►
From YouTube: School Choice in the COVID-19 Pandemic Virtual Meeting
Description
A virtual discussion with experts.
A
Okay,
well,
let's
go
ahead
and
get
started.
We
have
a
packed
schedule
today,
so
I
don't
want
to
waste
any
time
at
all
and
we
have
phenomenal
speakers
here
for
you.
My
name
is
michelle
eckstrom,
I'm
the
education
director
at
the
national
conference
of
state
legislatures
and
today
we're
super
excited
to
have
a
large
group
of
legislators
and
staff
joining
us
for
this
discussion
on
school
choice
in
the
pandemic.
A
While
the
speakers
are
speaking,
but
there
will
be
time
when
we'll
ask
you
to
unmute
and
share
your
questions,
you
can
also
be
sure
to
just
type
those
in
the
chat
box
too.
We
definitely
want
to
know
what
your
questions
are
to
make
sure
that
you
are
getting
the
information
that
you
need
during
this
presentation
and
we'll
try
to
get
to
as
many
of
those
as
possible
and
any
that
we're
not
able
to
get
to.
A
A
Because
we
don't
want
any
accidental
screens
to
be
shared,
so
so
make
sure
that
you
don't
do
that
and
just
a
reminder
that
this
meeting
is
recorded.
We
want
to
share
this
with
others
who
weren't
able
to
join
us
today
in
the
archive,
and
the
slides
will
also
be
posted
on
ncsl's
youtube
channel,
as
well
as
on
our
website
on
our
school
choice,
page
so
to
get
us
started
today.
We
wanted
to
ask
you
some
questions
and
we're
going
to
ask
you
to
respond
in
the
the
chat
box.
A
Is
school
choice
helping
in
the
situation?
Is
it
a
hindrance?
What
is
your
particular
concern
about
school
choice?
What
it?
What
is
your
unique
challenge
or
success
as
a
result
of
the
pandemic?
So
we'll
give
you
just
a
moment
to
do
that.
We'd
love
to
hear
from
you
and
we'll
be
scrolling
through
those
responses
so
that
we
can
read
them.
Our
speakers
can
read
them
and
others
can
read
them
as
we're
going
through
the
through
the
meeting.
A
We'll
start
off
from
2
to
2
35
of
the
discussion
about
parent
views
on
education
in
school
choice
with
paul
deperna
from
edchoice,
then
we'll
transition
to
a
discussion
about
the
impact
of
the
pandemic
on
charter
and
private
schools
and
joining
us
will
be
mike
patrilli
from
the
fordham
institute
and
bruce
hermie
from
the
american
federation
for
children.
Then
we'll
take
a
short
break
and
then
we'll
reconvene
and
discuss
state
policies
to
improve
school
choice
as
a
result
of
the
pandemic.
A
Dale
chu,
who
will
be
joining
us,
just
released
a
paper
on
this
topic
with
eight
specific
recommendations
and
hal
faulconer.
Her
and
paul
de
perna
will
be
joining
us
from
the
american
federation
for
children
and
ed
twice
again
to
continue
that
discussion
to
reflect
on
what
we
heard
to
see
if
they
have
any
additional
considerations
and
to
hear
from
you
all
about
this
issue
too,
and
then
we'll
wrap
up
as
well.
A
Just
a
reminder
that
we
did
share
a
lot
of
resources
in
the
most
recent
reminder
about
the
meeting,
so
we
would
encourage
you
to
revisit
that
list
of
resources
that
we
have
gathered
for
you,
which
includes
some
of
the
materials
from
the
speakers.
We
will
be
sharing
out
both
the
recording
of
the
the
the
meeting,
as
well
as
those
resources
back
out
to
everyone
who
has
registered
for
the
meeting
so
that
you
have
all
of
them
and
can
easily
access
them.
A
B
B
One
of
the
questions
we've
heard
throughout
the
past
several
months
repeatedly
from
our
members
is
a
lack
of
information
information
about
how
families
are
doing
right
now
how
families
are
feeling
about
closed
schools,
virtual
learning,
the
choices
that
are
available
to
them
and
their
children
in
education,
and
so
we
thought
a
good
way
to
start
out.
This
conversation
was
to
bring
in
an
expert
to
help
us
answer
these
questions.
B
Paul
deperna
is
the
vice
president
of
research
and
innovation
for
ed
choice.
Edchoice
is
a
non-profit
nonpartisan
organization
that
researchers
and
advocates
for
school
choice,
policies
at
national
and
local
and
state
levels.
Edchoice's
research
team
produces
material
that
serves
as
a
really
invaluable
clearinghouse
for
for
people
like
me,
and
policy
makers.
Researchers
around
the
country
and-
and
a
lot
of
that
is,
is
because
of
paul's
work.
B
Paul
has
been
with
that
choice
since
2006
and
in
that
time,
they've
published
over
100
papers
and
reports
on
this
issue,
focusing
in
large
part
recently
on
public
opinion,
school
choice
and
education.
So
we
are
really
excited
to
hear
from
paul
on
on
these
issues
and
and
the
research
that
they've
been
doing
recently.
So
I
will,
I
will
stop
sharing
if
I
can
and
turn
it
over
to
paul.
C
So
yeah
thanks
benjamin
and
michelle
on
ncsl,
for
inviting
ed
choice
to
present
the
latest
findings
from
our
tracking
poll
and
we've
been
doing.
As
benjamin
mentioned,
we've
been
doing
surveys
for
quite
a
quite
a
while
now
and
doing
national
surveys
for
about
seven
or
eight
years,
and
so,
but
research
is
just
one
aspect
of
what
we
do
and
so
just
to
take
a
moment
to
follow
up
benjamin's
great
introduction.
C
Edchoice
is
a
non-profit
nonpartisan
organization
that
has
principles
rooted
in
the
belief
that
all
that
it's
important
to
empower
all
families
with
educational
options
that
it's,
a
pathway
for
successful
lives
and
a
stronger
society
we're
based
in
indianapolis.
But
the
scope
of
our
work
can
be
national,
regional
or
having
a
concentrated
focus
on
a
single
state,
educational
environment
and
and
we,
and
so
we
educate
policymakers
and
our
local
and
state
partners
through
different
areas,
including
training
and
outreach
communications
and
marketing,
focused
state
investments,
legal
defense
and
education.
C
And
then
my
team's
area,
which
is
research
and
so
for
about
10.
11
years.
Ed
choice's,
core
research
activities
have
involved,
exploring
questions
around
k-12
school
choice,
issues
by
way
of
surveys
and
polling,
and
also
we
do
a
lot
of
fiscal
analyses
as
well
at
the
state
level,
and
we
do
other
types
of
empirical
data
collection,
particularly
on
school
choice.
Programs
around
the
country,
edchoice,
is
a
charter.
C
That's
provided
by
the
us
census
bureau
and
it's
so
it's
so
it's
a
statistically
representative
national
sample,
and
so
again
all
that
information
is
to
give
you
a
scope
of
the
polling
that
we've
been
doing
recently
and
so
now,
I'd
like
to
quickly
show
you
how
you
can
access
our
public
opinion
tracker
site,
as
well
as
the
individual
state
dashboards,
where
you
can
get
your
state
specific
polling
information,
and
so
what
I?
What
I
have
here
is
just
a
screenshot
here
of
where
of
this
is
the
national
dashboard?
C
C
It's
a
two-page
brief
of
the
latest
numbers
for
your
specific
state,
and
so
why
don't
we
just
go
through
and
see
what
the
tracking
poll
has
been
telling
us,
and
so
these
results
are
based
on
our
most
recent
wave
that
was
conducted
september,
11th
11th
to
17th,
and
so
this
is
actually
a
sneak
peek
and
a
preview.
We
haven't
actually
published
these
results.
C
And
then
we
asked
a
question
specifically
to
school
parents
about
how
helpful
do
would
these
different
safety
measures
be
for
allowing
a
safe
return
of
students
to
school?
And
you
can
see
that
that
you
know
looking
at
cleaning
facilities,
upgrading
air
filtration
systems,
I
mean
roughly
40
to
50
percent
believe
that
many
of
these
many
of
these
actions
would
be
very
helpful
to
ensure
safety
of
the
children
and
of
any
of
the
adults
in
the
schools.
C
C
C
But
another
way
to
look
at.
That
is
that
about
70
are
saying
that
that
there's
other
aspects,
the
funding
that
should
be
considered
and
not,
and
not
just
an
increase
of
funding
regardless
of
in-person
or
remote.
So
it's
something
to
look
at
and-
and
you
can
see
some
of
the
individual
item
responses
there-
we
in
september,
as
most
students,
are
at
least
online
going
back
to
school.
C
If
not
actually
in
person,
we
asked
how
parents
felt
the
communications
were
from
their
schools
in
districts
regarding
different
aspects
of
reopening
and
going
back
to
school,
and
so
these
dots
represent
and
the
percentages
represent
those
who
are
saying
that
their
schools
and
districts
are
doing
an
excellent
job,
and
so
you
can
see
here
that
district
schools
about
30
to
35
percent
of
those
who
have
children
in
district
schools
are
saying
that
their
district
schools
are
doing
an
excellent
job.
Some
differences
show
up
between
districts
and
charters,
but
generally
these
are
clustering.
