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The COVID School-Relief Funds You Might Not Know About, Explained

Published
8 months agoon

Most of the scrutiny on federal funding that’s gone to schools to cope with the pandemic has focused on the three rounds of emergency aid that districts received from COVID relief packages passed in 2020 and 2021.
Relief funds for districts were allocated through the federal Title I formula, which aims to direct aid to high-need students. But the first two of those packages also included a smaller, though substantial, pot of additional funds that’s been largely overlooked: State governors received $7 billion to spend on K-12 and higher education however they saw fit.
Those funds in a handful of states remain to be spent or committed to particular items. A federal watchdog recently issued a scathing report on one state that didn’t spend the money according to the law. And the impact of governors’ education spending initiatives isn’t yet clear.
The deadline for using these funds, meanwhile, is fast approaching. Districts and other education institutions that received funds from governors’ March 2020 allocations must “obligate,” or commit to a particular item, all of the money by Sept. 30, less than two months from now. The remainder of the governors’ education funds must be obligated by Sept. 30, 2023.
Here’s a quick primer on where things stand with relief funds sent to state governors for education spending during the pandemic.
What’s the name of the funding program for governors’ education spending?
It’s called the Governor’s Emergency Education Relief Fund, or GEER for short. The program was designed to give states flexibility over how to target additional aid for education where needed during the early months of the COVID-19 crisis, as opposed to the more-rigid Title I formula used to allocate other COVID relief funds for schools.
How much money did governors get to use at their discretion, and when?
Governors received $3 billion in GEER funds from the first COVID relief package, passed by Congress in March 2020. That set of funds is known as GEER I.
Then, as part of the second COVID relief package in December 2020, they received another $4 billion, including $2.75 billion reserved for private K-12 schools. That set is known as GEER II.
They did not receive any additional GEER funds from the third COVID relief package, the American Rescue Plan, which passed in March 2021.
Governors had one year from receiving the GEER funds to allocate them to K-12 districts and other education institutions, or set up grant programs.
How can I track states’ GEER spending?
There is no database that shows a line-by-line breakdown of how governors allocated GEER funds. There are, however, several GEER trackers that provide some detail on what states have done.
The U.S. Department of Education is publicly tracking how much each state has spent in GEER funds, and who received grants from GEER-funded initiatives.
A database from the Hunt Institute, an education research and policy nonprofit affiliated with Duke University, includes governors’ plans for spending their GEER funds.
The National Conference of State Legislatures breaks down the proportion of each state’s GEER I allocation that went to K-12, higher education, and preschool. The organization does not have a tracker for the second round of GEER funding.
How much GEER funding went to K-12 specifically?
Ten states—including Delaware, New York, and Wisconsin—devoted all of their GEER I funds to K-12 education. As of January 2021, 46 states had committed $1.7 billion—a little more than half of this earliest round of GEER money—to K-12 education, according to the NCSL tracker.
Similar tracking for GEER II hasn’t appeared yet.
How exactly have governors spent GEER money on K-12?
States have taken a variety of approaches to spending GEER funds.
Some, like Alaska, allocated GEER money to all districts, supplementing the federal COVID relief funds they received through Elementary and Secondary Schools Emergency Relief, or ESSER.
Wisconsin directed GEER funds to districts with large populations of disadvantaged students. Connecticut allowed districts to apply for the supplemental funds, with priority going to high-need districts. New York cut state aid and used GEER and ESSER funds to make up the difference.
Broadband connectivity and technology tools are among the most common K-12 expenses for which governors used GEER funds. Connecticut invested tens of millions of dollars in 50,000 laptops for students, 12 months of home internet access for 60,000 students, and 200 free public Wi-Fi hotspots at community sites. Maine used GEER funds to purchase nearly 15,000 internet service contracts for families. Montana spent $230,000 to expand its online learning platform.
Other uses of GEER funding have included $40 million in North Carolina for nurses and psychologists; grants for districts to reduce class sizes for summer school programs in Minnesota; and $10 million for early-literacy programs in Massachusetts.
How helpful has the GEER money been?
It remains to be seen. There hasn’t been much accounting nationwide of the effectiveness of GEER and the initiatives it funded.
However, a scathing report from the U.S. Department of Education’s Office of the Inspector General revealed recently that Oklahoma mishandled as much as $31 million of its $39 million in GEER funds.
In one notable instance, roughly 10 percent of $6 million that was designed for families to purchase school supplies ended up being spent on extraneous items like Christmas trees and television sets because the state didn’t properly monitor the program, the report said. Those issues were first revealed this May in an investigative report by state news outlets Oklahoma Watch and The Frontier.
A spokesperson for Gov. Kevin Stitt said in a statement to media outlets that the state initiated its own audit of GEER spending several months ago, and that it was reviewing the report.
Another OIG report in February found that Missouri made errors in its attempt to prioritize school districts with the highest levels of need for broadband connectivity funding.
In other cases, GEER-funded initiatives didn’t play out exactly as hoped. Georgia offered all teachers in the state $125 to spend on school supplies for students by May 1. But when that date came around, many teachers hadn’t claimed their reward, and some email addresses were out of date, so the state extended the deadline to July 1, according to Meghan Frick, spokesperson for the Georgia Department of Education.
How much of the money remains to be spent or obligated?
Tracking GEER spending is difficult. The Hunt Institute identified 13 states, and the District of Columbia, where some GEER funds haven’t yet been obligated. GEER fund recipients in those places have less than two months to finish the job.
In some cases, delays are a product of the complexities of getting the funding from origin to destination. In Minnesota, for instance, the governor had to get approval from the state legislature to spend any funds received from the federal government, said Mike Latvis, senior executive director of legislative affairs for the Wayne Regional Educational Service Agency, which supports school districts in Wayne County, including Detroit. As a result, Latvis said, the state’s GEER plan didn’t get approved, let alone executed, until nearly half a year after the March 2020 funding was enacted by Congress.
How will governors be held accountable for their GEER spending?
The Education Department’s inspector general is already working on an investigation of GEER spending in Michigan, according to its 2022 work plan. That office is also reviewing states’ implementation of their GEER plans and comparing them to what they originally laid out.
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Adnan Syed of ‘Serial,’ Newly Freed, Is Hired by Georgetown University

