►
Description
The NCSL Education Program provides an overview of the issues that states, schools, and legislators are facing regarding P-12 and higher education during the COVID-19 pandemic. April 17, 2020. Slides and additional information available here.
A
All
right,
good
afternoon,
everybody
thanks
for
joining
us.
This
is
the
fourth
webinar
in
our
series.
This
is
entitled.
Schools
are
closed.
Now,
what
will
be
considering
school
closures
in
both
the
feed
through
12
and
higher
education
context?
Like
I
said,
this
is
the
fourth
in
our
series
of
webinars,
which
is
extending
all
the
way
out
until
late
May
will
be
offering
webinars
on
a
once
or
twice
weekly
basis
for
basically
the
next
month.
A
We've
got
four
down
and
minute
to
go,
and
our
aim
through
these
webinars
is
to
provide
you
with
the
information
that
you
need
to
help
deal
with
the
challenges
and
decisions
that
you're
facing
at
both
education
and
in
the
budget.
I'm
Austin,
Reed,
I'm,
the
director
of
education,
the
education
committee
here
at
NCSL,
and
it's
our
pleasure
to
host
you
again
today
today,
we're
joined
by
Michelle
extra
who
will
be
presenting
on
the
P
through
12
portion
of
this
webinar
she's,
the
education
director
for
our
program
here,
and
we're
also
joined
by
sunny
day,
who.
B
A
First,
if
you
haven't
done
so
already,
please
mute
your
microphone
unless
you're
speaking
we'll
have
time
for
questions,
but
when
we're
not
at
that
time
for
questions,
please
stay
muted,
so
that
the
audio
is
clean
and
clear
for
everybody
else.
If
you
have
any
questions,
you
can
virtually
raise
your
hand,
which
will
allow
me
to
recognize
you
but
I.
Think
the
most
efficient
way
for
us
to
facilitate
discussion
is
for
you
to
type
your
questions
into
the
chat
box
on
the
right
of
your
screen.
A
You
can
either
send
those
questions
to
our
public
chat
or
you
may
privately
send
them
a
questions
to
me
in
case
you
don't
want
your
name
put
out
there
and
I
will
use
discretion
and
answering
or
asking
your
question
to
our
our
host
here
and
then.
Finally,
please,
under
no
circumstances
should
you
share
your
screen.
We
do,
however,
appreciate
that
you
turn
your
camera
on,
so
we
can
see
your
face
and
try
to
create
a
that
as
much
as
as
much
as
possible
feels
like
word
person
together.
A
I
think
this
creates
a
better
context
for
conversation
and
makes
everyone
feel
more
welcomed
here
and
finally,
this
meeting
will
be
recorded
and
the
archives
and
the
slides
are
going
to
be
publicly
available
on
NC
s
l's
website,
where
the
current
recordings
have
already
been
placed.
Alright,
with
that
we
can
go
ahead
and
get
started
and
I
will
turn
it
over
to
Michelle
Eckstrom
who'll
be
handling
the
first
portion
of
the
presentation.
C
Afternoon,
everyone
thanks
so
much
for
joining
us
today.
We
wanted
the
opportunity
to
update
you
on
what
we're
seeing
across
the
states
what
we're
hearing
from
policy
makers
really
just
across
the
US
on
the
things
that
are
happening
and
what
is
coming
up
pretty
immediately
for
you
all
to
be
thinking
about
and
what
is
coming
up
long-term.
C
So
first
I'm
going
to
talk
a
little
bit
about
what
we're
seeing
in
early
education
and,
as
you
know,
most
opportunities
for
early
education
are
also
considered
childcare.
So
a
lot
of
the
conversation
that
affects
early
education
is
being
couched
as
childcare.
Right
now
before
we
even
got
into
the
situation
with
covered.
We
know
that
that
there
was
a
real
struggle
with
providers
for
early
education.
Many
of
them
are
making
poverty
level
wages.
C
There
was
limited
access
to
benefits
for
those
those
providers
and
those
teachers,
and
they
we
rely
really
heavily
on
tuition
and
parent
fees,
and
so
the
revenue
source
for
early
education,
especially
by
the
private
present
providers,
was
pretty
limited.
I'm.
The
struggle
for
families
was
that
there's
a
real
short
supply,
especially
in
certain
areas
of
a
state
or
a
city
for
high
quality
childcare,
and
we
also
know
the
the
costs
are
very
high
to
the
emily's,
which
presents
a
real
struggle,
especially
for
those
families,
eliminate
access
to
financial
resources
and
there's
very
limited.
C
We
assist
in
sits
available
to
those
families
as
well.
We
also
know
that
providers
during
this
time
have
been
struggling
to
know
how
it
is
that
they
should
think
about
moving
forward
in
some
states,
they've
been
mandated
or
highly
encouraged
to
move
to
stay
open
so
that
there
is
access
for
childcare
for
those
who
are
considered
mandatory
workers
and
in
some
states,
they've
been
required
to
close.
So
there
are
definitely
mixed
messages.
C
There's
certainly
a
risk
of
permanent
closure
for
some
of
these
providers.
Is
they
don't
have
many
are
small
businesses
and
don't
have
financially
sustainable
plans
to
move
forward
in
this
situation,
and
we
know
that
they
have
a
real,
a
real
lack
of
access
to
essential
supplies
to
keep
their
facilities
clean
and
to
ensure
that
that
it's
a
safe
environment
for
children
and
for
families
there's
right
now
a
real
struggle
to
pay
for
child
care,
as
you
can
imagine,
and
also
the
access
to
care
for
those
workers
who
are
considered
essential.
