President Biden Is Investing to Help Children at School: Secretary Cardona Needs to Provide the Policy Vision | janresseger

President Biden Is Investing to Help Children at School: Secretary Cardona Needs to Provide the Policy Vision | janresseger

President Biden Is Investing to Help Children at School: Secretary Cardona Needs to Provide the Policy Vision

The Education Law Center headlined the press release about its annual Education Justice Lecture: “President Biden’s First 100 Days Set Stage for Overhaul of Federal Education Policy.”

The press release sounded exciting as it described Linda Darling-Hammond, the event’s primary speaker, “underscoring the backdrop of the multiple crises facing the United States and their impact on structural inequities and racism in the nation’s public schools.” It described Dr. Darling-Hammond explaining, “how these profound challenges are behind the President’s call for a comprehensive federal policy to support major investments and reforms in public education, including addressing discrimination and segregation, equitable funding and resources, universal preschool, wholistic student supports, investments in the teacher workforce and access to post-secondary education and college.”

Immediately I opened the link to Darling-Hammond’s presentation, where I found myself disappointed, even though she titled her remarks, “President Biden’s First 100 Days: A Transformation in Action”—and even though I agree that what Darling-Hammond reported is important.  She describes the American Rescue Plan Act which would, according to Darling-Hammond, definitely help children and families by expanding access to affordable health insurance; boosting families’ access to needed nutrition services; supporting and stabilizing child care and Head Start; supporting child mental health; offering stimulus payments, unemployment supplements, and tax credits for family medical leave; and most important of all, expanding the child tax credit and making it fully refundable. As Darling-Hammond CONTINUE READING: President Biden Is Investing to Help Children at School: Secretary Cardona Needs to Provide the Policy Vision | janresseger

American Rescue Plan: Organizing for Equity | Schott Foundation for Public Education

American Rescue Plan: Organizing for Equity | Schott Foundation for Public Education

American Rescue Plan: Organizing for Equity 

The scale of the broad federal funding in the American Rescue Plan (ARP) presents an opportunity for transformative change – but only if funds are invested to address systemic racism and advance equity. This requires sustained organizing to ensure accountability and community participation to direct investments – and ongoing, transparent structures to incorporate community input.

This page offers resources to support that organizing, some Schott has developed, and many more gathered from partners. It’s information to understand components of ARP, and to provide insights into how communities across the country are mobilizing.

We encourage you to add to this collaborative hub—email materials and links to communications@schottfoundation.org .

How much money will go to my state and district?

Over the past year, Congress has allocated billions to states and districts in three major acts: June 2020’s CARES Act, December 2020’s CRRSA, and March 2021’s American Rescue Plan (ARP). While those bills funded many things, the education portion of those bills are considered “ESSER” funds. So CARES education money is “ESSER I”, CRRSA’s is “ESSER II”, and ARP’s is “ESSER III”. CONTINUE READING: American Rescue Plan: Organizing for Equity | Schott Foundation for Public Education

Billions are at stake. Community voice is critical. | Schott Foundation for Public Education

Billions are at stake. Community voice is critical. | Schott Foundation for Public Education

Billions are at stake. Community voice is critical

The next few months are pivotal in determining whether the billions of dollars in the federal recovery funds move us toward education justice, or increase race, gender, and class inequities.

The future of millions of children is at stake. If parents, students, and educators don’t organize to determine where these billions go, someone else will. It’s up to communities to raise their voices; it’s up to philanthropy to speak out, to use their influence as well as their grant dollars—their cash and connections—to support grassroots organizing in this historic moment.

States must submit plans by June 7th to the federal government on how they’ll spend the $123 billion earmarked for education in American Rescue Plan (ARP), and each school district must submit their own plans to their state. States and districts are required to show robust stakeholder engagement from students, educators and community groups in those plans.

