Education Week - November 18, 2020 - 18

LETTERS
TO THE EDITOR
PRESIDENT & CEO Michele J. Givens

Curriculum as a Lever for Racial Equity
To the Editor:
The special report " Big Ideas for Confronting Racism
in Education " (Sept. 23, 2020) highlighted essential
ingredients for creating anti-racist schools, including
better teacher preparation, expanded anti-bias training,
and universal internet access, among others.
Another powerful lever for change is culturally
sustaining curriculum when it connects the present to
the past and reflects and honors students' identities and
the diversity of our schools. For too long, we've relied on
individual teachers to create lessons that pay down the
debt created by the erasure of communities of color from
the curriculum. This approach isn't sustainable and often
puts the burden of curriculum development on educators
of color rather than on publishers and school districts.
What's more, while representation is important, it's not
enough.
Culturally sustaining curriculum presents ideas and
concepts that are authentic to students' traditions and
experiences. For example, Appalachian, Latinx, and
women's histories are equally valid and worthy of study,
and students should have the opportunity to explore how
events and great thinkers associated with these groups
shape the present.
Today's students are more diverse than ever, and
they are growing up during a time of unprecedented
economic upheaval and a long-overdue reckoning on
racial injustice. With many school buildings still closed,
culturally sustaining curriculum is an important way to
keep students engaged in learning by acknowledging
their identities and making school relevant to their lives.
Evan Gutierrez
Managing Director of Curriculum & Assessment
Gradient Learning
Detroit, Mich.

Invisibility to Inclusivity
For LGBTQ Students
To the Editor:
I read with interest " The Essential Traits of a Positive
School Climate " (Special Report: " Getting School
Climate Right: A Guide for Principals, " Oct. 14, 2020).
The EdWeek Research Center survey of principals and
teachers provides interesting insight as to why there are
still school climate issues for LGBTQ students.
Respondents were asked, " How comfortable do
you believe the following groups of students [Black,
LGBTQ, immigrant, students from low-income families,
Hispanic, students with disabilities, and female students]
feel at your school? " Eighteen percent of respondents
selected, " We do not have [LGBTQ students] at
our school. " About 2 percent and 34 percent of
respondents also said LGBTQ students were " extremely
uncomfortable " or " very, somewhat uncomfortable " at
school, respectively.
We have a steep hill to climb in making schools safe
and inviting for these students. School leaders must

EDITOR-IN-CHIEF & CHIEF CONTENT OFFICER Scott Montgomery

question those who believe that LGBTQ students
do not exist at their school. According to the Trevor
Project, LGBTQ young people are at higher risk for
both contemplating and attempting suicide than
their heterosexual peers. As a gay woman and an out
superintendent (who was an out high school principal
for 11 years), it is my professional responsibility to
make schools safe places for LGBTQ students and tell
students-through institutional word and action-that
they are safe.
We have a long way to go before we can say we are
getting school climate right for LGBTQ students as
well as Black, Indigenous, and students of color. As
these students have long experienced and can attest,
invisibility is the first step to marginalization and
devaluation, particularly within the walls of the school
building. In this time of heightened anxiety, political
uncertainty, and hate-filled rhetoric, schools must be a
refuge for, and a champion of, the invisible.
Terri L. Holden
Superintendent
Yellow Springs Exempted Village School District
Yellow Springs, Ohio

Are NOLA Charters a Mixed Bag?

MANAGING EDITOR Lesli A. Maxwell
DEPUTY MANAGING EDITORS

Mark W. Bomster, Stacey Decker, Emma Patti Harris
ASSISTANT MANAGING EDITORS

Jon McGill
Academic Director
Baltimore Curriculum Project
Baltimore, Md.

OPINION POLICY
Education Week takes no editorial positions, but
publishes opinion essays and letters from
outside contributors in its Opinion section. For
information about submitting an essay or letter
for review, visit
www.edweek.org/go/guidelines.

ASSOCIATE EDITOR, Market Brief Michele Molnar

Kevin C. Bushweller, Liana Loewus,
Debra Viadero

CONTRIBUTING WRITER, Market Brief

OPINION EDITOR Elizabeth Rich

CREATIVE DIRECTOR Laura Baker

SENIOR CONTRIBUTING EDITORS

ART DIRECTOR Gina Tomko

Brian Bradley

Karen Diegmueller, Bess Keller

ASSOCIATE ART DIRECTOR Vanessa Solis

ASSOCIATE EDITORS

Christina A. Samuels, Stephen Sawchuk

DESIGNER Francis Sheehan

ASSISTANT EDITORS

DIGITAL CONTENT STRATEGIST Michael Bock

Alyson Klein, Sarah D. Sparks,
Denisa R. Superville, Andrew Ujifusa
DEPUTY OPINION EDITOR Mary Hendrie
STAFF WRITERS

Evie Blad, Daarel Burnette II, Benjamin Herold,
Corey Mitchell, Arianna Prothero, Sarah Schwartz,
Madeline Will

ONLINE NEWS PRODUCER Hyon-Young Kim
WEB PRODUCTION INTERN Rachel Handschuh
EDUCATION WEEK VIDEO