C
This
side
that
I
have
up
here,
really
shows
you,
the
state
of
the
states
when
it
comes
to
this.
So,
as
I
said,
there's
a
real
difference
across
the
states
between
whether
or
not
states
have
have
encouraged
or
closed
childcare
facilities
or
encouraged
her
or
me,
and
it
mandated
that
they
stay
open
or
whether
or
not
that's
just
in
terms
of
assistance
for
finance
for
essential
workers.
C
So
how
are
states
responding
to
this?
Many
states
are
trying
to
do
everything
they
can
to
address
these
needs
right
now.
We
know
that
in
Rhode,
Island
in
Wisconsin,
they're
working
to
connect
to
central
workers
to
providers
and
I
would
say,
Colorado
has
a
very
robust
effort,
especially
in
the
Denver
Metro
area.
Here
as
well.
C
If
you
are
looking
for
that
information
states
are
providing
direct
financial
support,
continuing
payments,
despite
closures,
grants
or
short
term
assistance,
or
bonuses
in
Indiana,
North,
Carolina
and
Arkansas,
paid
sick
time,
employment
or
temporarily,
disability
insurance
and
Colorado
and
Rhode
Island.
Other
states
are
providing
guidance
on
health
and
safety
best
practices
and
there's
also
a
real
effort
to
try
to
get
access
to
essential
supplies,
especially
those
cleaning
supplies
and
personal
equipment
for
those
providers.
C
So,
let's
ship
now
to
the
state
of
things
in
k-12
education,
I,
have
included
here
a
map
from
Education
Week
and,
as
you
will
see,
states
are
taking
vastly
different
approaches.
Even
a
couple
of
weeks
ago,
it
was
being
reported
that
nearly
all
states
had
mandated
the
closure
of
all
schools,
at
least
for
a
period
of
time
and
now
I
think,
as
the
analysts
have
gone
back
in
and
really
looked
at
either
the
mandate
or
the
advice
that
has
been
given
by
by
leaders.
You
will
see
it's
not
actually
as
clear
as
yes
or
no.
C
C
C
We
know
that
states
have
waived
attendance
requirements
and
are
not
collecting
that
required
data
right
now
for
their
accountability
systems.
They
also
have
MIRR
moved
almost
entirely
to
virtual
classrooms
or
distance
education.
Although
I
heard
of
a
school
district,
a
very
prominent
school
district
in
a
state
in
a
larger
urban
area,
I
heard
this
morning
that
they
have
yet
to
implement
anything.
So
we
know
that
it's
really
varied
across
the
states,
and
we
know
that
you
know
they.
Approach
to
this
is
really
different.
C
C
So
what
are
the
immediate
concerns
that
we're
seeing
for
k-12?
These
are
the
concerns
that
I
would
say.
We've
been
dealing
with
for
the
past
couple
of
weeks
and
probably
we'll
be
dealing
with
for
the
next
couple
of
weeks:
I'm
communication
communication
flowing
from
the
state
from
the
local
school
districts
into
parents
and
students.
What
does
that
look
like?
How
are
we
making
sure
that
parents
and
students
have
a
really
clear
understanding
of
the
state
of
things
right
now?
How
long
our
schools
going
to
be
closed?
For?
How
long
will
the
students
be
graded?
C
C
There
was
a
lot
of
immediate
concern,
as
I
was
mentioning
about
the
distribution
of
school
meals,
and
so
states
and
districts
have
been
working
together
to
figure
out
how
to
get
those
meals.
But
it's
not
that
straightforward.
We
heard
from
a
legislator
in
New
York
City
that
talked
about
the
cost
of
the
school
districts
were
incurring
trying
to
get
those
school
meals
out
to
students
and
also
in
some
rural
areas.
There's
been
concerns
about
having
enough
staff
to
do
it
and
whether
or
not
the
staff
feels
safe
distributing
those
meals.
C
C
School
districts
and
teachers
report
that
they
too
are
being
challenged
to
understand
how
they're
supposed
to
reach
those
students,
and
so
we
actually
will
have
a
discussion
about
this
next
week
about
what
kind
of
efforts
we're
seeing
how
this
is
playing
out
and
what
concerns
and
state
policymakers
have
access
to.
Technology
is
probably
one
of
the
biggest
immediate
concerns
that
came
out
of
all
of
this.
We
know
that
there
are
places
where
children
don't
have
access
devices.
C
I'm
grading
and
the
evaluation
of
learning
is
something
that
every
school,
district
and
school
is
having
to
figure
out.
There
are
no
easy
answers
here.
The
majority
of
schools
and
districts
are
moving
to
a
hold,
harmless
approach.
Where
students
grades
can't
go
down.
They
can
only
go
up
during
this
time.
C
As
you
can
imagine,
that's
not
a
lot
of
incentive
for
students
that
takes
a
lot
of
self
motivation
for
them
to
get
online
and
do
the
work
if
they
know
that
they're
not
actually
being
graded
for
it
and
there
wouldn't
be
any
repercussion
if
they
didn't
do
it
and,
along
with
that,
we're
seeing
a
lot
of
truancy.
A
lot
of
kids
have
just
simply
not
connected
with
their
teachers
online
and
have
sort
of
disappeared
off
the
grid.
C
How
will
we
honor
those
seniors,
who
have
been
working
so
hard
for
four
years,
are
excited
to
move
on
to
college
of
career,
and
so
school
districts
are
trying
to
put
together
plans
for
what
that
looks
like
and
determine
if
a
school
district,
for
example,
doesn't
have
or
isn't
giving
letter
grades
during
this
period?
What
does
that
look
like
for
those
graduating
seniors.