Boston model: ensure meaningful community voice at the table

Boston Public Schools announced a new commission to determine how to invest the nearly $400 million the district is expected to receive over the next three years. The commission features stakeholders from every sector of the city. Schott President Dr. John H. Jackson, who is a commission member, said, “We applaud the superintendent for creating a commission made up of diverse partners from the community including Boston Student Advisory Committee, Boston Education Justice Alliance and the Lawyers Committee — as well as educators, school leaders and philanthropic partners. We strongly encourage other cities to do the same and urge our philanthropic partners to engage in the process.”

Not all districts are yet taking Boston’s approach. As any observer of education policy will tell you, it’s one thing for a law to mandate community input, and it’s another thing for that input to be meaningful, substantive, and powerful enough to make a serious impact. Given the Rescue Plan’s short timeline, it will be tempting for some policymakers to ignore voices for equity and justice. With the transformative potential of these funds on the line, that’s something we must not allow.

Support organizers in elevating input for allocation decisions

Last week Schott convened our Opportunity to Learn Network, including policy experts and veteran education justice CONTINUE READING: Billions are at stake. Community voice is critical. | Schott Foundation for Public Education

Robert Kuttner: Biden’s Universal Pre-K Should Be Part of Public Schools, Nor “Public-Private” Partnerships | Diane Ravitch's blog

Robert Kuttner: Biden’s Universal Pre-K Should Be Part of Public Schools, Nor “Public-Private” Partnerships | Diane Ravitch's blog

Biden’s Universal Pre-K Should Be Part of Public Schools, Nor “Public-Private” Partnerships

Robert Kuttner applauds Biden’s proposal for universal pre-kindergarten, while warning of the danger of allowing the program to be partially privatized. The same could be written for K-12 education. In state after state, private corporations are using their political influence to privatize public money and si err it to charters and vouchers.

Kuttner on TAP

Universal Pre-K: Will Biden Do It Right?

There is a great deal in Biden’s American Families Plan to be thankful for. In a stroke, his administration has expanded the bounds of what is politically mainstream. Assuming it can get through Congress, which is by no means certain, the devil will be in the details.

For instance, Biden proposes to spend $200 billion over a decade, or $20 billion a year, for what the White House fact sheet describes as free, universal pre-kindergarten for all three and four year olds, through “partnerships” with the states.

Ideally, these should be true public institutions—an expansion of public school kindergartens downward to younger kids, with teachers compensated CONTINUE READING: Robert Kuttner: Biden’s Universal Pre-K Should Be Part of Public Schools, Nor “Public-Private” Partnerships | Diane Ravitch's blog

This is the Moment Philanthropy Has Been Waiting For! | Schott Foundation for Public Education

This is the Moment Philanthropy Has Been Waiting For! | Schott Foundation for Public Education

This is the Moment Philanthropy Has Been Waiting For!

The time is now. For many of us in philanthropy, we have never seen a major policy expansion to support children and families on a scale that the president proposed last evening. But how did we arrive here, and how can philanthropy ensure more moments like this? 

It would be a mistake to only credit forward-thinking policymakers: the real leadership clearly came from grassroots social justice movements. Building on the tireless work of past generations, over the last several years these groups changed the entire political landscape, pushed new, visionary ideas to the fore, and organized the public to demand transformative change. A $15 minimum wage. Universal childcare and pre-K. Reducing student debt and increasing access to college. Guaranteed paid family leave. Their organizing put these policies on the agenda. Passing that agenda in Congress requires all of us to step up. 

This is a moment that embodies philanthropy’s business model for impact: employing our resources and leadership to leverage massive, transformative federal, state and local investments and policy changes. Simply stated, using private millions to yield public trillions.  

The Biden administration has already moved trillions through the American Rescue Plan to stimulate the economy. Now, the president proposes to make other “once-in-a-generation investments in America” through the American Jobs Plan and the American Families Plan. These multi-trillion-dollar packages are aimed at supporting low and middle-income families and children.  