Published
3 months agoon
December 23, 2022
Adnan Syed, who was freed in September after he spent 23 years in prison fighting a murder conviction that was chronicled in the hit podcast “Serial,” has been hired by Georgetown University as an associate for an organization whose work mirrors the efforts that led to his release, the university has announced.
Mr. Syed, the subject of the 2014 podcast and pop-culture sensation that raised questions about whether he had received a fair trial after being convicted of strangling his high school classmate and onetime girlfriend Hae Min Lee in 1999, will work for Georgetown’s Prisons and Justice Initiative.
Mr. Syed, who was 17 at the time of Ms. Lee’s death in Baltimore, has steadfastly maintained his innocence.
The university said that Mr. Syed, now 41, will help support programs at the organization, such as a class in which students reinvestigate wrongful convictions and seek to “bring innocent people home” by creating short documentaries about their findings. The program, founded in 2016, “brings together leading scholars, practitioners, students and those affected by the criminal justice system to tackle the problem of mass incarceration,” according to its website.
Georgetown University, which is in Washington, said that in the year leading up to his release, Mr. Syed was enrolled in the university’s bachelor of liberal arts program at the Maryland prison where he was incarcerated.
“To go from prison to being a Georgetown student and then to actually be on campus on a pathway to work for Georgetown at the Prisons and Justice Initiative, it’s a full circle moment,” Mr. Syed said in a statement. “P.J.I. changed my life. It changed my family’s life. Hopefully I can have the same kind of impact on others.”
He added that he hoped to continue his education at Georgetown and go to law school.
The new job this month culminated what has been a remarkable year for Mr. Syed, whose case has again received widespread public attention after a flurry of recent legal activity.
In September, Mr. Syed was released from prison after a judge overturned his murder conviction. Prosecutors said at the time that an investigation had uncovered various problems related to his case, including the potential involvement of two suspects and key evidence that prosecutors might have failed to provide to Mr. Syed’s lawyers.
In October, prosecutors in Baltimore dropped the charges against Mr. Syed after DNA testing on items that had never been fully examined proved Mr. Syed’s innocence, officials said.
Ms. Lee’s family filed an appeal with the Maryland Court of Special Appeals after prosecutors dropped the charges.
On Nov. 4, the court said in an order that the appeal could be heard in court in February.
Marc Howard, the director of the Prisons and Justice Initiative, said in a statement that Mr. Syed’s “commitment to the program and to his education was clear from the moment he stepped into the classroom.”
He added that Mr. Syed “is one of the most resilient and inspiring people I’ve ever met, and he has so much to offer our team and the other students in P.J.I. programs.”
In a Georgetown University article about the hiring, Mr. Syed said that he was in disbelief when he first saw a flier for the program.
“It became this domino effect to see us be accepted,” he said. “It made it become something real in the eyes of others, that there are opportunities. There can be a sense of hope: a sense of hope that things can get better, a sense of hope that I can work hard and still achieve something, a sense of hope that I can still do something that my family will be proud of.”
His attachment to the school was evident on Sept. 19, when he walked out of prison for the first time since he was a teenager.
Amid a throng of reporters and his supporters, Mr. Syed walked down the courthouse steps in Baltimore, smiling. He gave a wave.
And in his hand, he carried a binder with a Georgetown sticker. His graded papers and tests were inside.
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At Berkeley Law, a Debate Over Zionism, Free Speech and Campus Ideals