C
C
These
aren't
really
statistically
significant
differences,
and
you
can-
and
you
can
just
kind
of
ballpark
and
say
that
roughly
25
to
35
percent
are
saying
that
their
schools
are
doing
an
excellent
job,
communicating
about
different
aspects
of
going
back
to
school
and
then
a
couple
months
ago
we
began
asking
a
question
about
if
the
school
or
district
offered
virtual
learning
or
remote
learning
as
an
option
instead
of
going
back
to
school
in
person.
How
likely
would
they
be
to
take
that
option?
C
C
This
is
probably
a
little
bit
higher
than
what
than
at
least
what
I
expected,
but
about
half
said
that
they
would
be
very
likely
to
take
that
remote
learning
option
and
then
another
quarter
or
26
percent
would
be
say
they
would
be
somewhat
likely.
So
this
is
something
that
we
expect
some
volatility,
especially
in
changes
month
to
month,
especially
at
the
beginning
of
the
school
year.
C
So
we're
looking
to
see
what
what
these
results
will
look
like
in
october,
and
then
we
just
asked
if
they,
if
parents
think
that
districts
in
school
should
be
offering
just
one
one
approach
or
multiple
learning
options.
So
we're
starting
to
get
into
the
theme
of
you
know
increased
learning
options,
and
we
see
that
65
percent
say
that
they
would
like
to
have
multiple
learning
options
presented
to
them
by
their.
You
know,
for
for
for
educating
their
children
about
and
24,
so
that
they
would
be
okay
and
prefer
one
approach.
C
Learning
pods
have
been
in
the
news,
a
lot
going
back
to
the
mid-summer,
and
so
this
is
the
first.
In
august
we
began
asking
this
question
about
learning,
pods
and
so
learning
pods
for
those
of
you
who
might
not
be
this
familiar.
These
are
a
response
to
the
pandemic,
where
their
parents
are
getting
together
and
they're,
forming
these
small
groups
of
their
children,
organized
by
parents
and
they're.
C
Then
we
asked
to
follow
a
question
about
why
folks
are
participating
in
pods
or
looking
to
form
pods,
and
you
can
see
some
of
these
responses,
and
these
are
you
know
these
are
anecdotes
and
these.
So
these
are
individual
responses
from
people,
but
they
give
you
a
sense
and
an
impression
of
some
of
the
rationale
and
the
emotion
behind
some
of
these
decisions
or
not
or
or
or
deciding
to
stay
put
and
not,
and
so
they
want
to
really
help
their
children
to
keep
up
with
curriculum,
safe
and
helpful
to
help.
C
My
kids
study
within
a
tight
community
of
children
keep
socializing
to
keep
my
child
so
socializing
with
other
children
during
the
pandemic,
all
reasons
to
participate,
others
who
are
looking
to
form
a
pod
saying
they
want
their
children
to
have
more
social
in
it.
So
more
social
interaction,
that's
a
common
that
tends
to
be
a
common
theme.
C
Kids
are
tired
of
being
homes.
A
new
location
can
be
helpful,
new
environment
being
a
father
of
two
young
girls.
I
can
I
these
these.
Some
of
these
responses
are,
you
know
they
resonate
generally,
not
necessarily
specific
to
learning
pods,
but
but
but
I,
but
I
definitely
understand
where
some
of
these
are
going
and
then
why
not
to
participate.
They
don't
feel
comfortable
comfortable
about
their
kids
joining
a
group
because
of
covid,
which
is
certainly
understandable
and
then
can't
afford
the
cost.
C
C
And
so
then
we
asked
a
question
about
tutoring
and
to
see
to
what
extent
parents
are
likely
to
seek
out
tutoring
outside
of
regular
school
hours,
and
we
see
that
about.
You
know
close
to
30
percent
said
that
they
were
very
likely
to
seek
outside
tutoring
outside
of
the
school
and
another
close
to
30
percent
said
that
they
were
somewhat
likely
so
almost
6
out
of
10
said
they
were
at
least
somewhat
likely
to
seek
out
tutoring
this
school
year
and
then
along
demographic
lines.
C
Again,
you
see,
we
see
that
the
high
income
households
and
then
the
urban
households
tend
to
stick
out
and
stand
out
compared
to
those
other
demographics
where
you've
we're
in
small
town
or
much.
You
know
smaller
proportions
compared
to
urban,
and
then
you
see,
the
middle
income
and
low
income
are
much
smaller
compared
to
the
high
income.
Households.
C
And
so
we
asked
the
question
about
how
how
views
changed
about
homeschooling,
because
to
some
degree
everybody
became
a
homeschooler.
I
mean
that's
been
a
con.
You
know,
that's
been
a
consistent
headline
in
the
news
since
march,
everyone's
a
homeschooler
to
some
degree,
and
and-
and
so
I
so
we've
been
asking
this
question
and
you
can
see
that
there
there
generally
parents
are
more
favorable
at
least
somewhat
more
favorable
towards
homeschooling
70
percent,
said
at
least
somewhat
more
favorable
36
percent
much
more
favorable
and
we've
been
in
tracking
this.
C
C
Substantial
proportion
say
that
they're
much
more
favorable
towards
homeschooling
now
through
as
we
navigate
through
the
pandemic,
and
then
these
questions
that
over
the
next
several
slides
these
questions
are
one
are
ones
that
we've
been
asking
for
a
long
time
in
different
state
level
polling
and
our
national
polling,
and
so
these
are
kind
of
independent
of
of
considerations
around
the
pandemic.
But
we
do
want
to
see
like
how
you
know
trending
this
over
time.
C
It
was
climbing
even
before
the
pandemic,
but
it
really
went
up
around
april,
and
so
there
was
kind
of
a
rally
around
the
school
effect.
Perhaps
that
you
know
around
the
time.
The
pandemic
was
really
hitting
families
and
schools
and
so
close
to
half
said
that
at
least
in
their
district
they
felt
things
were
going
in
the
right
direction,
but
then
it
started
to
slide
since
april.
Down
to
it's
been
fairly
consistent.
C
Another
question
we
ask
this
is
an
experiment
that
we
have
been
doing
where
we
split
the
sample
and
we
ask
half
the
respondents,
their
preference.
What
type
of
school
would
you
select
in
order
to
obtain
the
best
education
for
your
child
and
then,
and
that
goes
to
half
the
sample?
And
then
the
other
half
of
respondents
get
this
question
with
a
it's.
A
modified
question
that
clarifies
that
financial
costs
and
transparent
transportation
would
not
be
factors,
and
so
you
can
see
on
the
baseline
question
the
standard
question.
C
C
And
so
here
we
ask
a
question
about
we.
We
we've
consistently
and
something
that
has
been
part
of
the
polling,
that
we've
always
that
we've
always
employed
is
asking
questions
about
different
types
of
educational
choice,
policies
and
and
reforms,
and
including
charter
schools,
school
vouchers
and
education
savings
accounts.
And
so
we
always
ask
a
baseline
question
just
based
on
what
they
know
or
heard
from
others.
What
is
your
view
on
charter
schools?
I'm
paraphrasing
here
and
you
can
see
those
are
the
dark,
green
bars
here.
C
Without
a
description,
and
so
just
at
the
baseline
about
half
have
a,
they
suppose
say:
they
support
charter
schools
without
any
more
information.
But
then
we
give
it.
We
do
give
a
description
and
a
follow-up
question
here
and
you
can
see
there's
a
jump
of
about
12
points
among
all
adults
or
all
respondents
from
51
to
63.
among
parents.
There's
a
seven
point
jump
from
62
to
69
once
they
have
a
definition
and
description
of
charter
schools
and
then-
and
we
see
jumps
of
varying
sizes
across
different
types
of
demographics.
C
Almost
three
quarters
support
esa's,
as
as
it's
described
and
and
and
and
that's
pretty
consistent
across
all
different
types
of
parents
of
different
age,
kids
and
so
those
so
so
there
is
a
a
lot
of
support
once
you
once
you
do,
give
a
definition
and
a
description
of
choice,
policy
and
reform.
There
is,
you
know,
majority
support
for
those
different
types
of
policies
and
across
a
range
of
demographics
as
well
and
and
what
we've
seen
over
time
since
we've
done
the
trap,
since
we
launched
the
tracking
poles.
C
C
The
statistic
for
this
per
people
spending
per
student
spending
in
public
schools,
the
most
recent
available
from
the
national
center
for
education
statistics
for
the
for
that
for
that
respondent
state,
and
that-
and
this
is
a
generally
consistent
finding
that
we've
seen
over
the
years-
is
that
that
information
depresses,
the
response,
the
too
low
response-
and
so
here
goes
down.
20
points,
there's
a
difference
of
20
points
between
those
who
say
too
low
to
both
types
of
questions
and
then
even
among
parents.
C
So
we
know
I've
and
I
I
might
I
understand
that-
there's
going
to
be
a
lot
of
budgetary
considerations
next
session
for
a
lot
of
you,
and
this
is
going
to
be
an
important
topic,
an
issue
and
and
what
we've
seen
and
it
will
definitely
certainly
be
on
the
minds
of
parents
and
other
stakeholders
in
k-12
education,
and
so
but
it's.