What do you do when you have an opening like this? For foundations and philanthropic leaders, sitting on the sidelines shouldn’t be an option. These much-needed investments in American communities can either increase racial disparities or, with philanthropy-supported advocacy, implementation monitoring and local grassroots community power-building, they can CONTINUE READING: This is the Moment Philanthropy Has Been Waiting For! | Schott Foundation for Public Education

Sec Cardona, Sen Manchin Sen Murray Roundtable with Students Experiencing Homelessness to Discuss American Rescue Plan Resources + Supporting First-Generation and Low-Income Students | U.S. Department of Education

Secretary Cardona, Senator Manchin, and Senator Murray Held Roundtable with Students Experiencing Homelessness to Discuss American Rescue Plan Resources | U.S. Department of Education

Secretary Cardona, Senator Manchin, and Senator Murray Held Roundtable with Students Experiencing Homelessness to Discuss American Rescue Plan Resources

This afternoon, Secretary Cardona held a virtual roundtable with U.S. Sens. Joe Manchin (WV) and Patty Murray (WA) where they spoke with students who have experienced homelessness. The conversation came on the heels of the Department of Education (ED) announcing plans to distribute $800 million in American Rescue Plan funds to states to support students experiencing homelessness, particularly those disproportionately impacted by the pandemic. ED will distribute $200 million of the total funding to states on Monday.

The students in the roundtable ranged from ages 12-20 and represented seven different states. Event participants shared their personal experiences with the Secretary and the Senators, centering the conversation on lived experiences and how the critical funds in the American Rescue Plan will help other students in similar situations.

Secretary Cardona listened as students shared their stories:

"Among the issues that affect our students' ability to learn is the instability in where they're living, and homelessness is an issue that's critically important. It's hard to learn if you're wondering where you're going to be staying at night, or if there's no stability there and you don't have any support around that you. We need to make sure that our students can learn at high levels and addressing student homelessness is one of those issues that is critically important. All of you are stronger than most students in this country, and you're resilient. You're going to grow. It's our job to make sure we support you because you have so much to offer."

Sen. Joe Manchin discussed the importance of sharing these stories and providing relief for these students.

"It is vital to provide all of our young students with a platform to share their stories and experiences. I'm pleased the Department of Education is committed to helping our children and youth succeed in spite of the challenges they face. We all know, last year has added burdens for us all, especially our children currently experiencing homelessness, but we will get through this together, as we always do, by supporting our fellow Americans in need. Each and every one of you here today embody resilience, strength and determination."

Sen. Patty Murray thanked the students for sharing their experiences and applauded the designated funds in the American Rescue Plan that goes towards helping students who are experiencing homelessness.

"This past year has been so difficult for every student and parent and educator across the country. But what students who are experiencing homelessness have gone through is really unthinkable…So as a mom and a grandmother, my heart truly goes out to each one of you because these are struggles that no kid should have to bear. Please know, I want you to know, we're fighting for you. We hear you. You are not alone. We made sure that there is dedicated support in the American Rescue Plan."

Supporting First-Generation and Low-Income Students Beyond the College Acceptance Letter

Over the past year, the COVID-19 pandemic demonstrated that pursuing a college education is not just about getting accepted and enrolling in a college. First-generation and low-income college students were burdened with the struggle to pay expensive college fees for a virtual education while being separated from on-campus resources and in-person support from students and faculty. For first-generation and low-income college students, being accepted into a college is a major accomplishment that opens the door to numerous possibilities, such as having higher average salaries and healthier lifestyles. However, there needs to be more support for first-generation and low-income students throughout college, not just to the acceptance letter, for them to enjoy the benefits of obtaining a college degree.

