An Ecosystems Approach to Federal Legislation


I don’t really update new content at this Schools As Ecosystems blog anymore (see my new blog, Language and Literacy, for newer (yet still, alas, infrequent) writing), but I had to hop back on here to share this new paper from the National Education Policy Center, A Civil Rights Framework for the Reauthorization of ESEA , as it was really exciting to see an ecosystems approach being brought explicitly to bear in advocacy for federal education reform.

In this paper, the authors promote an “equitable, evidence-based, and ecological (EEE) framework” that “places students, staff, school systems, and cross-sector collaboration at the center of ESEA and considers the complexity of racial, socioeconomic, and other inequities along with the strengths nested within communities.” I love this framing and will be stealing the EEE framework!

They structure their recommendations at different levels of scale in education systems: systems, students, and staff.

There’s quite a bit of content in the report, but just to amplify some of the ecosystems specific elements and other areas we may have touched on in this blog’s history, as well as push on some areas I would have liked to have seen expanded upon:

To promote racial equity at the systems-level, they provide recommendations to promote regional and interdistrict racial integration, as well as improving school facilities and infrastructure (yes, yes, yes!).

In developing their ecological framework, they build upon the work of Marcus Weaver-High-
tower, whose work we have also examined on this blog.

I would have liked to have seen a few more specifics for students laid out, however. While I agree with all the general principles they’ve laid out, I would have liked to have seen an emphasis on evidence-based instructional approaches to ensure fluency with foundational language and literacy skills and practice with understanding the hidden norms in a variety of social contexts, explicit instruction through shared and interactive reading that moves from word, sentence, to text-level, and consistent school-wide routines within a coherent high quality curricular platform focused on intellectual engagement with reading, writing, and discussions of a diverse wealth of complex topics from multiple perspectives.

While I fully agree in principle with the call to support students’ individualized needs, I also worry about how this can be interpreted, most particularly in relation to edtech, when it is in the absence of a dynamic, shared, and collaborative curricular platform that is systematically enhanced by teams of teachers.

That critique said, I appreciated the calls for support with high quality childcare, supports for incarcerated youth, and more supports for student well-being and mental health.

I also would have liked to see their recommendations for staff expanded upon. They leaned heavily into anti-bias training, which unfortunately has little empirical support despite the billions of dollars that have been thrown at it (in the pretense of doing something). I’d prefer to see a focus on clear guidance in the expected professional language and behaviors that are predicated on the roles and responsibilities of staff who serve the children in front of them. For example, for teachers who serve children of historically marginalized backgrounds, I’d like to see teachers gain supports in getting to know the children and communities they serve through a variety of qualitative and quantitative methods, guidance and practice in using asset-based language about their students and families, and guidance and coaching in the planning and delivery of responsive instructional supports, based on a shared curricular platform, that values the racial, cultural, and linguistic backgrounds of students while holding high expectations for advanced intellectual success and ensuring access to and progress with grade-level skills and content.

Again, that critique aside, I appreciated the calls for support with educator well-being and mental health and building robust pipelines for educators of diverse backgrounds and languages.

Please check out their full report from an ecosystems here, and kudos to the authors for drawing upon a more complex framework for federal education policy: https://nepc.colorado.edu/sites/default/files/publications/PB%20DeBray_1.pdf

One thought on “An Ecosystems Approach to Federal Legislation

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.