But
these
these
kind
of
findings
do
bring
some
context
as
to
where
parents
are
coming
from.
C
When
it
comes
to
comes
to
funding,
it
might
not
be
the
amount
of
funding,
it
could
be
how
those
funds
are
being
spent,
and
then
that's
the
trend
that
we've
seen
that
the
gap
here
represents
the
the
the
difference
between
the
two
low
responses
with
without
information
is
up
top
where
you
can
see
it's
been
around
50
or
even
much
higher
earlier
in
the
year
and
then
and
then
with
the
with
information.
With
that
statistic,
it's
about
it.
C
You
know
it's
wiggle
and
it
stayed
around
about
30
to
40
percent,
saying
the
funding
is
too
low
and
with
that
I'll
quickly,
just
note
that
these
are
the
links
that
where
you
can
access
the
public
opinion
tracker
website
and
then
there
and
then
the
second
link
here
is
where
you
you're
able
to
download
our
monthly
reports.
They're
slide
decks
that
are
available
to
the
public
and
we
also
include
crosstabs
for
all
the
demographic
results
on
each
of
the
questions.
And
then
we
have
the
questionnaire
too.
C
So
folks
can
see
the
actual
questionnaire
and
survey
that
the
respondents
are
moving
through
as
they
as
they
give
their
responses.
And
then
and
then
the
this
link
here
at
the
bottom
is
where
we
have
all
the
rest
of
our
research
at
ed
choice,
which
we
call
the
research
library
and
so
for
any.
Given
year.
We
usually
add
on
about
a
dozen
or
more
reports
and
briefs
that
we
try
to
help
inform
on
the.
B
C
B
Thank
you
so
much
paul.
I,
that
is
a
lot
of
really
fabulous
information
that
we
don't.
We
don't
always
get
to
see.
So
we
we
had
one
question
for
you
that
I
think
you
can
answer
quickly
that
came
up
in
the
chat,
which
is
whether
you
have
state
level
data
on
on
learning
pods
at
this.
At
this
time
I
think
you're.
C
Muted,
no
bad
habits
are
hard
to
break
yeah,
that's
a
great
question,
and
so
we
only
recently
started
asking
that
in
august,
and
so
we
have
two
months
results,
and
so
any
state
sample
will
be
very,
very
small
except
you're,
except
for
the
most
populous
states
in
california
and
new
york,
texas,
but
absolutely
feel
free.
If
there's
a
specific
question
and
you're
interested
in
demographics
for
a
given
question
in
a
given
month
or
or
over
time,
we're
happy
to
provide
that
I'll.
C
B
Fordham
is
advocates
nationally
and
in
ohio
for
effective
and
accountable
school
choice
policies
and
for
excellence
in
k-12
education
in
every
school.
Mike
petrilli
is
fordham's
president,
and
he
is
a
prolific
and
highly
regarded
author
on
issues
of
education
policy
and
a
leader
in
building
organizations
focused
on
excellence,
choice
and
accountability
in
k-12
education,
so
we're
thrilled
to
have
mike
joining
us
from
ohio
and
after
after
he
speaks,
we
will
hear
from
bruce
hermie.
I
hope
I'm
saying
that
correctly,
who
is
the
director
of
school
partnerships
at
the
american
federation
for
children?
B
Afc
works
on
school
choice,
policies
in
the
states
and
in
washington
dc
and
works
directly
with
schools
and
policy
makers
to
implement
effective
school
choice.
Policies
bruce
is
a
key
part
of
that
work,
engages
directly
with
schools
and
families
to
make
the
most
of
school
choice,
policies
and
school
options.
D
Great
thanks
so
much
benjamin
and
thank
you
michelle
for
the
invitation
and
great
to
see
everybody
a
lot
of
familiar
names
and
faces
show
us
your
faces.
Come
on
people
put
on
your
put
on
your
videos
right.
I
know
everybody's
dealing
with
crazy
stuff.
I
I
was
a
little
bit
late,
because
suddenly
I
was
drafted
to
help
my
son
with
his
gym
class,
which
they
are
doing
remotely.
We
had
to
pass
a
soccer
ball
with
our
instep.
D
We
did
that
successfully
hooray.
So
there
you
go.
It
is
really
a
pleasure
to
be
with
you,
I'm
going
to
talk
a
little
bit
about
what
we
know
of
what's
happening
out
there
with
public
charter
schools
right
now
to
be
clear,
there's
a
lot.
We
don't
know
right
just
as
with
traditional
public
schools.
You
know
it
it's
just
all
over
the
map.
D
I'm
going
to
talk
about
an
analysis
we
did
of
how
some
of
the
leading
charter
school
networks
made
the
shift
to
remote
learning
last
spring
and
then
some
other
things
that
we've
seen
from
some
of
the
other
groups
that
are
out
there
and
try
to
paint
a
little
bit
of
a
picture,
but
very
much
look
forward
to
the
comments
and
questions
afterwards.
So,
first
of
all,
we
we
did
release
a
report
called
schooling
covid19.
D
D
First
success,
academy,
dsst,
rocketship,
noble
and
others
just
were-
did
an
incredible
job
meeting
the
challenge
when
suddenly
had
to
shift
to
remote
learning,
and
so
we
wanted
to
understand
more
about
what
that
was
and
kind
of
get
it
down
for
the
historical
record
did
not
imagine
when
we
started
that
project
that
we
would
all,
so
many
of
us
would
still
be
in
remote
learning
mode
again.
This
year,
but
here
we
are,
you
know
some
of
what
they
did
well
was
what
some
other
traditional
public
schools
and
private
schools
did
well.
D
You
know,
which
was
first
of
all,
make
sure
that
kids,
nutritional
needs
and
and
other
other
needs
were
met.
Standing
up.
You
know
school
lunch
programs
and
the
like,
and
also
making
sure
that
technology
got
in
the
hands
of
families,
because
all
of
these
groups
very
much
wanted
to
be
able
to
use
an
online
program
to
make
this
work
and-
and
they
were
able
to
do
so
pretty
well,
thanks
to
being,
you
know,
quite
nimble,
but
there
were
three
things
they
did,
that
we
didn't
see
as
much
in
traditional
public
schools.
D
I
don't
mean
the
emails
that
I
get
15
million
times
a
day
from
montgomery
county
public
schools
that
are
these
sort
of
mass
emails
and
hard
things
to
keep
up
with,
but
actually
picking
up
the
phone
and
calling
parents
and
or
kids
and
asking
how
they
were
doing
and
checking
in
on
their
academic
progress.
Success
academy
famously
calling
kids
twice
a
day
incredible,
but
that's
something
that
other
schools
could
certainly
could
and
should
be
doing.
D
You
know,
especially
when
they
figure
out
that
that
somebody's,
not
logging
in
we've
had
this
big
problem
around
the
country
of
just
missing
kids
and
be
able
to
find
out
troubleshoot.
Is
it
technology?
Are
there
other
things?
What
can
the
school
do
to
help
out?
The
second
is
to
recreate
the
structure
of
the
regular
school
day.
D
That
doesn't
mean
the
kids
need
to
be
on
zoom
all
day
long,
nor
should
they
be,
but
it
does
mean
that
the
expectation
is
we're
doing
school,
we're
going
to
keep
on
going,
and
you
know
if
school
was
9
to
3
before
that's
what
it's
this
time
as
well
as
well
as
regular
grading
practices.
You
know
that
that
we're
going
to
assign
make
assignments
and
they're
going
to
count.
D
They
said
we
don't
need
every
teacher
in
our
network
to
record
those
lessons.
Let's
pick
the
best
teacher,
the
best
second
grade
teacher
who's,
great
at
teaching
math
and
have
them
record
the
second
grade,
math
lessons
and
use
that
throughout
the
network,
and
then
that
saves
time
for
everybody
else
to
focus
more
on
individualizing
instruction
and
that's
something.
That's
super
powerful
center
for
reinventing
public
education
also
had
some
a
study
out
there
of
a
sample
of
charter
networks.
They
found
they
were
much
more
likely
to
hold
real-time
classes.
D
They
checked
in
regularly
with
their
students
and
again
graded
student
work.
Rather
than
doing
the
pass
fail
now
fast
forward
to
this
school
year,
at
least
you
know
to
this
last
month,
as
schools
have
opened
and
gotten
started,
you
know
what
are
we
seeing?
Well
again,
I
think,
because
they're
nimble
and
because
they're
smaller
some
charter
schools
have
been
able
to
get
started
in
person
in
some
big
cities,
even
where
the
districts
haven't
in
washington
dc.
D
We
got
to
get
these
kids
that
desperately
need
the
in-person
instruction
in
here,
and
that
puts
some
useful,
helpful
pressure
on
the
traditional
public
schools
on
dc
public
schools
to
follow
course,
which
they're
now
planning
to
do.
You
know,
I
would
still
say,
there's
a
lot
of
places
around
the
country
in
big
cities,
which
of
course,
is
disproportionately
where
we
find
a
lot
of
charter
schools
where
neither
the
district
nor
most
charter
schools
have
opened
for
in-person
instruction
for
lots
of
reasons.
D
So
you
know,
charter
schools
are
facing
many
of
the
same
challenges
as
traditional
public
schools
when
they're
trying
to
make
this
decision
about
whether
to
open
for
in-person
instruction
or
not.
