Education Week - September 16, 2020 - 2

Judge Strikes Down
Rule on Relief Aid
For Private Schools

Safety Measure
Observing COVID-19
protocols, a student dons
a protective mask upon
arrival last week for
classes at Immaculate
Conception School in
New York City.

John Minchillo/AP

Third time's a charm, or is it a crowd? Regardless, supporters of doing away with a federal rule
requiring public school districts to share their
coronavirus relief funds with all private school
students are welcoming the third judicial finding
in their favor.
Unlike the two previous preliminary orders,
issued by courts in California and Washington
state, federal District Judge Dabney L. Friedrich's
Sept. 4 summary judgment applies nationwide.
"In the end, it is difficult to imagine how Congress could have been clearer," Friedrich wrote,
rejecting the U.S. Department of Education's argument that it had authority to draft the regulation
that was anathema to public school officials.
Ever since the rule was unveiled earlier this
year, public education and civil rights groups had
argued that the CARES Act rule siphoned needed
resources away from public schools at a time when
state and local funding concerns are threatening
their ability to maintain staff and operations.
Plaintiffs in this case, led by the NAACP, argued
that Secretary of Education Betsy DeVos and the
Department of Education violated the intent of
Congress when they drafted the relief bill by introducing the additional regulation.
The rule, championed by DeVos, directed public schools to set aside money for what's known
as "equitable services" for all local private school
students, if the public schools wanted to use the
remaining money for all their local public schools.
That's a departure from how federal law typically
handles those services, which are normally provided to disadvantaged and at-risk students in private schools. 
DeVos and top department officials justified the
rule by saying that the CARES Act is clearly intended to benefit all students, since all students
have been hurt by the pandemic. 
Courts typically defer to federal agencies' interpretations in the case of "vague terms, contradictory provisions, or 'inartful drafting,' " but this "is
not one of those cases," Friedrich wrote, saying
that Congress spoke "with clarity and precision"
when it outlined how the CARES Act funds should
be distributed.

Tens of Thousands of Students in Dallas/Fort Worth
Don't Show Up for Remote Learning in the Spring
America may be producing a new "lost generation."
A stunning Dallas Morning News analysis of state data shows
that more than 100,000 students in the Dallas-Fort Worth
area never engaged in their remote learning assignments last
spring, and about 20,000 of them dropped out of contact. 
The analysis, out last week, puts a spotlight on what many educators have acknowledged remains a significant problem in the
age of COVID-19. It's a harbinger of what is almost certainly a
national catastrophe.
What's causing the calamity is probably multifaceted-lack of
stable housing, increased mobility stemming from the economic
fallout of the pandemic, lack of access to the internet, disengagement from teachers and peers, illness or trauma at home.
The Dallas newspaper terms it no less than a potential "lost
generation" of students, unless drastic steps are taken to find
those students and make up for the learning loss they've suffered.

Appeals Court Resurrects Lawsuit Stemming
From Class Discussion of Black Lives Matter
When can students speak in school? What can-or can't-they
say? Can teachers squelch their words and perhaps even misrepresent them?
Those are some of the questions at the heart of a lawsuit that was
given new life this month when a federal appeals court revived it
on behalf of a Nebraska middle schooler who alleges that in 2016
her teacher cut her off during a classroom discussion about athletes
kneeling during the national anthem in support of Black Lives Matter and later labeled her a racist in front of other students.
Although the unanimous three-judge panel, in St. Louis, ruled
for the family on one narrow procedural issue-that they deserved
to have a lawyer appointed to represent them in the case-the
court went a step further. It suggested that the case raises an

important question about student expression, and there may be
some merit in the girl's case, if proven.
"The extent to which teachers may control student speech in the
classroom is an open issue," the 8th Circuit court said in its decision.
"Whatever the scope of a teacher's authority to limit classroom
discussion, it is clear that students 'cannot be punished merely for
expressing their personal views on the school premises-whether
in the cafeteria, or on the playing field, or on the campus during
the authorized hours,' "the court said, quoting from previous U.S.
Supreme Court student-expression decisions.
According to the family's lawsuit, a teacher in the Westview
Community district insisted that the girl, identified as A.C., share
her views about athletes kneeling during the national anthem. The

