The first question teachers often get is, "Is this for a grade?" Educator and author Roxanna Elden always found that question irritating. As a parent in the age of COVID-19, she's been asking it every week.


"This pandemic has given us an opportunity to think boldly about students' educational needs and how to creatively respond to them," says Katherine Haley.


"The role of ed tech is to service teachers, students, and parents, and while there is opportunity right now, we shouldn't be opportunistic. Priority one needs to be finding ways to help," says Dan Ayoub.


Funders have been both fast and thoughtful about how to work with national and local partners to listen to needs from the field, identify best practices, and deploy resources quickly, says Celine Coggins.


We are encouraging our staff to think beyond the current crisis to understand and mitigate its longer-term impact, says Bob Hughes.


While all students will have the opportunity to take the SAT, the impact of the coronavirus on students varies vastly based on their circumstances, says David Coleman.


"In communities most devastated by COVID-19, academic achievement is pretty far down on the priority list—this is the reality," says Wyoming state chief Jillian Balow.


It's vital that school boards make it clear that leaving students without access to meaningful instruction for 4-6 months is unacceptable, says national school board guru AJ Crabill.


"I have zero confidence that distance learning is, or will be, a meaningful substitute for school for many of our children," says Highline Public Schools Superintendent Susan Enfield.


"Unlike other crises—a hurricane, wildfire, earthquake, and worse, violence—there was no emergency plan, 'playbook,' or set of well-practiced drills for a global pandemic," says Stockton's superintendent, John Deasy.


The opinions expressed in Rick Hess Straight Up are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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