Addressing Educational Inequities in the Wake of the COVID-19 Pandemic – A Commissioned Paper Series of the National Academy of Education

Session Type: Invited Speaker Session

Abstract

A recently released National Academy of Education (NAEd) commissioned paper series for the project, Addressing Educational Inequities in the Wake of the COVID-19 Pandemic, addresses the urgent need to identify and implement strategies that support academic learning, student well-being, and family and community engagement in the aftermath of the COVID-19 pandemic. This paper series highlights the profound and ongoing effects of COVID-19 on educational opportunities, particularly for historically marginalized students (including BIPOC students, students from low-income families, students with disabilities, and multilingual learners), and underscores the necessity of bold, systemic reforms to ensure equitable and effective learning environments. The commissioned papers examine evidence-based strategies to mitigate opportunity gaps, strengthen student supports, and foster inclusive, community-centered approaches that enhance educational outcomes for all learners.

Sub Unit

• AERA Science and Policy Sessions

Chairs

• Odis Johnson, Johns Hopkins University

• Gloria J. Ladson-Billings, University of Wisconsin - Madison

• Michael J. Feuer, The George Washington University

Papers

• Implementing Programs to Align, Accelerate, and Extend Student Learning - Andrew McEachin, ETS; Megan Kuhfeld, NWEA; Sarah L. Woulfin, University of Texas at Austin

• Building Supportive Conditions and Comprehensive Supports to Enhance Student and Educator Well-Being and Thriving - David M. Osher, American Institutes for Research; Wehmah Jones, American Institutes for Research; Robert Jagers, Collaborative for Academic, Social, and Emotional Learning

• Supporting Families and Communities in Children’s Academic Thriving and Well-Being in the Wake of the COVID-19 Pandemic - Sophia Rodriguez, New York University; Ann M. Ishimaru, University of Washington

Commentator

• Fernando M. Reimers, Harvard University