VISUALS EDITOR Jaclyn Borowski
VIDEO PRODUCERS Kaylee Domzalski, Brooke Saias
VISUALS INTERN Xavier Plater

SENIOR CONTRIBUTING WRITER

Catherine Gewertz

EXECUTIVE ASSISTANT Shaiy E. Knowles

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FRONT OFFICE ADMINISTRATOR Naomi Cohen

EDITORIAL INTERN

Dominique Bander
DIRECTOR, EDUCATION WEEK RESEARCH CENTER Holly Kurtz
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RESEARCH CENTER Sterling C. Lloyd

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DIRECTOR, AUDIENCE ENGAGEMENT & ANALYTICS

To the Editor:
The opinion essay by Douglas N. Harris about how
New Orleans' education reforms post-Katrina are
relevant to the COVID-19 era ( " As Schools Recover
After COVID-19, Look to New Orleans, " Sept. 30, 2020)
highlights some basic improvements in the NOLA
system but downplays the most significant aspects of
those changes: the impact on people of color.
As stated in the essay, about 75 percent of teachers
were Black and were dismissed. The system was given
over to charter " leaders " from the state-run Recovery
School District, who then implanted inexperienced
teachers into a very needy system. This inadequate staff
was placed with students who needed the best trained
and most instructionally empathetic people in their
classrooms.
The improvements, which are themselves debatable,
came at a high cost that Professor Harris renders
relatively minor. I wonder what those folks displaced by
outsiders have to say about this?

MANAGING EDITOR, Market Brief Sean Cavanagh

Rachael Delgado

LIBRARY DIRECTOR Holly Peele
LIBRARIAN & DATA SPECIALIST

SOCIAL MEDIA & AUDIENCE ENGAGEMENT STRATEGIST

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LIBRARY INTERN Taelor Brown

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18 | EDUCATION WEEK | November 18, 2020 | www.edweek.org/go/opinion

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Education Week - November 18, 2020

Table of Contents for the Digital Edition of Education Week - November 18, 2020

Education Week - November 18, 2020
Did COVID-19 Really Drive Teachers to Quit?
As Election 2020 Grinds On, Young Voters Stay Hooked
Getting Schools Open: A No-Win Decision as Virus Cases Surge
‘Schools Need to Be Bolder’ About Reopening, Public Health Expert Says
What to Watch as Biden Administration Charts Its Own Path on Education Policy
Who Could End Up Heading Top Senate Panel on Education Issues
Families Not Engaging Remotely? Rethink the Problem
The Election Was Traumatizing For Many Students (and Educators)
The New Face of Teacher Demoralization
Briefly Stated
What the Research Says
Letters to the Editor
Education Week - November 18, 2020 - Education Week - November 18, 2020
Education Week - November 18, 2020 - CW2
Education Week - November 18, 2020 - 1
Education Week - November 18, 2020 - Briefly Stated
Education Week - November 18, 2020 - 3
Education Week - November 18, 2020 - What the Research Says
Education Week - November 18, 2020 - 5
Education Week - November 18, 2020 - Did COVID-19 Really Drive Teachers to Quit?
Education Week - November 18, 2020 - 7
Education Week - November 18, 2020 - Getting Schools Open: A No-Win Decision as Virus Cases Surge
Education Week - November 18, 2020 - ‘Schools Need to Be Bolder’ About Reopening, Public Health Expert Says
Education Week - November 18, 2020 - 10
Education Week - November 18, 2020 - 11
Education Week - November 18, 2020 - What to Watch as Biden Administration Charts Its Own Path on Education Policy
Education Week - November 18, 2020 - 13
Education Week - November 18, 2020 - Who Could End Up Heading Top Senate Panel on Education Issues
Education Week - November 18, 2020 - 15
Education Week - November 18, 2020 - Families Not Engaging Remotely? Rethink the Problem
Education Week - November 18, 2020 - The Election Was Traumatizing For Many Students (and Educators)
Education Week - November 18, 2020 - Letters to the Editor
Education Week - November 18, 2020 - 19
Education Week - November 18, 2020 - The New Face of Teacher Demoralization
Education Week - November 18, 2020 - CW3
Education Week - November 18, 2020 - CW4
Education Week - November 18, 2020 - SC1
Education Week - November 18, 2020 - SC2
Education Week - November 18, 2020 - S1
Education Week - November 18, 2020 - S2
Education Week - November 18, 2020 - S3
Education Week - November 18, 2020 - S4
Education Week - November 18, 2020 - S5
Education Week - November 18, 2020 - S6
Education Week - November 18, 2020 - S7
Education Week - November 18, 2020 - S8
Education Week - November 18, 2020 - S9
Education Week - November 18, 2020 - S10
Education Week - November 18, 2020 - S11
Education Week - November 18, 2020 - S12
Education Week - November 18, 2020 - S13
Education Week - November 18, 2020 - S14
Education Week - November 18, 2020 - S15
Education Week - November 18, 2020 - S16
Education Week - November 18, 2020 - SC3
Education Week - November 18, 2020 - SC4
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