To gauge the degree of the problem, the newspaper analyzed labels the Texas Education Agency assigned each student, based on
district reports of how responsive students were to assignments over
two time periods: from the start of the COVID-19 break to April 30
and from May 1 to the end of the school year. The analysis included
80 of the largest Dallas/Fort Worth districts and charter schools.
In general, wealthier districts tended to have higher levels of
engagement. Several of these well-resourced districts said almost
all their students were fully engaged. 
In all, the newspaper found that more than 100,000 children
across the 80 districts failed to engage in assignments at all or
stopped doing them by May 1.
The implications for student learning are likely to be felt nationwide unless all the country's 14,000 districts design comprehensive plans to ensure student engagement as the pandemic
continues.

discussion also touched on community reactions to a police shooting of an unarmed Black man.
The girl said she found the kneeling disrespectful to the police
and the military and rap songs that used the N-word and lyrics such
as "F*** the police" helped stir the violence. (The suit says she did
not utter those words in class.)
A.C. began to discuss a conversation she had overheard the previous school year between two 7th graders, one white and one
Black, about why Black people could say the N-word and white
people could not. This is when the teacher cut her off, the suit says.
A.C. had intended to say she did not believe anyone should utter
it, the suit says.
The next day, the suit says, the teacher sent an email to A.C.'s
mother stating that the student had to be cut off because the information she shared took a "dicey turn" with her making statements
that "generalize Blacks."
The suit says the girl began receiving text messages from fellow
students suggesting that the teacher had labeled her a racist.

BRIEFLY STATED CONTRIBUTORS: Evie Blad, Stephen Sawchuk, Sarah Schwartz, Andrew Ujifusa, and Mark Walsh. Edited by Karen Diegmueller.
2 | EDUCATION WEEK | September 16, 2020 | www.edweek.org


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Education Week - September 16, 2020

Table of Contents for the Digital Edition of Education Week - September 16, 2020

Education Week - September 16, 2020
Briefly Stated
Mask Fatigue and No High-Fives: Teachers Discuss the Hardest Parts of In-Person School During COVID-19
New Players Fill Child-Care Gap As Schools Go Remote
COVID-19 Fuels Enrollment Increases in Virtual Schools
Districts Struggle to Keep Tabs on COVID-19 Cases in Schools, Communities
Districts Offer Cash to Families Who Skip the School Bus
Teacher Morale and Student Enrollment Declining Under COVID-19, Survey Shows
Teachers, Live Screen Time is Precious. Use It Well
When Black Lives Only Matter Conditionally
EdWeek Top School Jobs
How Ready Are We to Support Kids?
Education Week - September 16, 2020 - Education Week - September 16, 2020
Education Week - September 16, 2020 - Briefly Stated
Education Week - September 16, 2020 - 3
Education Week - September 16, 2020 - Mask Fatigue and No High-Fives: Teachers Discuss the Hardest Parts of In-Person School During COVID-19
Education Week - September 16, 2020 - 5
Education Week - September 16, 2020 - New Players Fill Child-Care Gap As Schools Go Remote
Education Week - September 16, 2020 - 7
Education Week - September 16, 2020 - COVID-19 Fuels Enrollment Increases in Virtual Schools
Education Week - September 16, 2020 - 9
Education Week - September 16, 2020 - Districts Struggle to Keep Tabs on COVID-19 Cases in Schools, Communities
Education Week - September 16, 2020 - 11
Education Week - September 16, 2020 - Districts Offer Cash to Families Who Skip the School Bus
Education Week - September 16, 2020 - 13
Education Week - September 16, 2020 - Teacher Morale and Student Enrollment Declining Under COVID-19, Survey Shows
Education Week - September 16, 2020 - 15
Education Week - September 16, 2020 - Teachers, Live Screen Time is Precious. Use It Well
Education Week - September 16, 2020 - 17
Education Week - September 16, 2020 - When Black Lives Only Matter Conditionally
Education Week - September 16, 2020 - 19
Education Week - September 16, 2020 - 20
Education Week - September 16, 2020 - 21
Education Week - September 16, 2020 - 22
Education Week - September 16, 2020 - EdWeek Top School Jobs
Education Week - September 16, 2020 - How Ready Are We to Support Kids?
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