Barriers to Student Success:

Despite the progress, there are still many difficulties for first-generation and low-income college students after they complete their college applications and are admitted to an institution. For instance, first-generation and low-income students:

1. Miss out on financial aid they are eligible for.

According to the National Center for Education Statistics (NCES), only around 65% of high school seniors complete a FAFSA each year, and first-generation and low-income students are less likely to complete an application. By not filling out the FAFSA, first-generation and low-income students are missing out on financial aid that can help them pay for and pursue higher education.

2. Receive inadequate support with understanding financial aid offers.

A study by New America and uAspire found that in financial aid offer letters, many colleges use inconsistent terminology and jargon, do not include information on the cost that the institution is charging, and group different types of financial aid, like grants, Federal Work-Study, and loans together. These practices make it difficult for students to understand and compare aid offers when deciding on which school best suits their financial needs and increases the chance of a student attending a school based on inaccurate financial information. For instance, a student may expect to receive Federal Work-Study as a lump sum grant if it is grouped with grants on the offer letter.

3. Experience greater likelihood of not completing postsecondary education.

First-generation students are more likely to leave postsecondary education without earning a postsecondary credential compared to students whose parents had earned a bachelor’s degree according to a study by the NCES. Similarly, low-income students are more likely to leave a two-year or four-year institution before receiving a degree. Dropping out without completing the degree can have serious financial impacts for students because they may be required to pay back grants and loans for attending college without reaping the benefits of earning their degree.

4. Have a lack of mentors and professional networks.

First-generation college students tend to lack guidance about college and career development from family members and have to build a professional network from scratch, adding pressure to students on top of managing academic coursework.

How We Can Better Support First-Generation and Low-Income Students:

1. Organize mentorship programs during high school and college.

Since first-generation students may lack mentors who can advise them on the college process and career development, schools should organize a mentorship program and make sure all students have a mentor they can trust and ask questions to anytime, such as alumni, faculty members, or even experienced upperclassmen. Mentors can also introduce students to important resources and help them make smart decisions about their future.

2. Provide more informational workshops about financial aid early and regularly.

First-generation and low-income students may not be aware of all the financial aid opportunities that are available to help them afford college. To address this, schools should host informational workshops starting before students apply for college on how to qualify and apply for financial aid. Some topics schools should mention include:

a. Understanding the cost of college
b. How to estimate financial aid and how to complete the FAFSA
c. The types of Federal Aid (including their differences and requirements)
d. Where to find and how to apply for scholarships and grants
e. When to take out loans and how to be a smart borrower (including the types of loans, how much money to borrow, and repayment plans)

3. Standardize and improve transparency of financial aid offer letters

On top of ensuring first-generation and low-income students are aware of the financial aid options available, colleges should make it easier for students to interpret the financial aid offers they are receiving. Colleges should follow standardized templates and terminology, which helps students compare different offer letters. The U.S. Department of Education provided suggested templates for schools to follow, and research from New America suggests that colleges should always include the cost of attendance, distinguish between grants and loans, provide the net price calculation, and state the next steps for the student in the offer letter.

4. Improve accessibility and increase awareness of school resources.

Many colleges already have resources available for first-generation and low-income students, but not all students are aware they exist. Thus, schools should make a greater effort to ensure students know where to find help if they need it. For instance, schools can introduce all campus resources during orientation, provide a list of resources in dorm buildings and classrooms, and list the resources on the school website. Some of these resources may include the career center, alumni center and network, the financial aid office, and any organization that supports first-generation and low-income students. Schools should also not assume every student will receive guidance on essential career development skills, such as how to write a resume and cover letter, and offer accessible presentations on career development skills that every student can attend, such as through the career center or at orientation.

First-generation and low-income students overcome many barriers in the process of applying and being accepted into colleges, but their struggles do not stop there. More can be done to ensure that these students succeed throughout college and obtain their degree, opening the door to more opportunities and a greater chance of financial stability.

Joleen Chiu is an Undergraduate Student at the University of California, Los Angeles studying Mathematics and Economics. She is a current Virtual Student Federal Service intern working  on the Higher Education Financial Decision-Making project under Federal Student Aid.

