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Speakers will discuss the particular challenges faced by adult learners – including those with some college but no degree – as they seek to re-engage with higher education. The discussion will focus on how the disruptions caused by the pandemic have made it even more urgent that policymakers provide support to adult learners.

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Panelists will discuss the unique needs of students with disabilities, the challenges and opportunities of meeting those needs during times of disrupted and remote learning, and ways in which philanthropists are working to ensure that students with disabilities are supported.

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COVID-19 has disrupted the lives and learning experiences of young children across the nation. Throughout 2020, the Early Learning Study at Harvard traced the experiences of Massachusetts families, drawing conclusions about the impacts of the pandemic worthy of consideration by educators and policymakers across the nation. Join key leaders from the Saul Zaentz Early Learning Initiative at the Harvard Graduate School of Education, the Massachusetts Department of Early Education and Care and others in this online conversation about the pandemic’s effects on young children and their families.

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As education leaders seek to address systemic racism in our schools through shifts in policy, they need to expand their understanding of how the intersectional identities of our students play out in the day to day lives of young people. While a student’s race has a large effect on their educational experiences, so does their gender identity and gender expression. In this webinar, hear from a range of experts on how gender and racism intersect in the education system and what supports children of color need in order to lead meaningful and joyful lives.

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Educators around the country have seen countless students be impacted by non-academic challenges as a result of the COVID-19 pandemic, whether they be health, social, physical, mental, or other concerns. What can states, districts, and other entities do, particularly as it relates to data, to track these students and make sure that their needs are being met? What sort of partnerships are necessary to make this possible? How do these solutions vary based on race, geography, locale, demography, income, or other factors?

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Following the cancellation of state assessments and the waiver of state and federal accountability systems due to the COVID-19 pandemic, teachers, parents, and policymakers alike have engaged in discussions around the implications for students and schools in the short- and long-term, especially for students who are more likely to be disadvantaged by current testing systems. Join us for our next edition of Governing Principals where we hear from current and former state leaders sharing their thoughts on the impact of COVID-19 on standardized testing.

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