If
they
do
that,
they
got
to
make
sure
they
offer
an
option
for
remote
learning
for
students
and
families
that
want
it,
though,
you
know
that
they
are
certainly
working
on
on
this
question
of
how
to
make
their
buildings
safe.
D
If
they
do
welcome
kids
back
hard
to
do
when
you
don't
get
any
money
for
facilities
funding,
which
is
the
case
as
we
know,
lots
and
lots
of
states,
you
know
they'd
like
to
go
out
there
and
maybe
purchase
air
filters
or
do
more
signage
or
ppe
and
the
rest.
They
don't
have
those
local
tax
dollars
to
rely
on
or
they
don't
have
bonds
and
the
like
to
rely
on.
D
That
makes
it
tough,
of
course,
like,
like
everybody
else,
they're
trying
to
make
sure
they
find
all
the
kids
make
sure
they're
participating
and,
of
course,
they're
worried
about
impending
funding
cuts
that
may
be
coming
if,
if
there's
not
a
big
relief
bill
from
the
federal
level,
keep
in
mind
again
that
these
are
schools
that
are
are
chronically
underfunded
compared
to
traditional
public
schools.
Getting
about
80
cents
on
the
dollar
on
average
varies
a
lot
by
state,
but
you
know
these
are
already
schools
that
in
many
places
are
operating
on
a
shoestring.
D
There
are
a
couple
of
specific
challenges
that
are
specific
to
the
charter
school
sector
and
not
just
other
schools.
So
a
couple
of
things
one
is
this
question
around
how
the
funding
system
is
going
to
work?
I
know:
there's
a
lot
of
questions
about
how
to
hold
school
districts
harmless
right
now
if
they
can't
find
kids
if
kids
have
dropped
out
because
they
don't
have
internet
access,
you
know
if
suddenly
the
enrollment
drops
by
10
percent
or
a
bunch
of
parents
are
registering
their
kindergartners.
D
You
know
this
would
be
a
terrible
time
for
that.
To
result
in
big
cuts
in
state
funding
understand
that
argument.
I
think,
there's
a
lot
of
legitimate
to
limit.
You
know
it's
legitimate
in
many
ways,
but
if
the
solution
is
to
say
well
we're
just
going
to
freeze
funding,
you
know
for
all
schools
regardless
of
enrollment.
D
You
know
what
then
happens
if
some
schools
actually
increase
enrollment
and
we
have
seen
that
there
are
some
charter
schools,
especially
charter
schools,
have
opened
for
in-person
instruction
that
very
much
could
and
would
like
to
expand,
enrollment
and
serve
more
kids
and
have
the
capacity
to
do
that.
But
can't
do
that
if
they're
not
going
to
get
paid
for
those
students.
D
They
say
you
know
we
can't
put
too
many
kids
on
a
school
bus
at
the
same
time,
so
we
can
no
longer
provide
transportation
to
charter
school
students
or
sometimes
private
school
students
where
that's
supposed
to
be
required,
even
though
they're
supposed
to
provide
that
transportation
or
supposed
to
provide
funding
if
they
can't
provide
the
transportation
and
that's
a
huge
problem.
How
are
you
going
to
get
the
charter
school
kids
to
school?
If,
suddenly,
those
buses
are
not
available
or
the
districts
are
saying?
Look.
D
Our
kids
are
going
to
be
the
priority,
so
you
can
have
you
know
the
buses
will
be
available
to
you.
You
know
between
the
hours
of
11
a.m
and
2
p.m.
Right,
that's
not
going
to
work!
That's
something
to
keep
your
eye
on
again.
You
know
some
states
felt
like
they
had
figured
out
this
transportation
stuff
and
now
we've
got
a
new
challenge
to
worry
about.
E
E
I
kind
of
identified
five
categories
of
impact
that
we're
hearing
from
schools.
Here
you
know
the
one
I
think
it
gets
talked
about.
Most
is
enrollment
issues
amongst
private
schools.
The
majority
of
private
schools
we've
encountered
are
reporting
enrollment
losses.
We
put
a
survey
in
the
field
about
a
week
ago
in
six
different
states
and
of
about
250
to
300
respondents.
We've
had
about
53
percent
of
those
reporting
losses
in
enrollment.
E
E
You
know
everyone
talks
about
enrollment
and
loss
of
tuition,
but
what
doesn't
get
talked
about
a
lot
in
the
private
school
realm
is
the
fact
so
many
schools
lost
their
spring
fundraisers
last
year.
Many
of
them
tried
to
go
digital
hold.
Similar
events
didn't
find
a
lot
of
success
from
most
of
the
school
leaders
we
talked
to.
E
You
know
donations
were
down
and
this
is
continuing
to
come
into
the
fall
and
that's
a
concern,
because
you
know
some
groups
have
already
reported
a
large
amount
of
school
closures.
For
instance,
I
think
the
united
states
conference
catholic
bishops
came
out
and
said:
150
catholic
schools
have
closed
in
in
the
last
calendar
year,
some
schools
that
were
able
to
make
it
back
to
the
fall
and
reopen
or
concerned
about
their
vitality
as
they
go
through
this
year.
E
They
also
have
the
problem
with
increased
costs,
to
comply
with
cleaning
directives
and
purchasing
new
machines
to
sanitize
playground,
equipment,
classrooms
and
different
things.
You
know
a
couple
principals
we've
talked
to
have
seen
an
increase
of
over
ten
thousand
dollars,
which
is
significant
for
smaller
schools
in
terms
of
the
amount
that
they
have
to
invest
to.
You
know
meet
cdc
guidelines
and
standards
being
placed
on
them
by
the
state
to
be
open
as
they
move
forward
in
terms
of
academics.
E
Obviously,
there's
been
a
significant
reduction
in
contact
time,
even
schools
that
have
gone
back
in
a
hybrid
model.
You
know
teachers
are
having
to
teach
half
their
kids
at
home
in
some
instances,
while
half
the
kids
are
on
computer,
it's
slowing
down
the
process
in
the
room,
it's
not
quite
the
same
environment,
that's
being
created
and
so
contact
time
is
being
lost
and
that's
a
concern.
That's
been,
you
know,
shared
an
inability
to
access
technology.
E
I'm
sure
some
of
you
have
seen
articles
of
students
outside
taco
bell
and
starbucks
in
different
places,
trying
to
access
the
internet
to
get
homework
done
and
there's
a
great
need
for
devices.
In
a
lot
of
places.
Our
nevada
state
team
has
actually
started
an
initiative
trying
to
provide
computers
to
families
who
need
those
computers
for
their
kids
to
be
able
to
interact
with
their
schools
effectively.
E
Another
academic
concern,
obviously
most
kids
lost
at
least
nine
weeks
of
schooling
last
year,
so
miss
standards
and
competencies
simply
can't
be
revisited
at
the
start
of
this
year.
They
actually
have
to
be
introduced
and
solidified,
so
that's
causing
some
stress
for
for
teachers,
students
and
administrators
and
parents,
to
you
know
close
gaps
to
get
parents
and,
and
pardon
me,
students
caught
up
to
maybe
where
they
need
to
be
and
there's
conversation
about
what
the
best
way
to
do.
E
That
is,
and
just
you
know,
as
most
of
you
are
aware,
some
students
had
no
instruction
whatsoever
from
march
to
august,
depending
on
the
ability
of
the
school
to
pivot,
go
remote
and
to
meet
the
needs
of
families,
especially
in
lower
income
areas
where
devices
are
an
issue.
This
has
been
specifically
a
concern.
E
Lack
of
access
to
learning
need
reinforcements
for
students
who
may
need
reinforcements
in
reading
or
math
or
speech
services
or
students
with
special
needs.
This
is
a
concern
of
how
to
meet
the
needs
of
those
students
long
term
and
how
to
do
it
in
a
hybrid
model.
In
some
senses,
if
in-person
learning
isn't
taking
place,
staffing
impacts
are
something
administrators
have
on
their
minds
as
well.
E
We
had
a
lot
of
older
qualified
teachers
who
may
have
opt
out
due
to
health
concerns
and
the
demands
that
have
been
placed
on
teachers
you
know
to
teach
on
a
multi-tiered
front
at
the
same
time,
is
causing
a
lot
of
concern
over
mental
well-being
of
teachers
and
burnout
issues.
I've
had
a
number
of
principals
share
with
me
that
you
know
they've
had
to
talk
more
than
one
teacher
out
of
quitting
on
the
spot.
You
know
due
to
frustration
or
burnout.
E
It's
happening
faster,
so
that's
been
become
a
concern
lack
of
time
for
meaningful
professional
development.
You
know,
professional
development
has
really
shifted
for
most
schools
of
how
to
operate
in
a
hybrid
model
instructed
online
as
well
as
in
person
or
maybe
full-time
online.
So
that's
eating
up
professional
development,
time
and
schools.
E
You
know
having
to
to
make
those
health
guidelines
work
when
students
do
come
back
in
person
with
with
larger
classes.
Finally,
just
some
other
issues
michael
talked
about
the
missing
children
issue.
You
know
there
are
schools,
school
districts
across
all
models
who
simply
can't
find
kids
that
were
previously
enrolled
in
their
school.
