top School Jobs
Hardest Year Ever? One Teacher’s View
Education Week - May 11, 2022 - Education Week - May 11, 2022
Education Week - May 11, 2022 - CW2
Education Week - May 11, 2022 - 1
Education Week - May 11, 2022 - Briefly Stated
Education Week - May 11, 2022 - 3
Education Week - May 11, 2022 - School Sports Are Back. Where Are the Athletes?
Education Week - May 11, 2022 - What the Research Says
Education Week - May 11, 2022 - ‘It Can Save Lives’: Students Testify To the Power of Poetry
Education Week - May 11, 2022 - 7
Education Week - May 11, 2022 - Key Takeaways From Praying-Coach Case While U.S. Supreme Court Deliberates
Education Week - May 11, 2022 - 9
Education Week - May 11, 2022 - 9A
Education Week - May 11, 2022 - 1 in 5 Educators Say They’ve Experienced Long COVID
Education Week - May 11, 2022 - 11
Education Week - May 11, 2022 - A Flood of Federal Cash and Then Layoffs. What Gives?
Education Week - May 11, 2022 - 13
Education Week - May 11, 2022 - With Millions of Kids on the Line, Can Schools Make Tutoring Work?
Education Week - May 11, 2022 - Online Tutoring Can Be Effective, Research Shows
Education Week - May 11, 2022 - What Is Culturally Responsive Teaching?
Education Week - May 11, 2022 - What Should Culturally Relevant Teaching Look Like Today?
Education Week - May 11, 2022 - 18
Education Week - May 11, 2022 - 19
Education Week - May 11, 2022 - What If We Treated Public Education Like the Crisis It Is?
Education Week - May 11, 2022 - Why Students Can’t Tell Fact From Fiction Online
Education Week - May 11, 2022 - Letters to the Editor
Education Week - May 11, 2022 - EdWeek Top School Jobs
Education Week - May 11, 2022 - Hardest Year Ever? One Teacher’s View
Education Week - May 11, 2022 - CW3
Education Week - May 11, 2022 - CW4
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