C
So
what
do
we
need
to
be
thinking
about
long
term
in
terms
of
k-12
schools
top
of
mind?
I
would
say
for
all
of
the
experts,
as
well
as
policymakers
and
teachers
and
and
others
within
schools
and
parents
is
academic
and
social/emotional
boss.
The
estimates
of
academic
learning
loss
are
pretty
significant.
C
I
know
from
talking
with
folks
at
the
National
Governors
Association,
the
Council
of
Chief
state
school
officers
and
the
State
Boards
of
Ed
organization
that
it
that
states
right
now
in
districts
right
now
are
beginning
to
put
a
plan
in
place
for
what
school
will
look
like
in
the
fall.
If
we
cannot
resume
the
way
we
normally
would,
and
so
we
know
that
this
this
only
increases
the
risk
and
concern
about
academic
and
social/emotional
learning
loss
and
will
only
exacerbate
the
opportunity
and
achievement
gap
and,
along
with
that
comes
equity
issues.
C
There's
a
real
concern
that
those
students
who
are
most
impacted
and
maybe
most
vulnerable
to
the
cuts
that
we
know
are
coming
down.
The
line
will
be
most
gravely
impacted,
and
so
we're
gonna
have
a
lot
of
concerns
about
equity
and
whether
or
not
our
schools
are
being
able
to
offer
an
equitable
opportunity
for
high-quality
education.
C
I'm
readiness
for
college
and
career
is
certainly
going
to
be
impacted.
There
are
many
students
participating
in
hands-on
learning
opportunities
on
Career
and
Technical
Education
apprenticeships.
Those
sorts
of
things
have
had
to
come
to
a
halt,
and
so
so
there's
a
real
concern
about
the
states
that
have
moved
forward
and
required
those
sorts
of
opportunities
for
students.
C
We
know
that
this
is
a
big
piece
of
our
concerns
around
school
safety,
and
so
there
were
a
lot
of
efforts
that
were
in
place
a
lot
of
counseling,
a
lot
of
work
being
done
at
schools
to
identify
those
students
and
get
them
in
these
systems
they
need,
and
when
students
aren't
in
school,
it's
not
as
easy
to
be
in
touch
with
those
students,
and
it's
certainly
not
as
easy
to
identify
them
before
they
ask
for
help
and
then,
of
course,
school
budgets.
We
know
that
budgets
are
going
to
be
dramatically
impacted.
C
We
had
a
conversation
about
this
on
Tuesday
at
our
previous
meeting
earlier
this
week.
I
would
highly
encourage
you
to
view
that
meeting,
and
we
know
that
state
and
local
revenue
shortfalls
will
be
significant,
particularly
because
of
sales
tax
and
property
tax.
Well,
we'll
take
a
hit
as
well
and
personal
income
tax.
So
all
of
those
different
revenue
sources
that
we
have,
but
the
state
and
local
levels
are
going
to
be
dramatically
impacted.
C
What
does
this
mean
for
our
schools
and
how
are
we
going
to
determine
how
best
to
make
those
really
painful
cuts?
We
also
know
that
school
personnel
is
being
dramatically
impacted.
We
had
teachers
in
the
pipeline
and
teacher
preparation
programs
that
weren't
able
to
finish
their
coursework
or
their
student
teaching,
and
so
states
are
having
to
figure
out
very
quickly
what
to
do
with
those
potential
candidates
for
teaching.
C
How
do
we
rethink
licensure
right
now
and
those
licensure
exams,
and
how
are
we
going
to
make
sure
that
the
teachers
already
in
the
system
have
what
they
need
to
be
most
effective
with
our
students
at
a
time
when
they're
teaching,
in
a
way
that
they
haven't
been
well-trained
and
long-term
down?
The
road
I
think
there's
going
to
be
a
lot
of
conversations
within
states
about
our
accountability
system.
C
Testing
was
a
big
part
of
that.
We
won't
have
that,
although
we
know
there's
still
ways
to
measure
growth
and
States
will
be
measuring
that
despite
the
lack
of
information
they'll
have
this
spring.
But
how
are
we
going
to
think
about
the
things
that
we
measure
going
forward?
What
what
does
it
mean
to
have
a
highly
effective
school
and
how
will
this
bump
in
the
road
impact
long
term?
The
way
that
we
think
about
accountability
and
collecting
longitudinal
data.
C
We
are
keeping
a
very
close
eye
on
legislative
responses
to
this.
We
want
to
know
what
you
all
are
thinking
about.
What
your
role
is
in
this
conversation
right
now,
we've
tracked
about
57
P
through
12
bills
that
are
related
to
köppen
19
through
this
bill
tracker
that
picture
that's
on
the
screen
is
a
screen
shot
of
what
our
bill
tracker
looks
like
in
the
link
to
our
bill.
Tracker
is
right.
There
on
the
slides
as
well.
C
I
will
say
that
Ohio,
because
they
were
in
our
still
in
session,
probably
has
put
together
the
most
comprehensive
bill
that
we've
seen
so
far.
That
addressed
things
like
attendance
and
testing
and
some
of
these
decisions
that
had
to
be
made
pretty
early
on
and
New
York
and
New
Jersey
have
been
working
on
this
shoe.
They
have
a
they
have
more
bills,
so
they're
in
there
addressing
this
through
individual
bills
and
they've
addressed
things
like
distance
learning.
A
You
Michelle-
and
we
are
now
in
the
question
and
answer
time.
If
you
have
any
questions,
please
go
ahead
and
type
them
into
the
chat
box.
We
can
also
have
you
raise
your
hand
and
I
can
call
on
you
and
you
can
unmute
yourself
to
ask
your
question
over
the
audio.