E
So
that's
obviously
a
concern
for
a
number
of
reasons,
and
in
some
places
you
know,
schools
are
physically
going
out
and
looking
for
children
to
make
sure
that
they're,
okay
and
trying
to
interact
with
the
families
to
see
what
they
need
in
order
to
you
know
help
them.
You
know
get
through
this
situation
here.
E
The
last
two
you
know
are
you
know
hot
conversation
topics
among
school
leaders.
You
know
what
is
the
emotional
impact
of
the
cove
closures
and
reopening
on
children,
especially
in
the
younger
grades
primary
grades.
You
know
those
kids
are
so
dependent
upon
socialization
being
around
peers.
You
know
learning
in
group
fashion,
that
being
out
of
that
mold
and
that
kind
of
daily
activity
for
six
months.
In
some
cases
you
know
administrators
are
seeing
gaps
that
that
shouldn't
be
there
in
a
lot
of
places
and
working
to
close
those
as
fast
as
they
can
through.
E
You
know,
either
in-person
instruction
or
online,
giving
the
kids
more
options
to
interact
with
each
other
and
encouraging
parents.
You
know
to
find
ways
to
keep
their
kids
interactive
in
whatever
way
they
deem
safe.
And,
finally,
the
year-long
outlook
on
what
priorities
should
be
for
gauging
student
wellness
and
growth,
starting
to
hear
a
lot
of
the
conversation
about
end-of-year
testing
nationally
norm
tests
and
what
should
be
expected
or
what's
best
for
the
kids
there's
varying
opinions
there.
E
E
So
those
have
been
some
of
the
impacts
we've
come
across
in
our
conversations
with
schools,
school
leaders
and
parents
who've
been
out
and
trying
to
find
the
right
environment
for
their
kids.
You
know,
pod
learning
was
touched
upon.
That's
become
a
hot
topic
that
we're
seeing
micro
schools
as
well
and
more
families
trying
to
take
an
active
interest
in
that
and
see
what
options
are
available
out
there.
So
right
now,
there's
there's
definitely
a
desire.
E
There
are
websites
popping
up
trying
to
connect
teachers
with
families
that
are
looking
for
for
pod
situations
in
various
states
and
areas,
and
a
lot
of
educat
educational
entrepreneurs
who
are
looking
to
put
together
their
own
micro
schools
to
try
to
meet
the
needs
of
families
in
their
areas
right
now.
So
that
is
just
kind
of
a
brief
overview
of
what
we're
hearing
and
seeing
from
our
private
school
partners
and
some
of
the
the
hurdles
they're
trying
to
cross
as
they
get
these
kids
back
into
school
and
look
to
meet
their
needs.
B
And
so
I
guess
the
question
for
both
of
you
and
I'll
go
to
you
first
bruce
since
we
went
to
mike
first
before
is
how
are
how
are
school
leaders
handling
these
changes
in
enrollment
patterns?
What
are
they?
What
are
they
saying
in
conversations
with
policy
makers
about
about
these
enrollment
challenges
and
and
how
to
deal
with
them?.
E
So,
obviously,
for
the
places
where
schools
are
seeing
an
uptick
in
enrollment,
their
focus
is
more
on
long-term
retention
and
they're
glad
to
have
the
extra
students
but
keeping
them.
There
is
kind
of
the
main
issue
so
opportunities
to
help
parents.
You
know
when
they
talk
to
policy
makers,
pay
for
private
schools
long
term.
If
school
choice
exists,
you
know
how
can
it
be
strengthened
if
school
choice
doesn't
exist?
How
can
it
be
established?
E
Those
are
some
initial
conversations
on
the
other
side
of
the
coin,
where
maybe
you're
seeing
decreases
in
enrollment,
those
school
leaders
tend
to
be
putting
the
focus
on
redirecting
their
admissions
efforts
to
show
parents,
especially
if
they're
in
person
why
their
school
is
excelling
at
serving
kids
in
this
environment
and
providing
for
them
and
they're
also
trying
to
maximize
those
school
choice:
scholarships
where
they're
available
and
educate
parents,
that's
the
number
one
hurdle
in
terms
of
use
of
school
choice.
Scholarships
is
educating
parents
on
the
nuances
of
them
to
help
them
understand.
E
D
D
You
know,
I
I
think,
on
the
whole
they've
been
able
to
do
a
better
job,
knowing
where
the
kids
are
and
making
sure
kids
are
participating.
So
I
don't
think
they
have
as
many
of
those
enrollment
loss
problems,
though
I'm
not.
You
know
again
it's
hard
to
tell
at
this
point
for
sure
the
kindergarten
problem
might
be
a
real
one.
In
terms
of
you
know
much
lower
kindergarten
enrollment
than
you'd
expect.
D
It
is
certainly
the
case
that
that,
in
several
states
there's
this
real
debate
happening
around
virtual
charter
schools.
You
know
not,
surprisingly,
a
lot
of
parents,
you
know
back
in
the
summer,
as
as
it
was
clear
that
the
schools
were
not
going
to
open
in
person
in
their
communities
were
looking
at
virtual
charter
schools-
and
you
know
in
some
places
they
were
allowed
to
serve
more
kids
and
go
over
their
enrollment
caps
and
other
places.
They
were
not,
and
you
know
I
I
think
we
understand
the
debate
right.
D
The
concern
from
the
traditional
school
districts
was
that
if
these
kids
left
unenrolled,
you
know
would
be
a
big
cut
in
funding,
but
you
know:
there's
an
obvious
counterpoint.
Is
that
hey?
This
is
what
the
families
desperately
need.
They're,
trying
to
find
a
model,
that's
going
to
work
for
their
kids,
and
so
is
there
a
way
to
to
figure
this
out
from
a
policy
level?
D
It's
tough
though,
because
it
may
mean
you
know,
can
if
you
want
to
both
pay
the
virtual
charter,
schools
for
the
additional
kids
and
hold
the
districts
harmless
you're
talking
about
paying
twice
for
the
same
kids,
so
no
no
easy
solutions
there
and
you
know,
I
think,
look.
I
think
that
issue
is
is
going
to
be
with
us
until
you
know
all
kids
are
back
in
school.
D
Yeah,
no,
I
think
that's
right.
Look.
I
think
the
challenge
here
is
to
to
think
about
short
term
and
long
term.
I
mean,
let's
hope,
that
we
can
expect
that
by
next
fall.
Most
kids
are
back
in
school
in
physical
buildings.
Now,
that's
still
not
a
sure
thing.
We
don't
know
how
the
vaccines
are
going
to
play
out.
D
There's
this
concern
that
the
vaccine
for
children
is
not
going
to
be
available
until
next
fall
at
the
soonest,
but
if,
if
the
other
vaccines
come
relatively
quickly,
if
educators
are
prioritized-
and
it
does
seem
like-
we
should
be
able
to
get
most
kids
back
in
school
or
here's
hoping
so
you
know,
I
suspect
that
a
lot
of
this,
the
the
enrollment
changes
are
going
to
settle
down.
I
mean
none
of
us
know
for
sure.
D
There's
a
vigorous
debate
happening
right
now,
you
know,
are
we
going
to
see
the
traditional
public
schools
lose
lots
of
kids
or
or
is
it
going
to
snap
back
to
the
trajectory
it
was
on
before
I
suspect,
mostly
snapping
back?
So
you
know.
I
just
think
that
if
we
can
encourage
policymakers
to
think
about
how
to
deal
with
the
immediate
emergency
and
make
sure
that
schools,
you
know
we
we
don't,
we
want
to
try
to
protect.
D
B
B
A
A
A
A
Today
we
have
three
excellent
speakers
joining
us
against
my
slide
here.
First
we'll
be
hearing
from
dale
chu,
who
is
a
senior
visiting
fellow
at
the
fordham
institute,
who
also
currently
works
as
an
independent
consultant,
specifically
focusing
on
education
programs
and
policies.
Dale
has
worked
for
the
indiana
and
florida
departments
of
education.
A
A
So
thank
you
for
joining
us
dale
and
then
following
dale's
presentation,
we
will
have
paul.
Deperna
join
us
once
again
from
a
choice
and
we
will
also
have
hallie
faulconer
from
the
american
federation
for
children
join
us
as
well.
Hallie
is
a
former
teacher
who
also
has
her
law
degree
and
she
has
served
in
the
legal
departments
in
the
dc
public
schools
and
new
york
city
department
of
education
and
has
also
worked
as
a
senior
policy
analyst
with
students
first
and
then
as
a
program
analyst
with
the
broad
foundation
as
well.
A
She
currently
serves
as
the
national
policy
director
for
the
american
federation
for
children,
so
welcome
halle
to
our
discussion.
So
this
time
I'm
going
to
stop
sharing
my
screen,
and
I
am
going
to
ask
dale
to
join
us
and
dale
you're
free
to
join
your
screen
or
or
to
share
your
screen
for
your
presentation.
F
F
Everybody
see
this
for
you
good
all
right,
excellent!
Well,
first
of
all
again
to
all
of
you
for
for
having
me
and
yeah
so
like
michelle
shared.
