Resource Library

COVID-19 Update: The John T. Gorman Foundation is curating a list of resources, emerging best practices, and innovative ideas from across the country to help local organizations serve vulnerable Mainers during the coronavirus outbreak. To access those resources, visit www.jtgfoundation.org/resources/covid-19 or enter Covid-19 in the keyword search. Those results can be further focused by using the “Filter by” menu above to filter by population type (Young Children, Older Youth, Families, and Seniors) or by clicking the following links: childcare, education, food security, housing, rural areas, and workforce.

The John T. Gorman Foundation strives to be data-driven and results based and seeks to promote information and ideas that advance greater understanding of issues related to our mission and priorities. In our effort to promote these values, we offer these research and best practice resources collected from reputable sources across the country. The library also includes briefs and reports the Foundation has commissioned or supported, a listing of which can be found here.

 

No Child Left Offline: It’s time to prioritize digital equity in America’s public schools

August 2, 2021 – Young Children, Older YouthCOVID-19, Education, Mental Health, Racial Equity

The pandemic’s impact on K-12 students has yet to be fully realized, but schools are bracing for learning losses, mental health challenges, and vast systemic and educational disparities revealed from the switch to remote learning. More than 9 million students did not have access to broadband service or an internet-enabled device at the beginning of the pandemic, having no choice but to miss online school. And because the virus has disproportionately impacted communities of color, students of color have been disproportionately learning remotely. To promote digital equity in education, Brookings scholars propose a “No Child Left Offline” initiative. #covid-19 #education #racialequity #mentalhealth

Reducing the Black-white racial wealth gap will require dedicated and comprehensive policy solutions

July 28, 2021 – FamiliesChildcare, COVID-19, Education, Housing, Racial Equity, Wealth and Assets, Workforce

A new issue brief from the Center for American Progress examines the Black/white wealth gap and summarizes a set of proposals and policy actions to address the gap. Some recommendations include allowing the U.S. Postal Service to conduct banking services to increase community access; investing in research and development opportunities for Black innovators and inventors; dedicating additional funds for Black entrepreneurs; developing a National Savings Plan to provide retirement accounts to public sector workers; and investing in young children through childcare and education. #racialequity #childcare #education #housing #workforce #covid-19 #wealth&assets

FAFSA verification requirements waived for 2021-2022 school year

July 13, 2021 – Older YouthEducation, Racial Equity

The U.S. Department of Education has waived verification requirements for most information required to complete the federal financial aid form for 2021-2022. The verification process typically requires selected applicants—typically between 15 and 40 percent of all applicants—to undergo an auditing process to verify that the financial information they submitted on federal financial aid forms is correct. (A separate Washington Post analysis of 2010 to 2020 data finds that students in majority Black or Hispanic neighborhoods, or who are Pell-grant eligible, are disproportionately likely to be selected for verification). Although this process aims at reducing fraud, it hinders low income and first generation students who may struggle to locate required tax paperwork or complete the complex forms without family or school support, thereby becoming ineligible for financial aid. Without this administrative burden, disadvantaged students have one less chance for falling through the cracks in the transition to college. #racialequity #education

FAFSA verification requirements waived for 2021-2022 school year

July 13, 2021 – Older YouthEducation, Racial Equity

The U.S. Department of Education has waived verification requirements for most information required to complete the federal financial aid form for 2021-2022. The verification process typically requires selected applicants—typically between 15 and 40 percent of all applicants—to undergo an auditing process to verify that the financial information they submitted on federal financial aid forms is correct. (A separate Washington Post analysis of 2010 to 2020 data finds that students in majority Black or Hispanic neighborhoods, or who are Pell-grant eligible, are disproportionately likely to be selected for verification). Although this process aims at reducing fraud, it hinders low income and first generation students who may struggle to locate required tax paperwork or complete the complex forms without family or school support, thereby becoming ineligible for financial aid. Without this administrative burden, disadvantaged students have one less chance for falling through the cracks in the transition to college. #racialequity #education