Whichever
way
you
get
your
questions
in
would
be
great
in
just
a
second
and
look:
we've
already
got
a
question,
and
so
this
is
from
Jake
on.
C
So
who
we
have
a
lot
of
assessment
tools?
The
test
that
we
already
use
do
show
our
achievement
gaps
that
we
have.
We
know
from
both,
and
even
national
assessments
make
data
that
we
were
already
looking
at
a
very
significant
achievement
gap
that
is
persistent,
no
matter
which
state
you
look
at
even
in
Massachusetts,
which
is
that
arguably
the
highest
performing
education
system
in
the
country.
C
They
still
have
a
very
persistent
achievement
gap
that
they're
trying
to
deal
with
and
those
typically
the
students
who
typically
are
challenged
by
that
are
those
students
of
color
or
those
students
from
low-income,
and
we
know
any
times
that
has
a
lot
to
do
with
the
fact
that
they
don't
have
access
to
high
quality
education,
like
students
who
live
in
the
suburbs
or
in
wealthier
school
districts.
Do.
C
We
know
about
those
achievement
gaps
and
so,
as
you
can
imagine,
there's
a
lot
of
concern
within
those
communities
and
by
policy
makers
and
experts
right
now
who
keep
their
eye
on
that
issue
about
the
fact
that
we're
not
testing
right
now,
so
you
pass
as
I
said,
flipped
off
the
grid,
whether
that
be
because
they
don't
have
help
at
home.
They
don't
have
access
to
technology,
they're,
not
self-motivated.
C
Perhaps
they
moved,
you
know
we
really
don't
know
where
they
are
or
what
they're
doing
or
what
the
circumstances
are.
Maybe
maybe
everyone
in
their
household
is
sick
right
now,
with
code
you
don't
know,
so
we
know
that
in
the
case
of
those
students
who
were
already
struggling,
who
already
weren't
achieving,
if
we
don't
have
information
and
formative,
summative
assessments
and
interim
assessments
we're
not
going
to
have
the
data
that
will
really
demonstrate
who
is
struggling
the
most.
So
we
have
good.
We
have
good
assessments
in
place.
C
You
know
that
I
I
can
answer
that
question
and
I
I'm,
not
sure
if
Dan
Thatcher's
online,
he
might
want
to
jump
in
here
too,
from
the
information
that
we
have
both
from
our
fiscal
affairs
staff
and
just
from
the
conversation
on
the
virtual
meeting
on
Tuesday,
it
seemed
as
if
states
are
still
really
trying
to
figure
this
out.
Some
states
know
how
much
revenue
lost
they
already
have
at
this
point.
Some
are
so
assessing,
and
so
it's
not
my
sense
that
were
for
a
point.
C
Yet,
where
states
have
just
gone
out
and
started
slashing
I
do
know
there
were
some
states,
for
example
Idaho
that
already
had
made
a
budget
cut,
Creek
ovid
already
needing
to
make
a
change
in
already
anticipating
what
was
coming
up
and
they
they
adjourned
before
kovat
hits,
and
so
they
already
had
cut
1
percent
across
the
board
anyway,
and
so
some
states
before
they
adjourned,
may
have
started
tensions,
I
hate
that
but
I,
don't
think
any
have
made
huge
budget
cuts
or
decisions.
Quite
yet
and.
D
I
can
comment
a
little
bit
on
that,
and
that
is
that,
but
the
revenue
estimates
are
still
coming
in
so
legislate.
Many
legislators
are
in
a
place
to
act
on
the
budget
cuts
yet
where,
where
they
are,
it's
typically
a
withdraw
from
a
rainy
day
fund
or
a
transfer
of
funds
from
one
fund
into
a
rainy
day.
Education,
Stabilization,
Fund
and
Idaho
did
something
like
that.
Just
like
that
too,
and
part
of
it
too,
is
the
complications
with
when
the
personal
income
tax
filing
deadline.
D
Funds
already
and
some
have
have
addressed
the
cuts
already
as
the
sales
tax
revenues
has
declined,
but
it's
it's
still
are
getting
we're
still
waiting
for
more
information
to
come
in
on
on
income.
Excuse
me
of
tax
collection
so
that
we'll
have
better
answer
to
that
question
two
weeks
from
now,
probably
as
we're
yet
on
May
1st,
it
will
get
some
better
data
and
then
the
week
after
that,
we'll
probably
have
a
lot
better
information
on
what
states
are
are
making
cuts
proactively
and.
C
I
will
just
add
that
we
are
planning
for
the
virtual
meeting
on
May
1st
to
bring
in
our
fiscal
affairs
staff
who,
along
with
our
article
finance
experts
at
the
federal
and
state
level,
who
can
talk
to
what's
going
on
what
they're.
Seeing
what
they're
hearing
about
both
budget
actions
and
also
revenue
forecasts.
A
Thanks,
there
are
lots
to
questions
that
have
come
in
are
related
to
federal
policy,
so
I
will
go
ahead
and
just
answer
brief
briefly.
Those
questions.
One
question
was
whether,
when
will
the
available
funds
for
the
elementary
and
secondary
education
relief
fund
through
the
stimulus
be
made
available,
and
my
understanding
is
that
they
should
be.
A
Sometime
next
week,
that's
what
the
department
has
indicated,
but
we'll
stay
tuned,
we'll
be
sure
to
let
you
know
also
have
another
question
about
whether
there
are
opportunities
at
federal
funding
for
technology
infrastructure
as
distance-learning
is
looking
to
become
the
new
normal
and
education
and
there's
a
number
of
areas
of
the
stimulus
package
that
relates
to
providing
technology
for
students
any
of
the
funds
in
the
k-12
really
fun.