Posts you may also like

• The Pursuit of Education: A Story of Homelessness, Perseverance, and the Impact of Caring Educators
• A Decade of U.S. Department of Education Green Ribbon Schools!
• Let’s Talk about Title IX

Supporting First-Generation and Low-Income Students Beyond the College Acceptance Letter

U.S. Ed Dept. Releases State Plan Template for the American Rescue Plan Emergency Relief Fund + USDA Issues Pandemic Flexibilities for Schools and Day Care Facilities | U.S. Department of Education

U.S. Education Department Releases State Plan Template for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund | U.S. Department of Education

U.S. Education Department Releases State Plan Template for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund

U.S. Education Department Releases State Plan Template for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund

APRIL 21, 2021

Contact:   Press Office, (202) 401-1576, press@ed.gov

Today, the U.S. Department of Education (Department) released the State plan application that will support states in describing how they will use resources under the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) fund to continue to safely reopen schools, sustain their safe operations, and support students—especially those most impacted by the pandemic. 

Last month, states received access to two-thirds of their ARP ESSER allocation—a total of $81 billion. The remaining $41 billion will become available after states' plans are approved by the Department. After the final one-third of funds are made available, states would have received access to nearly $122 billion to help safely reopen and sustain the safe operation of schools and address the impact of the COVID-19 pandemic on our nation's students.

"Throughout my recent school visits, I have witnessed how federal relief dollars are being used to help schools reopen safely and communities recover from the impacts of the pandemic," said U.S. Secretary of Education Miguel Cardona. "These American Rescue Plan funds are essential to providing more in-person learning options for students quickly, sustaining schools' safe operations, supporting our students' social, emotional, mental health, and academic needs, and boldly addressing inequities that were exacerbated by the pandemic. In developing plans to utilize these funds, it's critical that states and districts bring to the table the voices of those who can best speak to how we can meet these goals, including students, parents, educators, and stakeholders."

Today's action demonstrates the Biden-Harris Administration's continued commitment to support states in their ongoing efforts to sustain the safe reopening of schools and to maximize in-person instruction safely and quickly.

The State plan application presents an opportunity for states and local education agencies to engage the public to ensure that the needs of students and communities are best reflected in state and local spending plans. Many states and school districts are already actively developing their plans for the use of ARP ESSER funds. At the state level, stakeholder engagement must include students; families; Tribal Nations; civil rights organizations, including disability rights organizations; teachers, principals, school leaders, other educators, school staff and their unions, school and district administrators; superintendents; charter school leaders; and other stakeholders representing the interests of children with disabilities, English learners, children experiencing homelessness, children and youth in foster care, migratory students, children who are incarcerated, and other underserved students.

In addition to the State plans, school districts will also be required to seek broad public input and develop their own plans for the use of ARP ESSER funds. This is in addition to the statutory requirement in the American Rescue Plan that school districts develop a plan for the safe return to in-person instruction and continuity of services.

In the State plan, states will describe how they will ensure states and school districts are demonstrating transparency in their planning, identify and meet the needs of students most impacted by the pandemic, choose effective evidence-based interventions, and prioritize educational equity, inclusive stakeholder engagement, and strong fiscal safeguards. These plans will provide critical information to the public and the Department about the use of these unprecedented resources. The plans will also inform the Department's technical assistance to states and school districts, as well as the Department's approach to monitoring implementation of ARP ESSER funds.

States must submit their ARP ESSER State plans by June 7, 2021. The Department will begin approving applications and disbursing the remaining ARP ESSER funds expeditiously once plans are received and reviewed.

To support states in completing their ARP ESSER State Plans and meeting ARP ESSER requirements, the Department has also issued an accompanying notice of interim final requirements with additional details. The notice is available here: https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-elementary-and-secondary-school-emergency-relief/.

