More resources and trainings for teachers, school administrators, families and communities are on our Learning Goes On website. See Spanish-language version of this edition.

The decision in NAACP v. DeVos applies to schools nationwide. The plaintiffs are both school districts and families, including Broward County Public Schools, Fla.; DeKalb County School District, Ga.; Denver County School District, Colo.; Pasadena Unified School District, Calif.; and Stamford Public Schools, Conn., and families with children enrolled in public schools in Alabama, Arizona, Florida, Georgia, Maryland, Mississippi, Nevada, North Carolina, Tennessee, and Washington, D.C.

In a statement hailing the Court’s decision, attorneys for the plaintiffs noted the Department’s rule would have funneled “scarce public resources to private education, to the detriment of our highest need students in public schools across the country.”

A coalition of Texas-focused educational equity organizations submitted an amicus brief in the lawsuit, citing IDRA’s research: Cutting Public School Funds to Subsidize Private Schools. The amicus brief stresses that the Department’s rule would divert those much-needed resources to private schools, regardless of their students’ family income. In Texas, the rule would have required 185 public school districts to set aside an additional $38.7 million in relief funds to private schools within their district boundaries. 

Public schools need those relief funds (and more) to ensure safe and supportive schools for all students. Schools, families and students across the country have identified numerous needs during COVID-19, including for resources to address learning loss during school closures, narrow the digital divide, and improve important connections between schools and communities.

Every bit of relief funding is particularly important in school districts that were already struggling to serve students in families, like in Texas, where a large portion of federal funds are not being used for new COVID-19 costs, but to replace a portion of the state’s share of per-pupil attendance funds to which school districts are entitled. While many challenges to equitable funding persist, the Court’s decision last week ensures public school districts will be able to use more critical relief funds for their students. 

Digital badging represents a skill or accomplishment someone attains through formal or informal educational experiences. A teacher, for example, can create digital badges for students to earn in their class, and students can show off their badges as milestones they have achieved in their course.

In addition, museums can create digital badges for students to earn after they complete a series of activities or trainings the museum has designed. Outside of the classroom experience, digital badges can be displayed on a student’s LinkedIn or Tallo profile so future employers, colleges and universities can view the students’ skills and accomplishments (much like they would on a resume).

Naturally, people tend to learn and perform when they are valued for what they do, their efforts are recognized and rewarded for their time and efforts. Digital badging in education enables the learner, whether it be an educator or a student, to learn and receive a badge for their achievements.

Digital badging in education has traditionally been district-led and teacher-centered, meaning district administrators determine the technology skills teachers should learn for effective technology classroom integration and then outline the digital tasks a teacher must complete to earn each badge. This has recently expanded to much broader uses and have been adapted for all 21st century learners.

Both teachers and students can benefit from digital badges, especially during this time. As the pandemic forces us to work online, we all must expand our working knowledge of multiple software applications and virtual learning platforms. Digital badging offers opportunities for both teachers and students to demonstrate ongoing development and share their accomplishments in a digital portfolio.

Digital badging, when done well, is a learner-centered endeavor. Students can pick and choose the resources they want to learn more about. This type of learner-centered approach enables them to pursue their interests. They can learn at their own pace while also creating a digital artifact that signifies that the learning has occurred.

Whether in or outside the classroom, educators can create meaningful and challenging experiences for students to engage in virtually. A great example is how the San Antonio STEAM Council is creating a citywide effort for all students to earn digital badges through a platform called FutureReadySA.org. The goal is for students to expand their skills online and earn badges from school districts, non-profit organizations and other institutions across the city. All San Antonio students can create a free account and begin earning digital badges by sharpening their workforce skills or diving deep into learning any content that interests them. (See Future Ready SA’s Digital Badging 101 flier created by Up Partnership).

Most educators earn digital badges from a credentialing administrator, such as their school district curriculum or technology department; professional development institutions, such as TCEA (Texas Computer Education Association); education agency; local educational service center (in Texas); or actual software or application training sites. FlipGrid and other virtual platforms, for example, may offer micro-credentialing and other professional development via digital badging.

Educators do not need to rely on any outside organization to offer digital badges to their students. Teachers can easily create digital badges on Google Docs and upload these awards via Google Classroom or whichever learning management system they are using this school year. Students and teachers can also use Badgr.com, which is a free and easy to use digital badge creation tool.

Equitable Practices for Teaching Online

Digital Divide: Connectivity, Infrastructure and Devices

Tools & Tips to Alleviate the Homework Gap

Facilitating Online Math Sessions

PBL at Home & Across the Curriculum

ELAR Series:

* Journal Writing About the Present for the Future - ELAR Webinar Part 1

* From Journaling to Personal Narratives - ELAR Webinar Part 2

* From Journaling and Personal Narratives to Letter Writing - ELAR Webinar Part 3

Chief Science Officer Students Determined to Promote STEM Despite School Closures

Teaching Science in Virtual Learning Environments

How a School District Tackled the Digital Divide

Teacher, Parent and Student Perspectives on Using Google Classroom Effectively

Student Perspectives on a Changing School Climate

Nurturing Students' Hearts and Minds

Partnering with Families to Reopen and Reimagine Schools

Getting Schools Ready to Support Students Facing a New World of Challenges

Youth Tech Mentors Bridge Schools and Families - Creative Community Responses to COVID-19

The Power Schools Bring to the Last Days of the 2020 Census - How Schools Can Help their Communities Get Counted

IDRA and the Consulate General of Mexico in San Antonio have been partnering to help Mexican and Mexican American families navigate the U.S. education system and learn about important educational opportunities in both countries.

But when the consultate closed due to the COVID-19 crisis, IDRA's Ventanilla de Orientación Educativa (VOE) in San Antonio launched a portal with bilingual materials and videos for families.

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