That's
dude
can
be
used.
A
Purchased
technology
there's
also
some
additional
flexibilities
for
local
education
agencies
to
use
title
for
funding
under
the
elementary
and
secondary
student
education
that
are
in
secondary
act
to
provide
purchasing
technology.
Additionally,
the
governor's
relief
funds
can
also
be
used
to
purchase
technology.
The
department,
in
their
letter
urged
governor's
to
do
that,
although
there's
no
requirement
that
they
follow
through
on
that.
So
those
are
just
some
of
the
ways
that
funds
from
the
federal
stimulus
can
be
used
for
technology.
E
Thank
You,
Austin
and
good
afternoon,
everyone
again
I'm
sunny
day,
I
work
with
NCS
else,
post-secondary
education,
team
out
of
our
Denver
office,
where
we
closely
track
and
monitor
higher
education
legislation,
research
and
trends
in
the
States
I
again
want
to
encourage
questions
and
thanks
for
what
you
shared
and
and
asked
so
far,
because
those
of
you
who
are
joining
us
have
really
important
insight
into
what's
happening
in
your
states
and
our
great
resources
to
ask
them
to
each
other.
So
again,
please
feel
free
to
keep
typing
your
questions
into
the
chat
box.
E
So
I
want
to
just
start
with
a
quick
recap
of
the
current
state
of
Higher
Education.
More
than
1,100
colleges
and
universities
have
closed
campus
most
have
shifted
to
online.
Only
coursework
students
experienced
abrupt
closures
of
dorms
and
dining
halls,
and
institutions
have
had
to
slow
or
reinvent
recruitment
and
admissions
processes.
School
tours
have
come
to
a
halt
and
admission
decision.
Deadlines
are
being
extended.
E
E
So
certainly,
all
of
this
leaves
students
and
institutions
with
great
uncertainty
about
fall.
Enrollment,
yeah,
I
start
by
acknowledging
the
changing
world
of
higher
education.
It's
important
to
understand
the
demographics
of
today's
higher
education
students
they're,
not
who
we
might
typically
picture
an
18
to
22
year
old
who's,
moving
into
the
dorms
at
a
four-year
institution
and
they're,
not
necessarily
seeking
a
four-year
baccalaureate
degree.
So
nearly
half
of
undergraduate
students
attend
community
colleges
and
almost
40%
of
today's
higher
education
students
are
working
adults.
E
So
these
students
face
additional
challenges
as
they
progress
through
their
higher
education
pursuits,
including
issues
like
transportation
and
childcare,
food
and
or
hunger,
housing
and,
above
all,
affordability.
So
here's
what
I
really
want
to
emphasize
it.
Of
course
we
all
know.
Affordability
is
not
just
about
college
access,
it's
also
about
college
completion,
so
how
the
pandemic
will
impact
student's
ability
not
to
just
get
to
college
but
to
get
through
college?
E
How
will
this
forced
move
to
online
learning
the
lack
of
on-campus
supports
and
emerging
economic
challenges,
impact
college
access
and
completion
I
also
wanted
to
briefly
address
the
impact
of
the
forced
move
to
full
time
online
learning
on
students.
You
know,
institutions,
weren't
business,
we're
still
in
the
previous
previous
slide.
If
anybody
know
this,
is
it
yeah,
yeah,
okay,
small
institutions,
weren't
we're
really
prepared
for
fully
online
learning
and
are
finding
now
that
there's
a
difference
between
online
learning
in
an
emergency
situation
versus
what
is
true
and
online
or
distance
learning.
E
This
wasn't
well
planned,
thought
out
online
learning,
it's
forced
online
learning
with
with
mere
weeks
to
prepare
and
so
we're.
There
concerns
that
this
will
certainly
exacerbate
critical
issues
for
students.
We
know
that
lots
of
students
already
struggle
with
access
issues.
Lots
of
students
in
system
are
working
adults
with
families
who
will
struggle
to
complete
this
semester,
let
alone
return
next
semester
to
continue
their
education.
E
We
know
already
that
low-income
first-generation
students,
in
particular
benefit
from
deeper
engagement
with
guidance,
counselor's
or
mentor
networks,
and
those
are
likely
struggling
right
now
as
well.
It's
not
a
small
number
of
students
who
don't
have
homes
to
go
home
to
and
if
you
think
about
the
number
of
students
who
might
struggle
with
having
a
laptop,
reliable,
high-speed
Internet
and
a
safe
and
productive
place
to
work
all
day,
you
see
that
it
really
is
a
number
of
challenges
for
today's
students.
E
There
are
also
some
potential
pitfalls
for
students
in
terms
of
how
this
semester
plays
out
and
desert
does
not
move
them
closer
to
completion.
A
big
concern
is
the
move
by
institutions
to
offer
or
require
a
pass/fail
grade
for
courses.
Students
are
taking
this
semester
in
general.
It's
significantly
harder
to
transfer
a
pass/fail
class
to
majors
and
to
other
institutions
than
it
is
to
transfer
a
letter
grade
and
in
many
cases
it
just
doesn't.
E
Transfer
will
certainly
create
challenges
for
students
who
want
or
need
to
transfer
schools,
which
is
a
number
that's
already
much
larger
than
as
widely
understood,
and
certainly
likely
to
get
better
in
the
wake
of
the
pandemic.
So,
prior
to
the
pandemic,
nearly
4
in
10
college
and
university
students
transfer
at
least
once,
and
certainly
those
proportions
are
expected
to
rise
when
transferring
schools,
students
lose
on
average,
more
than
40%
of
the
credits,
they've
already
earned
and
paid
for
so
that
requires
them
to
retake
courses.