This
is
a
paper
that
recently
published
under
the
auspices
of
the
american
enterprise
institute,
looking
at
some
possible
school
choice,
reforms
given
given
current
circumstances,
and
so
I'm
going
to
spend
some
time
getting
into
sort
of
the
reforms
that
I
thought
sort
of
aligned
very
well
with
current
circumstances.
F
But
at
the
same
time,
let
me
set
the
table
a
little
bit
sort
of
my
thinking
in
terms
of
you
know
where
the
genesis
of
this
particular
paper,
so
school
choice
is
a
topic
that
all
of
us
have
been
involved
in,
and
I,
from
my
vantage
point,
the
school
choice
debate
nationally
as
well
as
more
and
more
sort
of
in
states
and
locally
is
sort
of
stuck
in
this
cul-de-sac.
Right
we
go,
we
go
around
and
around
and
around,
and
I
feel
like.
F
The
coronavirus
has
put
this
dynamic
on
steroids
and
what
I
mean
by
that
is
those
who
supported
school
choice
before
the
pandemic.
Now
they're
like
oh,
we
absolutely
need
school
choice
even
more
now
because
of
you
know
everything
that
was
outlined
in
the
previous
panels,
whereas
those
who
were
either
on
the
fence
on
choice
or
were
less
inclined
to
support
choice.
Now
they
feel
like
folks
who
are
pushing
for
choice,
are
taking
advantage
of
an
opportunity
when
our
traditional
school
districts
are
more
vulnerable
than
ever
to
push
their.
F
But
for
me
personally,
in
the
age
of
kovid
and
actually
since
actually,
I
feel
pretty
lucky.
My
daughter,
who's
in
kindergarten
now
actually
is
attending
in
person
charter
school,
so
we'll
serve
on
the
smaller
subsets
of
families
that
can
have
in-person
education,
but
all
that
to
say
in
terms
of
this
back
and
forth
and
covid
and
we've
heard
all
the
data
and
enumerated
well
in
the
previous
conversations
around
this.
F
So
in
terms
of
framing
this
paper,
in
my
mind,
they're-
maybe
these
are
necessarily
not
all
of
them,
but
there's
some
key
questions
that
I
feel
like
have
yet
to
be
answered
across
the
board
right.
What
do
communities
really
need
schools
to
do
right,
set
aside
the
charter
versus
traditional
versus
virtual?
What
have
you
versus
private?
F
You
know
what
what
do
communities
really
need
schools
to
do
and
then
what
kind
of
choices
do
parents
actually
want
right,
and
I
know
for
instance
like
I
could
be
at
the
charter
school,
where
my
daughter
is
right
now
a
lot
of
the
parents
who
send
their
kids
that
don't
even
know
that
it's
a
charter
school
right.
So
this
certainly
that
level
of
argument,
I
don't
think
necessarily
meets
the
needs
of
what
parent
or
parents
are
and
then
whatever
choices
we
want
to
offer
make
available
to
our
our
families.
F
How
do
we
ensure
they're,
viable
viable
for
them
and
then
finally
moving
beyond
backpacks
full
of
cash,
and
for
those
of
you
may
not
be
familiar
with
that
particular
phraseology?
It's
just
the
idea
that
we
should
think
of
our
students
as
having
backpacks
full
of
cash
and
then
sort
of
where
they
go.
That's
where
the
catch
goes.
I
mean,
I
think,
that's
fine,
no,
no
proper,
say
with
that
particular
framing,
but
sort
of
looking
beyond
that
particular
metaphor
or
visual.
What
are
the
practical
implications
for
choice?
F
You
know
families
right
now
are
facing
pretty
daunting
obstacles.
Like
I
said
earlier,
I'm
I
feel
pretty
fortunate
to
have
my
daughter
in
kindergarten
at
a
charter
school,
but
you
know
since
last
march,
when
school's
closed.
To
present
time
I
mean,
I
think,
by
and
large
traditional
schools
have
pretty
much
said.
Listen
like
we're
doing
the
best
we
can.
F
We
hope
it
returns
back
to
normal,
but
the
longer
this
continues
like
what
sort
of
pressures
and
dynamics
does
that
create
right?
I
was
looking
over
the
introductions,
maybe
you
put
into
the
into
the
chat
box
and
what
have
you
talked
about?
I
think
I've
been
to
washington
state
where,
because
the
legislature
is
of
one
particular
persuasion,
it
doesn't
seem
like
any
sort
of
new
mechanism
of
choice
are
possible.
It
is
interesting.
I
I
I
get
that,
but
the
longer
this
continues
right
like
how
much
you
know.
F
F
Different
all,
which
is
to
say
that
our
education
system
is
pretty
ill
suited,
I
think
for
the
unique
quandaries
of
cobit
19.
right,
I
mean
there's
so
many
elements
to
this,
like,
I
think
in
an
ideal
scenario
like
great
education,
happens,
sort
of
in
the
classroom
and
outside
the
classroom,
but
I
think
we've
learned
since
last
march:
there's
a
lot
to
be
desired
in
terms
of
remote
instruction
and
as
a
parent
who
had
his
daughter
on
virtual
all
of
last
last
spring.
F
I
think
the
sort
of
the
mood
of
this
photo
was
definitely
something
my
daughter
felt
at
various
times
along
along
the
way,
so
all
that
to
be
said,
like
there's
more
to
be
desired,
you
know.
So
in
terms
of
thinking
of
all
of
this,
I
identified
eight
choice,
reforms
and
some
of
these
are
new.
Some
of
these
are
old,
not
necessarily
earth-shattering
that
I
think,
are
worth
considering.
I
say
it's
certainly
not
an
exhaustive
list.
F
Definitely
looking
forward
to
what
paul
and
halle
have
to
say
as
well,
but
here's
something
to
get
us
started
with
the
idea
that,
like
I
said
the
longer,
we
wait.
I
think
the
more
potential
momentum
there
is
for
pushing
for
some
something
interesting
here.
So
the
first
is
what
is
known
as
hybrid
homeschooling
and
actually
mike
wrote
a
great
paper,
a
great
article
on
this
recently
referring
to
part-time
high
school
and
just
the
idea
with
hybrid
homes
going.
F
I
think
one
reason
why
this
is
interesting
for
those
who
are
not
familiar
with
it
is
that
if
it
hadn't
been
for
covid,
we
probably
wouldn't
even
be
talking
about
hybrid
homeschooling
in
the
context
of
traditional
public
schools
being
involved
and
again.
So
just
the
idea
with
hybrid
homeschooling
is
that
there's
some
sort
of
blend
between
homeschool
and
traditional
schools.
So
this
could
be,
for
instance,
like
a
10th
grader
who
attends
high
school
three
days
a
week
and
then
spend
the
other
two
days
off.
Campus
engaged
in
some
other
type
of
learning.
F
Again,
any
sort
of
combination,
permutation
that
you
can
imagine,
gets
at
this
idea
of
hybrid
home
schooling,
and
I
think
the
innovation
here,
certainly
for
the
purposes
of
kovid.
Is
that
there's
a
blurring
of
the
lines
between
what
we
think
of
in
terms
of
traditional
traditional,
which
I
think
is
really
a
key
innovation
number
two.
F
This
is
probably
I'm
sorry
because
running
through
these
pretty
quickly,
but
I'm
sort
of
nature
of
this
list
here,
but
certainly
you
could
read
more
about
these,
but
open
enrollment
is
something
that
I
think,
probably
arguably,
of
the
eight
might
be
the
easiest
for
states
as
it
as
it
currently
stands.
The
easiest
hurdle
to
clear
right
now.
I
think
north
of
40
states
I
could
be.
F
This
is
remember
that
number,
but
have
some
mechanism
for
open
enrollment
already
on
the
books,
the
trick
with
open
enrollment
as
it
stands
in
these
40
plus
states.
Is
that
there's
probably
a
lot
there's
a
lot
of
undue
regulation
and
barriers
in
state
law
so,
for
example,
the
state
of
texas?
I
don't
have
any
of
texas
on
the
call,
but
in
texas,
as
a
student,
you
can
cross
district
lines,
but
districts
have
the
freedom
ability
to
tack
on
tuition.
F
For
for
that,
so
the
idea
that
okay,
I'm
a
family-
you
know
my
my
kids
schools
around
me
are
closed,
but
this
neighboring
district
I
can.
I
have
I'm
allowed
to
bring
my
kid
across
the
border,
but
now
I
have
to
pay
like
ten
thousand
dollars
to
get
my
kid
into
that
school
right
that
right
there
is
a
barrier
and
you
could
even
argue,
even
though
texas
has
open
enrollment
on
the
books.
You
know
it's
just
too
much
of
a
hurdle
to
overcome.
F
So
if
states
are
really
interested
in
sort
of
expanding,
this
particular
form
of
choice,
considering
what
are
the
the
barriers
barriers
right
now
and
bringing
those
down
could
make
this
much
more
accessible
to
families
number
four,
an
education
appraisal
market.
This
is
an
idea
from
lindsey
burke
at
heritage.
F
Usually
these
are
done
for
big
budget
items,
but
if
you
think
of
education
right,
we
spent
fifteen
thousand
dollars
per
kid
over
13
years.
12
years
right,
don't
tell
a
total,
like
total
pot
of
money.