Published
3 months agoon
December 21, 2022
“Supporting Palestinian liberation does not mean opposition to Jewish people or the Jewish religion,” the group said in a statement to the Berkeley law community. Members of the group did not respond to messages seeking an interview.
After learning about the bylaw, Mr. Chemerinsky met with the university’s Hillel rabbi and spoke with several Jewish students, but, aside from concerns within the law school, the reaction was relatively muted, he said.
That changed, he said, after Kenneth L. Marcus, the civil rights chief of the U.S. Education Department during the Trump administration, wrote about the bylaw in September in The Jewish Journal under the explosive headline “Berkeley Develops Jewish Free Zones.”
Mr. Marcus wrote that the bylaw was “frightening and unexpected, like a bang on the door in the night,” and said that free speech does not protect discriminatory conduct.
The article went viral.
Mr. Chemerinsky said he learned about Mr. Marcus’s article, which he described as “inflammatory and distorted,” while he was in Los Angeles for a conference. Mr. Chemerinsky said he typed out a response to the article, which was appended to it, and then didn’t think much of it. That afternoon, he was deluged by emails. At an alumni event that night, the law school’s perceived hostility to Jews was “all anyone wanted to talk about.”
In an interview, Mr. Marcus, a Berkeley law school alumnus, said that he was contacted by law students there who were concerned about the bylaw. He said he spent weeks trying to support them and wrote his article after Berkeley did not “rectify the problem.”
Not allowing Zionist speakers, he said, was a proxy for prohibiting Jews. The provisions, he said, are “aimed at the Jewish community and those who support the Jewish community,” even while acknowledging that the policy could allow Jewish speakers and bar those who are not Jewish.
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‘Better Defined By Their Strengths’: 5 Ways to Support Students With Learning Differences

Published
3 months agoon
December 21, 2022
“People with learning differences are human,” wrote Deanna White, a neurodiversity advocate and parent learning coach in response to a question we posed on LinkedIn. “Unique individuals and wonderful humans that are better defined by their strengths. So stop focusing on the weakness.”
We invited our social media followers across Facebook, LinkedIn, and Twitter to weigh in on the most effective way schools can better support students with learning differences.
Responses ranged from shifting educators’ mindset—like highlighting student strengths—to more far-reaching changes that would require schoolwide or district support.
Focus on students’ strengths
There are many ways of encouraging students to play to their strengths, as educators Winston Sakurai and Phyllis Fagell demonstrated in an August 2022 article by Education Week Assistant Editor Denisa Superville.
They detailed how they shared their own learning struggles as a way to connect with their students. Their personal successes show students, who may be struggling academically or socially, that anything is possible.
Here’s what other educators had to say.
1. Help them understand their learning strengths and challenges and growing them as strong self-advocates.
2. Devoting time and money to developing teachers’ abilities to differentiate.
– Amy S.
By having high expectations and giving them exposure to high-quality materials and experiences, even ones that seem “above them.” They will shock us with their insights every time.
– Angela P. 😒😒🥴
Meet students where they are
In a 2015 primer on the topic, EdWeek Assistant Editor Sarah D. Sparks wrote about how “differentiated instruction”—the process of identifying students’ individual learning strengths, needs, and interests and adapting lessons to match them—became a popular approach to helping diverse students learn together. Respondents largely agreed.
Time to work with every student. If you can meet with a child for a bit of time to help with exactly what she or he needs, it might ignite both learning and understanding.
So many ways…start with environment, a.k.a. The Third Teacher.
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Reduce obstacles
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Increase supports
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Meet kids where they are
(h/t @drncgarrett)
Small class sizes, strong positive teacher/student relationships, differentiated instruction, and reflection.
Smaller class sizes
In a 2017 Opinion essay, former teacher Marc Vicenti wrote about “the daily wear and tear on educators when trying to juggle a full teaching load and meaningful relationships with lively young people who all have different needs and experiences.”
“We can either choose to be less effective in our practice or exhaust ourselves—neither of which is beneficial to students or our own well-being,” he wrote.
Smaller class sizes are one way of mitigating the risk of burnout while working to meet each student’s needs.
Small classes, small schools, local control. I am the principal in a pretty small school in a small community and I know every child, and every family and we can build programs to meet our students’ needs. A country run or state run school system can’t do that.
– Ryan G.
Increase funding to actually lower the student-to-teacher ratio. This allows teachers to give more time to the individual.
Fewer standardized tests
Standardized tests have long been criticized for narrowing instruction and for holding all students to the same standard when “students enter school at varying levels and learn and grow at different rates.”
The backlash against standardized testing renewed interest in alternative ways to evaluate students’ learning progress, like “performance assessments—the idea of measuring what students can do, not merely what they know”.
STOP standardized testing.
– Dawn W.
Fewer standardized or timed tests, teaching to mastery, not according to a schedule.
– Autumn
Give students a voice
Sometimes it’s best to go to the source to discern how to best tackle an issue. Giving these students a voice can not only empower them in their learning, but also help educators understand how to have the biggest impact.
Ask them how they learn and what helps. Give them a voice!
Yes! Listening to what students need and giving them a voice is something we need to do for all students, but especially those who need more help in the classroom.
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