E
It
certainly
increases
the
amount
of
time
and
money
spent
to
get
third
degree,
and
even
some
of
the
credits
that
are
accepted,
don't
always
apply
to
students
majors.
So
you
know
all
of
these
moving
pieces
could
lead
students
to
lose
momentum
and
potentially
drop
out
or
stop
apps
and
full
time.
Enrollment
continue
into
the
fall.
The
temporary
fixes
will
need
to
be
dealt
with
systematically
so,
for
example,
this
implication
of
the
move
to
pass/fail
on
transfer
abilities
to
majors
and
to
further
education,
and
especially
our
students,
getting
good
information
about
the
consequences
of
this.
E
E
E
There
is
uncertainty
about
what
this
will
look
like
in
the
fall,
whether
the
schools
and
campuses
will
reopen,
and
you
know
an
interesting
question
of
will
the
effects
of
a
recession
where
we
see
large
number
of
students
going
back
to
school,
and
will
this
hold
true
in
this
unprecedented
environment?
And
if
so,
will
it
be
many
more
students,
learning
online
and
for
the
many
institutions
that
are
reliant
on
tuition
and
fee
income?
E
The
uncertainty
about
fall,
enrollments
and
about
fiscal
stability
is
significant
and
we
all
should
should
consider
what
impact
this
will
have
on
some
of
the
smaller
institutions
and
whether
there
are
protections
that
can
be
put
in
place
for
those
as
well
thinking
about
higher
education.
The
impact
on
state
higher
education
budgets,
so
state
higher
education
budgets
were
just
recovering
from
the
2008
recession
for
the
most
part,
and
they
were
getting
back
to
normal
and
or
even
looking
at
significant
expansions.
E
We
were
hearing
states
looking
to
expand
their
funding
for
promise
programs
from
two
to
four
years,
looking
at
expanding
or
creating
new
promise
programs
for
adults,
finding
new
ways
to
build
on
that
idea
of
free
college
or
the
promise-
and
we
do
know
the
states
that
we're
looking
to
expand
free
college
are
already
having
to
cut
back
beyond
tuition
and
fees
and
state
support.
Institutions
may
also
see
a
hit
to
their
athletic
programs
they're
getting
less
money
due
to
some.
You
know
the
basketball
tournaments
and
whatnot
being
cancelled.
E
E
So,
given
concerns
about
institutional
viability
and
the
impact
on
students
and
communities
when
schools
closed
unexpectedly
states
may
want
to
take
steps
to
ensure
fiscal
viability
and
transparency,
so
college
or
university
does
close
its
doors.
It's
important
to
ensure
sufficient
timely
notice
to
students
and
staff,
so
they
can
make
arrangements
to
complete
their
studies
with
this
little
disruption
as
possible
or
have
sufficient
time
to
find
new
employment.
E
So
we
were
already
hearing
hints
of
this.
You
probably
heard
about
Mount
Ida
College
in
Massachusetts,
surprising
students
by
closing
on
short
notice
in
the
spring
of
2018
students,
faculty
and
the
community
were
left
with
very
little
time
to
prepare
for
their
campus
closing
and
it
create
a
great
stress
for
the
system.
Massachusetts
lawmakers
responded
in
November.
Last
year,
they
passed
House
bill
1499,
which
was
appropriately
titled
an
act
to
support
improved
financial
stability
and
higher
education
to
provide
the
state
with
information
on
where
colleges
stand
financially
and
it
required.
E
E
In
closing,
I
do
want
to
reiterate
that
higher
ed
under
recession
is
more
important
than
ever,
and,
in
particular
the
need
for
short-term
high-quality
credentials.
They
get
folks
right
back
into
jobs
is
going
to
be
critical
for
recovery,
so,
along
with
this,
is
a
consideration
around
the
responsibility
of
states
and
institutions
to
provide
timely,
useful
information
about
degree
options
and
pathways
that
prepare
students
for
jobs
needed
in
their
communities.
A
few
states
are
currently
considering
legislation
to
make
this
information
more
transparent
and
readily
available
online.
E
Hawaii
has
legislation.
It's
the
pending
Senate
bill
374
that
would
require
University
to
collaborate
with
the
Department
of
Ed
in
the
Department
of
business,
economic
development
and
tourism
to
create
an
interactive
web
tool
for
students
to
make
better
informed
choices
about
their
school
and
career
choices
and
again,
given
the
rapidly
changing
nature
of
work.
It's
clear.
The
primary
strategy
for
economic
recovery
is
going
to
be
increasing
those
relevant
work,
ready,
post-secondary
credentials.
E
So
next
slide.
As
of
this
morning,
the
NCSL
team
is
tracking
25,
pending
kovat
related
higher
education
bills
in
11
states.
For
the
2020
session,
a
third
address
refunds
for
housing.
We
saw
a
couple
of
states,
introduce
legislation
around
aid
to
institutions
and
asking
institutions
to
identify
unexpected
spending
due
to
this
outbreak.
But
overall,
there's
not
a
significant
volume
of
legislation
with
most
legislators
having
paused
or
recessed
I
also
wanted
to
point
to
Austin
Austin's
blog
that
he
wrote
last
Friday
it
breaks
down
the
higher
education
provisions.
E
A
All
right,
thank
you,
so
much
Sonny
I'm,
actually
gonna.
Well,
first
off
open
it
up
for
questions.