This
is
one
of
the
shoot,
the
largest
expenditures
families
make.
But
as
it
stands,
there
really
is
no
way
if
you're
a
parent
to
easily
access
like
okay.
Well
is
my
kid
really
getting
a
good
education
outside?
Maybe
let's
say
the
state
testing
system-
and
we
know
there's
limitations
to
that.
F
All
right.
Number
five
lindsay
also
proposed
this
idea
of
kogi
19
refunds.
Right
so,
if
there's
been
a
bunch
of
analysis
done
on
how
much
remote
schooling
costs
and
if
you
look
at
sort
of
the
various
pieces,
devices
and
and
whatnot
magnified
over
a
year,
there
really
is
it's
not
even
close
to
the
fifteen
thousand
dollar.
We
spend
you
know
per
year
in
this
country.
All
that
said,
there
are
a
lot
of
just
frankly
political
and
practical
challenges
to
getting
refunds.
F
Given
you
know
the
fixed
costs
that
districts
have,
but
if
we
look
forward
right,
if
this
this
the
current
circumstances
continue
into
2021
2022
2023.
Maybe
there
should
be
a
conversation,
especially
if
parents
are
still
expected
to
be
the
driver's
seat
in
the
driver's
seat
on
their
child's
education.
Maybe
they
should
be
able
to
get
access
to
some
portion
of
the
dollars
that
are
provided
for
their
child's
education,
number
six
education,
savings
accounts
and
homeschoolers.
F
It's
you
know
it's
it's
opportunity
hoarding
at
a
level
that
we
haven't
seen
before
for
every
person
who
says
that
I
think
you
have
another
person
who
says
well,
listen,
given
the
fact
that
schools
are
closed.
Parents
are
just
acting
rationally,
given
the
current
circumstances,
but
all
that
to
say
I
would
love
to
see
more
states
and
districts
co-opt.
F
This
particular
reform
and
what
I
mean
by
that
is
states
and
districts
saying
you
know
what
we're
going
to
provide
a
formal
mechanism
for
parents
to
to
access
pods
if
they
don't
have
the
means
on
their
own.
To
do
so,
and
I
think
there
definitely
are
things
that
states
could
do
to
make
it
easier
for
all
parents
to
access
this
particular
reform,
all
right,
all
of
which
is
to
say,
as
I'm
wrapping
here.
I
feel
like
the
future
of
choice.
I
mean
those
eight
were
just
examples.
F
All
call
for
you'll
see
there's
this
common
thing
of
blurring
the
lines
right,
so
I
mean
I
mean,
for
example,
here
in
colorado.
You
know
we
have
this
sort
of
same
back
and
forth
arguments
about
you
know
whether
private
schools
are
better
than
charters
versus
traditional.
So
if
you
look
by
the
numbers,
the
largest
sort
of
choice
mechanism
we
have
here
in
colorado
is
within
the
public
school
system
right.
So
the
idea
that
you're,
a
student
in
denver
and
you're
going
to
go
next
door
to
jeffco
you're
still
staying
in
the
traditional
system.
F
The
volume
that
happens
there
far
exceeds
what
happens
in
terms
of
charters
privates
any
other
mechanism,
but
we
never
talk
about
that.
So
this
idea
that
we
got
to
expand
the
palette.
We
got
to
blur
the
lines
because,
frankly,
parents
aren't
really
as
interested
in
these
various
silos
and
categories.
We
like
to
talk
about
in
education
policy,
much
more,
I
think,
interested
just
sort
of
what,
and
so
one
idea
I
had
for
this
to
make
this
happen,
because
I
feel
like
the
choice
argument
is
so
you
know
it's.
F
It's
such
a
it's
such
a
hot
topic.
It's
a
topic
of
contention
is
that,
if
we're
serious
about
establishing
some
of
these
mechanisms
in
states
that
say
that
are
not
as
friendly
with
choice,
I
think
that
needs
to
be
some
ground
rules
and
some
trust
established
in
terms
of
legislators
across
the
aisle.
So
one
idea,
for
instance,
would
be
let's
say
you
wanted
to
establish
some
of
these
mechanisms,
I'm
putting
some
sort
of
sunset
provision
in
with
just
the
idea
that
hey
listen,
we
recognize
this
is
a
unique
period
of
time.
F
F
So
I
think
that
is
sort
of
the
takeaway
that
choice
supporters
can
take
for
that.
So
all
of
which
is
to
say,
I
think,
when
we
think
about
choice
in
the
era
of
coronavirus,
like
we
shouldn't
think
about
trying
to
shoehorn
it
into
the
traditional
policy
arguments
we've
been
having
that
just
that
doesn't
serve
our
parents.
I
just
don't
think
that's
gonna
work
and
I
think,
there's
a
real
opportunity
here
and
again
trying
to
bring
this
conversation.
F
I
talked
to
full
circle
like
the
longer
we
stay
in
the
in
the
current
situation
that
we
are
now.
I
think
it
becomes
even
more
and
more
interesting.
This
particular
conversation,
even
in
states
that
you
would
never
think
would
even
you
know,
consider
something
like
this
all
right.
Thank
you.
I'm
going
to
stop
right
there
and
turn
off
my
screen
sharing.
If
I
can
do
that.
A
A
In
idaho,
the
idaho
digital
learning
academy
offers
courses
to
all
schools
to
supplement
the
option
for
students
in
schools
that
may
have
a
weak
subject
matter.
Are
some
states
offering
these
types
of
classes
to
home
school
parents
and
students?
If,
yes,
how
are
they
being
accepted
in
the
homeschool
environment?
I've
been
really
curious
about
this
too.
A
F
Yes,
I'm
not
as
familiar
with
idaho's
particular
circumstances.
I
know,
for
instance,
like
florida's
virtual
academy,
they've
been
sort
of
in
this
game
for
for
for
a
while
in
terms
of
being
accepted
in
the
homeschool
environment,
there's
different
ways.
You
could
be
that
question
from
my
from
my
vantage
point
I
feel,
like
sort
of
since
we've
gone
into
emergency
homeschooling.
F
I
think
a
lot
of
folks
in
the
homeschool
community
have
said
what
you're
doing
is
not
homeschooling
it's
sort
of
survival
and
that
that's
a
whole
sort
of
different
dynamic
there
from
some
folks.
That's
a
semantics
question,
but
I
do
think
that
there
is
this
idea
that
when
we
talk
about
homeschooling,
when
we
talk
about
remote
learning,
you
know
there
are
folks
who
have
been
doing
this
for
a
lot
longer
and
just
the
idea
that
the
traditional
system
is
immediately
emerging.
F
A
C
Sure
and
yeah,
I
I
I
thought,
dale's
presentation
was
really
interesting
and
his
white
paper
with
aei
really
lays
out.
I
think,
a
really
effective
roadmap
for
policymakers
to
be
thinking
about
these
considerations,
how
to
respond
to
covid
in
these
coming
months,
especially
heading
into
the
next
next
year,
and
so
I
just
had
a
few
thoughts
I
mean
I
I
think
you
know
we
at
ed
choice
and
the
research
we
do.
C
C
C
Proponents
perspective,
where
we
see
you
know
that
the
more
more
more
options
for
families
is,
you
know
optimal
and
and-
and
I
think
that
what
we
see
now
is
that
you
know
people,
I
think,
have
a
whole
new
appreciation,
even
just
family
members.
You
know
that
when
we
get
together,
I
think
they
have
a
different
understanding
of
you
know:
school
choice
or
educational
choice.
Now,
after
they've
had
you
know,
have
had
kids
or
grand
grandchildren
who
are
going
through
this.
C
They
just
don't
have
that
kind
of
timely
response
and
and
and
and
and
customized
kind
of
response,
personalized
response
that
the
parents
can
do
through
esas.
So
I
think
that
there's
something
there
and
I
would.
I
would
just
add
that
I
some
some
folks
have
you
know,
proposed
tutoring,
and
how
can
we
scale
and
expand
tutoring?
And
so
I
think
that
there's
something
there
esa's
for
you
know
being
available
for
tutoring.
C
Really,
you
know
can
address
some
of
those
learning
losses,
particularly
among
those
more
disadvantaged
students,
or
this
you
know,
or
than
the
students
who
are
at
you
know
at
home.
You
were
doing
remote
learning.
I
mean
there
are
reports
that
some
districts
have
you
know:
they've
lost
touch
with
30
to
40
percent
of
the
children
in
their
school
districts
and
they're,
not
sure
where
they
are
because
they're
not
logging
on,
and
so
how
can
we
keep
those
kids
engaged?
C
How
can
we
keep
parents
motivated
and
feel
like
they
have
some
sense
of
control,
and
I
think
that
you
know
being
able
to
have
an
esa
available
to
them
and
to
be
able
to
you
know,
flexibly
use
those
funds
and
tutoring
is
a
way,
and
I
mean
just
speaking
from
our
own
personal
experience.
Both
of
our
girls
have
used
tutors
in
recent
years
and
it
has
been.
C
It
has
been
incredibly
helpful
and
beneficial
to
us
and
we
see
some
of
the
other,
our
neighbors
children
who
take
advantage
of
tutors
and
so
that
there's
something
there
where
and-
and
so
people
are
proposing
some.