Early evidence suggests four-day school weeks don’t meet all their aims

July 12, 2021 – Young Children, Older YouthCOVID-19, Education, Rural

Four-day school weeks have become increasingly common in rural places, with 662 districts in 24 states using this model pre-pandemic. To ease remote learning implementation and reduce costs, the COVID-19 pandemic increased adoption of this model both in and out of rural areas, with the aim of reducing budgetary issues, attracting teachers, and improving student attendance. While there is some evidence that teachers view the model as a benefit, there are minimal budgetary savings or attendance improvements. Little evidence exists on the implications for student achievement, but early data from Oklahoma and Oregon suggests outcomes depends on how learning time is structured. One major downside to a four-day school week is in reduced access to school-based services, like childcare, physical activity, and school-meal programs that students and families rely on during the typical work-week. #covid-19 #education #rural

Early evidence suggests four-day school weeks don’t meet all their aims

July 12, 2021 – Young Children, Older YouthCOVID-19, Education, Rural

Four-day school weeks have become increasingly common in rural places, with 662 districts in 24 states using this model pre-pandemic. To ease remote learning implementation and reduce costs, the COVID-19 pandemic increased adoption of this model both in and out of rural areas, with the aim of reducing budgetary issues, attracting teachers, and improving student attendance. While there is some evidence that teachers view the model as a benefit, there are minimal budgetary savings or attendance improvements. Little evidence exists on the implications for student achievement, but early data from Oklahoma and Oregon suggests outcomes depends on how learning time is structured. One major downside to a four-day school week is in reduced access to school-based services, like childcare, physical activity, and school-meal programs that students and families rely on during the typical work-week. #covid-19 #education #rural

For Massachusetts families, early educators provide a critical pandemic support

July 1, 2021 – General – COVID-19, Education

A new report from Harvard draws data from families and early educators in its ongoing Early Learning Study of Massachusetts to describe child wellbeing in the pandemic, and to identify the supports that are critical in allowing families to cope. The report acknowledges the significant damage the pandemic has wrought to children’s socio-emotional wellbeing and suggests that while recovering from academic losses is important, attention must also be paid to the social and interpersonal context in which learning occurs. More than half of participating educators said they’ve noticed child behavioral change in the pandemic, although increased demonstrations of child resiliency were sometimes part of this documented shift. The report finds that early educators serve as a resource and support for children, while families draw strength from enhanced opportunities for togetherness. #covid-19 #education

CLASP report advises on embedding equity into early childhood policy

June 21, 2021 – Young ChildrenCOVID-19, Education, Racial Equity

A new report from CLASP describes the ways in which the data collection, analysis, and dissemination practices underlying early childhood research and policymaking are shaped by systemic racism and white supremacy. As a result, these practices reinforce inequity via siloed and inadequate data processes and related decision making. The report highlights ways that racist structures not specific to early childhood in fact interact with early childhood care and education availability, affordability, and quality in ways that are both diverse and unique for communities of color. The report suggests embedding community engagement frameworks at each point in the decision making process is central to addressing these challenges, and points to specific strategies that decisionmakers can utilize in doing so. Some of these strategies include reconfiguring power structures to position impacted communities in leadership roles and moving beyond simple disaggregation of outcomes to collecting and analyzing data in ways more resonant with impacted communities. #education #covid-19 #racialequity

Pandemic impacts review finds decline in ECCE program enrollment, setbacks to young child learning and development

June 21, 2021 – Families, Young ChildrenChildcare, COVID-19, Education, Racial Equity, Workforce

The University of Michigan and the Urban Institute have partnered to synthesize the pandemic’s effects on young children and on the early childhood care and education (ECCE) programs that serve them. Reviewing 63 studies on COVID-19 and early childhood disruptions, the authors find consistent documentation of ECCE enrollment declines, a mix of in-person and remote settings for programs that were available, and significant setbacks to young child learning and development, disproportionately born by low-income families and families of color. The paper makes short-term recommendations for leveraging immediate COVID-related resources, but also provides guidance on strengthening the ECCE system for the long-term, including investing in the workforce and in cohesive systems planning. #covid-19 #childcare #racialequity #workforce #education

"The Cost of Economic and Racial Injustice in Postsecondary Education"

May 11, 2021 – General – Education, Racial Equity

Georgetown University’s Center on Education and the Workforce, in partnership with the Postsecondary Value Commission, conducted a thought experiment to review the costs of inequality on the U.S. education system. Their simulation found that the U.S. economy misses out on nearly $1 trillion in benefits to society, mainly in the form of new tax revenue and spending on goods and services, in addition to numerous nonmonetary benefits such as increases in overall critical thinking skills, happiness, civic engagement, and health. #racialequity #education