So
please
send
your
questions
in
I'm,
actually
going
to
exercise
my
moderators
privilege
to
ask
the
question
that
I
have
of
you
Sonny
that
I've
been
trying
to
figure
out
and
said-
and
this
might
be
questions
that
the
rest
of
you
had.
A
Is
it
the
federal
government
last
week
released
half
of
the
higher
education
Stabilization
Fund
to
institutions,
it's
all
supposed
to
be
used
for
emergency
aid,
but
the
federal
government
leaves
how
that
emergency
aid
is
given
out
to
students
up
to
the
institution's.
My
understanding
is
that
that
money
was
supposed
to
could
be
available
to
institutions
as
early
as
earlier
this
week.
Have
you
heard
anything
funny
about
institutions
receiving
these
phones
or
any
converse
among
institutions
about
how
they're
planning
to
give
this
money
out
to
students.
E
C
E
Not
heard
of
states
exerting
any
control
over
the
institutions
that
are
handing
out
the
dollars
yet
so
I
think
that's
a
question.
I
mean
I,
think
you
know
so.
Washington
had
that
legislation
that
I
mentioned
where
they
need
to
report
the
institution's
need
to
report
to
the
state,
the
fiscal
implications
of
kovat,
and
you
wonder
whether
the
institutions,
whether
state
legislatures
may
want
to
insert
themselves
here
to
also
get
reporting
about
how
this
money
is
going
out
to
the
students
have.
A
A
C
A
C
A
Certainly
happens
to
when
this
money
is
gonna
make
it,
then
the
student
earns
it
I.
Think
at
this
point
it's
in
the
hands
of
institution,
so
who's
just
curious.
Where
they're
at
I'll
ask
a
question:
that's
not
related
to
federal
education.
You
know,
states
are
considering
significant
or
will
be
facing
significant
revenue,
declines
and
oftentimes,
we'll
look
to
hire
at
institutions
as
a
place
if
they
can
cut
funding,
because
their
institutions
are
able
to
raise
revenue
potentially
independently
oftentimes
through
tuition,
but
some
might
say
that
they
many
colleges
and
universities,
particularly
the
large
universes.
A
A
E
Well,
I
think
we're
hearing
across
the
board
right
that
endowments
and
foundations
are
very
concerned
about
their
funding
and
need
to
be
careful
about
their
cuts.
That
they're
saying
as
well.
So
let's
sort
of
put
a
pause
on
that
and
and
really
engage
in
that
conversation
and
a
couple
of
weeks
when
we
talk
about
higher
ed
but
just
a
little
more
deeply,
and
maybe
I
can
dig
in
and
and
get
better
input
on
that
question.
Okay,.
A
C
Austin
I
might
jump
in
here
to
one
thing
that
we
know
about
dual
or
concurrent
enrollment
is
that
it's
very
different
from
state
to
state,
if
not
from
school
district
to
school
district
and
the
partnerships
that
they
have
with
individual
institutions?
And
so
it's
going
to
be
very
interesting
to
see
how
this
is
all
impacted.
Some
students
pay
tuition
to
the
institution
directly.
Some
students,
students
pay
it
to
the
School
District.
A
Thanks
for
sure
question
we
have
that
just
came
in
as
Cannes
student
aid
be
used
for
entering
students
or
for
outstanding
balances.
I
believe
this
is
related
to
the
federal
of
emerge.
See
aid.
The
federal
emergency
aid
will
not
likely
be
available
for
entering
students.
This
is
money
is
supposed
to
in.
The
intention
of
these
dollars
is
to
help
students
respond
to
current
students,
respond
to
the
needs
that
have
arisen
during
this
crisis.
A
So
it's
not
necessarily
intended
to
offset
tuition
going
forward,
but
it
could
be
used
for
dealing
with
outs,
potentially
outstanding
balances,
as
it
relates
to
current
student
expenses.
Although
some
of
the
specifics
on
that
I
think
we'll
have
to
see
clarified
as
institutions
disperse
these
funds,
but
there's
pretty
broad
flexibility
as
to
what
these
emergency
funds
can
cover.
So
I
hope
that
answered
the
question.
A
And
if
we
don't
have
any
questions,
we
can
move
into
a
general
portion
of
discussion.
You'll
still
be
able
to
ask
any
questions
of
Sonny
or
Michelle
during
this
time,
but
we
just
wanted
to
give
you
sort
of
a
discussion
period
to
talk
about
and
share
with
us
when
you're
sitting
in
terms
of
the
state
of
education,
both
p12
and
higher,
ed
and
sharing
us
us
your
challenges
and
just
letting
us
know
anything
that
we
can
be
aware
of
and
ways
that
we
might
be
able
to
assist
you.
A
So
if
you
would
like
to
share
with
your
concerns
with
us,
you're
happy
to
type
them
into
the
chat
box,
but
we'd
also
appreciate
it
if
you'd
all
engage
in
a
little
bit
of
discussion
here.
So
if
you
have
something
to
comment
towards,
please
unmute
yourself
and
introduce
yourself
and
let
us
know
when
you
were
thinking.
B
B
Arrangement
for
determining
levels
of
students
performance
achievement
prior
to
the
start
up
of
school
I,
think
everybody
is
acknowledging.
They're
gonna
have
to
be
services
that
traditionally
hadn't
been
offered
by
at
grade
level,
and
but
but
some
students
will
just
be
far
enough
below
that
grade
level,
that
they're
you're
going
to
need
additional
services.
So
how
we
quantify
this
is
a
real
dilemma
and
how
we
assess
it
is.
B
C
The
one
thing
I
will
mention
in
response
is
that
some
of
the
states
that
are
moving
toward
statewide
assessments
that
have
three
opportunities
to
assess
students
and
get
immediate
feedback,
and
those
include
the
the
states
that
have
been
participating
in
the
the
assessment.