You
know
national
tutor
core,
or
at
least
at
the
state
level,
providing
some
special
a
lot.
C
You
know
allocation
of
funds
specifically
for,
but
you
know
elevating
the
civilian
supply
of
tutors,
and
so
I
think
that
there's
something
there
perhaps
on
tutoring-
and
the
last
thing
I
would
just
note
is-
I
think,
dale
touched
on
this
at
the
very
end.
There
is
something
to
the
longer
that
we
are
in
this,
the
more
I
I
suspect
and-
and
this
is
something
we
want
to
track
in
our
polling-
just
how
our
attitude's
changing
and
permanently
and
having
a
sustained
change.
C
You
know
towards
any
range
of
choice,
ideas
and
policies
and
reforms,
but
also
behaviors,
too,
and
and
how
they're
looking
at
pods
and
tutoring
and
and
is
that
will
that
persist,
because
you
know
the
longer
that
we
are
in
this.
You
know
the
new
there's.
You
know
that
to
use
that
cliche,
it's
like
a
new
normal
and
so
it'll
be
interesting.
Just
to
see
really
what
happens
over
the
next
12
to
18
months,
but
I
better
stop
there
and
let
halle
take
a
turn.
G
G
I
live
in
washington
dc,
one
of
many
cities,
that's
becoming
like
pretty
hard
to
afford,
afford
living
in,
and
so
I
work
I
used
to
work
downtown
in
k
street
in
the
in
the
center
of
dc
what
they
called
like
lobbyist
row
and
a
couple
years
ago,
my
wife
and
I
wanted
to
like
buy
our
first
home
in
dc.
So
we
bought.
G
Maybe
you'll
have
some
more
similar
experiences.
I
used
to
either
get
in
my
car
and
drive
for
50
minutes
five
zero
in
rush
hour
every
morning
to
work.
I
would
sit
at
my
desk
and
then
drive
back
home
50
minutes
in
the
car
to
get
to
my
house
and
I
to
be
honest,
I
never
really
thought
that
much
about
it.
I
even
did
it
when
I
was
eight
or
nine
months
pregnant.
G
G
From
my
basement
this
morning
I
went
to
a
doctor's
appointment
downtown
right
down
the
street
from
where
my
office
was-
and
I
just
had
this
feeling
like
I
was
sitting
in
my
car
in
a
little
bit
of
rush
hour,
and
I
thought
I'm
never
gonna
do
this
again
like
unless
I
have
to
I'm
not
getting
in
the
car
again
and
driving.
You
know
for
two
hours
a
day
in
traffic
like
it's
just
not
gonna
happen.
G
My
I
have
too
lucky
enough
to
have
two
really
cool
second
grade
boys
in
my
life.
So
one
is
my
nephew
jack
and
one
is
my
sister's
friend
ben
and
so
like
they've
had
pretty
different
responses
to
you
know,
being
zoom,
schooled
or
hybrid
school.
My
nephew
jack
really
doesn't
like
it
he's
like
a
really
social
kid
he
wants
to
be
in
gym
class.
He
wants
to
be
learning,
he
wants
to
be
interacting
with
the
kids,
but
ben.
On
the
other
hand,
like
he
has
some
anxiety.
G
He
doesn't
love
like
being
in
class
with
a
ton
of
kids,
so
he's
like
really
thrived
in
this
kind
of
new
hybrid
schooling,
environment
and
having
more
just
time
at
home
and
time
to
himself
to
learn,
and
I
share
that
because,
as
we
all
know
like
education
is
very
personal
and
I
think
what
what
a
lot
of
families
are
learning
or
what
all
of
us
are
learning.
Is
that,
like
there's
other
ways
to
do
it?
G
And
I
even
though
it's
not
like
a
sexy
education
topic
seat
time
requirements,
I
do
think
it's
actually
going
to
be
important,
an
important
issue
to
to
focus
on
going
forward
and
it
might
be
who
those
of
you
who
do
work
in
state
law
and
policy
to
start
thinking
about.
You
know,
like
dale,
said
over
the
next
one
to
two
to
three
to
four
years.
G
I
have
a
feeling
that
maybe,
like
some
teachers
unions,
might
be
more
opposed
to
that
than
others,
so
that
was
kind
of
the
one.
A
piece
that
that
I
wanted
to
add
in
is
around
the
sea
time
requirements
and
it's
just
kind
of
been
on
my
mind
as
someone
who's
working
in
policy.
The
one
last
thing
I'll
say
michelle
before
I
turn
it
back
to
you
is
that
so
I'm
the
policy
director
for
the
american
federation
for
children.
A
How
does
that
now
translate
for
distance
learning,
and
so
we
actually
are
right
in
the
process
of
gathering
that
information
we'd
be
happy
to
share
that
with
you
and
with
others
on
the
call,
because
I
do
think
this
is
going
to
be
a
big
issue
and
it
directly
links
to
funding,
because
a
lot
of
states
pretty
shortly
are
going
to
start
beginning
their
school
accounts
this
year.
So
how
do
you
count
and
how
are
schools
registering
whether
or
not
a
student
is
present?
A
How
are
they
measuring
participation,
especially
if
it's
online,
especially
if
it's
not
symmetric
learning,
if
they're
on
their
own
during
the
day
and
just
following
assignments?
How
can
who
who's
checking
them
in
for
the
day?
So
these
are
all
questions
that
no
one
anticipated
and,
as
you
were
saying,
these
are
things
that
I
think
we're
gonna
begin
to
tackle
and
think
about
whether
or
not
these
requirements
make
sense.
We
do
have
a
question
on
sea
time
from
pierce
mcnair.
A
If
there's
any
federal,
statutory
or
regulatory
obstacles
to
removing
seat
time,
austin
reed,
are
you
yeah,
I
think
you're
still
on
the
call
I
hate
to
put
you
on
the
spot.
I
don't
know
if
you
have
anything
to
add
here.
It
is
not
my
sense
that
that's
the
case,
because
every
state
does
do
it
a
little
bit
differently.
It's
my
sense
that
that
is
a
state-by-state
requirement,
but
austin
feel
free
to
add
to
the
to
the
conversation.
If
you
have
any
different
information
or
any
anything
to
add.
C
A
So
we
know
that
some
states,
I
think
it's
indiana,
that
I'm
sorry
illinois,
possibly
indiana,
I'm
not
100
sure.
If
there's
anyone
on
from
indiana,
if
you
want
to
jump
in
in
maryland,
are
states
that
have
come
to
mind
who
I
know
have
been
addressing
this,
particularly
through
state
board
action.
Saying,
for
example,
three
and
a
half
to
four
hours
of
online
learning
equates
to
a
day
of
attendance
for
students
who
are
in
a
virtual
setting
they're
trying
to
address
those
sorts
of
things.
A
A
It
is
the
tutor
our
children
have
and
it's
the
tutor
that
the
parents
in
the
household
have
as
well
and
so
just
wondering
if
our
speakers
have
anything
to
add
about
the
role
of
khan
academy
in
this
particular
setting
for
all
students.
Students
are
either
in
traditional
public
schools,
charter
schools
or
our
home
schooling.
F
Exciting
to
follow
I'll
say:
go
ahead,
paul
no
good!
I
was
going
to
say,
like
I
have
been
following
khan
really
closely
like
you
michelle.
You
know
khan
house
of
tutor
for
my
daughter
last
spring.
I
know
they've
done
a
lot
of
work
recently
in
terms
of
you
know
something
trying
to
establish
like
a
even
a
more
formalized
mechanism.
F
C
You
know
we
just
we
did.
We
did
a
kind
of
a
rapid
response
survey
just
among
private
schools
in
in
april,
and
we
had
one
of
the
questions
we
asked
for
just
all
the
different
kinds
of
platforms
and
online
services
and
providers
that
private
schools
are
trying
to
tap
into
as
they
are
putting
together,
on-the-fly
curriculum
and
coursework,
and
khan
academy
was
pretty.
C
If
I
were,
if
I
recall,
I
can't
remember
the
exact
percentage
but
like
there
was
a
pretty
substantial
percentage
of
private
schools,
reporting
that
they
were
utilizing
khan
academy,
and
I
think
that
I
I
believe
that
there
might
be
some
others
who
have
looked
at
this
even
in
different
other
sectors
among
public
charter
schools
or
public
district
schools
too.
So.
A
This
has
been
a
fantastic
conversation
as
a
again
just
so
much
amazing
information
that
was
shared
here.
We
really
really
appreciate
it.
We
will
follow
up
with
the
recording
of
this
with
this
recording
so
that
you
can
revisit
it
or
share
it
with
your
colleagues
if
you'd
like,
and
we
will
also
follow
up
with
a
long
list
of
resources.
A
Benjamin
has
been
adding
some.
Our
speakers
have
been
adding
some.
It
looks
like
pad.
Mccracken
has
added
a
resource
that
he
has
learned
about
from
washington
state
and
we
know
that
others
have
just
been
adding
information
into
the
chat
box.
So
we
really
appreciate
all
your
participation.
We
appreciate
the
expertise
that
was
shared
by
your
speakers
and
thank
you
for
your
time
and
let
us
know
if
you
have
any
additional
follow-up
questions
thanks.
Everyone
have
a
great
afternoon.