Flexibility
through
an
waiver
through
the
US
Department
of
Education
of
those
systems
are
being
structured
so
that
there's
an
immediate
assessment
as
soon
as
the
students
enter
the
school
enter
school
in
the
fall.
C
There's
an
interim
assessment
halfway
or
you
know,
into
the
school
year
and
then
there's
the
spring
assessment
and
the
data
flows
from
student
flows
for
each
student,
so
that
there's
comparable
data.
So
you
can
truly
see
where
are
students
at
how
much
growth
they
have
made
and
each
of
those
periods
with
which
they
have
been
assessed.
So
I
think
that
that
the
answer
is
we're.
C
Gonna
have
to
start
thinking
differently
about
our
assessment
systems
and
those
states
that
had
already
jumped
in
and
started
thinking
about
it
in
that
way
and
have
been
putting
a
lot
of
effort
toward
creating
those
really
innovative
assessment
systems
and
not
relying
on
one
annual
statewide
assessment
in
the
spring
are
gonna,
have
a
lot
of
advantages
or
even
districts
that
can
use
take
advantage
of
some
assessments
that
are
out
there
to.
You
know,
assess
students
right
at
the
beginning
of
fall
and
get
pretty
immediate
feedback
for
the
teachers.
C
B
B
Online
learning
is
is
great.
If
you
have
number
one
you
were
prepared,
which
we
weren't
but
number
two.
If
you
have
the
technology
and
that
capabilities
have
access
to
it,
but
we
have
even
in
urban
districts
that
were
not
one
to
one
computer,
one
to
one
schools
trying
to
pass
out
pack
as
parents
don't
want
those
packets
in
their
house,
teachers
don't
want
the
packets
papers
back.
B
It
is
total
chaos
and
we
really
need
to
have
plans
when
we're
working
at
a
legislative
level
to
go
to
the
governor's
office
and
try
to
get
an
executive
order
to
mandate
some
things.
But
I
would
really
welcome
any
best
practices,
especially
as
we
get
ready
for
fall.
I
think
this
school
year
is
pretty
much
not
an
issue
at
this
point,
but
how
do
we
start
school
up
in
the
fall
and
what
does
that
look
like
so.
C
Thank
you
for
for
making
that
request.
Nzsl
has
been
in
constant
contact
with
our
policy
partners
at
National,
Governors,
Association,
Council
of
Chief
state
school
officers,
National
Association
of
State,
Boards,
bed,
ECS
and
others,
and
we
were
all
just
talking
this
morning
about
the
fact
that
we
feel
like
it
would
be
really
helpful
for
our
organizations
to
pull
together
and
try
to
tackle
some
of
these
issues,
because
it
doesn't
make
a
lot
of
sense.
For
us
individually
be
finding
examples
of
best
practices.
C
So
we
want
to
know
what
it
is
that
you
need
to
prepare
yourselves
for
the
fall
to
prepare
yourselves
for
January,
so
that
we
can
be
gathering
those
resources
and
getting
that
information
to
you
and-
and
this
is
a
perfect
example
of
a
question
that
I
think
is
going
to
be
universally
right
now.
What
are
the
questions
for
figuring
out?
How
much
learning
lost
there
is,
and
what
is
the
plan
for
mitigating
that
I
do
know.
C
There's
some
conversations
in
both
that
I've
heard
from
our
expert,
Ashley
Wallace,
so
I
think
it's
on
the
phone
too,
that
there's
a
lot
of
conversation
within
the
after
school
community
in
the
summer
learning
community
about
how
they're
going
to
transition
their
summer
plans
and
their
plans
for
the
school
year
in
with
respect
to
this.
Hopefully,
hopefully,
those
providers
can
stick
it
through
this
and
make
it
through
and
be
financially
stable,
and
if
they
do,
how
much
do
they
need
to
pivot
toward
academic
learning
versus
that
the
other.
A
A
A
E
A
Landing
pages
for
resources
at
K
through
12
education,
as
well
as
higher
education,
we've
also
got
our
educational
tracker
and
for
federal
responses
which
are
included
in
these
sites.
We
also
have
a
federal
landing
page
of
a
stimulus
package
up
in
the
NCSL
website
and,
of
course,
we
are
always
available
to
you
to
answer
any
questions
that
you
have.
If
our
public
materials
don't
answer
your
questions
and
then
we've
got
many
more
webinars
planned
in
our
series
and
I
think
I
said
we
had
four,
but
that's
just
me
blending
a
bunch
of
briefings.
A
Together
we
have
completed
our
third
webinar
in
the
series
we
have
a
number
of
them
going
through
the
end
of
May.
Our
next
webinar
is
going
to
be
next
Tuesday,
which
will
be
related
to
serving
students
with
disabilities
and
English
learners,
which
again
is
one
of
the
biggest
challenges
that
districts
are
facing
right
now.
Another
challenge
we'll
be
discussing
next
Friday
is
the
technology
defied
and
data
privacy
so
next
week
we're
really
thinking
about
is
as
best
we
can.
A
How
do
I'm
sure
that
all
students
have
access
to
education
and
talking
about
distance
learning
and
what
that
looks
like
not
only
this
semester
but
planning
for
a
potential
new
normal
in
the
fall,
so
we
hope
that
you'll
be
able
to
join
us
and,
in
the
meantime,
please
reach
out
with
any
questions.
You
have
we'd
be
happy
to
answer
them.
So
with
that
I'd
like
to
thank
mr.
Allen
sunny
for
presenting
and
we'll
see
you
soon.