States must also commit to several actions as part of their receipt of ARP ESSER funds. One addresses civil rights protections, reflecting the state's responsibility to ensure that it will conduct all its operations so that no person shall be excluded from participation in, be denied the benefits of, or be subject to discrimination based on race, color, national origin, which includes a person's limited English proficiency or English learner status and a person's actual or perceived shared ancestry or ethnic characteristics; sex; age; or disability. Other important commitments address transparency and compliance with ARP ESSER requirements such as uses of funds, maintenance of effort, and maintenance of equity.

Today's actions are part of the Biden Administration's broader efforts to help schools quickly and safely reopen for in-person instruction. In addition to providing $130 billion for K-12 education in the American Rescue Plan to support the safe reopening of K-12 schools, the Biden Administration has:

• Released two volumes of the COVID-19 Handbook, which provide roadmaps and strategies to support the safe reopening of all America's schools and to promote educational equity by addressing opportunity gaps that have been exacerbated by the pandemic.
• Held a National Safe School Reopening Summit, where districts, educators, school leaders, and students shared best practices on how to reopen schools quickly and safely.
• Called on states to prioritize vaccinations for educators. According to a recent CDC survey, 80 percent of educators received at least one vaccination by the end of March.
• Provided $10 billion in funding for COVID-19 testing for PreK-12 educators, staff, and students.

U.S. Education Department Releases State Plan Template for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund | U.S. Department of Education

USDA Issues Pandemic Flexibilities for Schools and Day Care Facilities through June 2022 to Support Safe Reopening and Healthy, Nutritious Meals

Nutrition standards return with options and resources to support safety and social distancing

APRIL 20, 2021

Contact:   Press Office, (202) 401-1576, press@ed.gov

WASHINGTON, April 20, 2021 – The U.S. Department of Agriculture (USDA) today issued a broad range of flexibilities to allow school meal programs and childcare institutions across the country to return to serving healthy meals in fall 2021 as part of the Biden-Harris Administration’s commitment to reopen schools safely. Several meal service flexibilities that enable social distancing are now extended through June 30, 2022. The waivers continue the Administration’s commitment to provide safe, healthy meals free of charge to children as the pandemic continues to threaten the food and nutrition security of our most vulnerable.

“USDA will remain relentless in ensuring our nation’s children get the critical nutrition they need,” said Agriculture Secretary Tom Vilsack. “States and districts wanted waivers extended to plan for safe reopening in the fall. USDA answered the call to help America’s schools and childcare institutions serve high quality meals while being responsive to their local needs as children safely return to their regular routines. This action also increases the reimbursement rate to school meal operators so they can serve healthy foods to our kids. It’s a win-win for kids, parents and schools.”

A recent study from Tufts University found that in 2018, schools were the single healthiest source of U.S. food consumed across a sample of children and adults. The 2018 study found that diet quality for foods from schools improved significantly from a similar study conducted in 2003-2004. Schools nationwide will be allowed to serve meals through USDA’s National School Lunch Program Seamless Summer Option (SSO), which is typically only available during the summer months. This option maintains the nutrition standards of the standard school meal programs – including a strong emphasis on providing fruits and vegetables, fluid milk, whole grains, and sensible calorie levels, while allowing schools to serve free meals to all children. In addition, schools that choose this option will receive higher-than-normal meal reimbursements for every meal they serve, which will support them in serving the most nutritious meals possible while managing increased costs associated with pandemic-related operational and supply chain challenges. This option also affords schools the financial flexibility to further customize their meal service design to fit their local needs.

“Students’ success in the classroom goes hand in hand with their ability to access basic needs like healthy and nutritious meals,” said Secretary of Education Miguel Cardona. “It’s critical that our efforts to reopen schools quickly and safely include programs that provide access to free, healthy meals for our most vulnerable students, particularly those whose communities have been hardest hit by the pandemic. This program will ensure more students, regardless of their educational setting, can access free, healthy meals as more schools reopen their doors for in-person learning.”

USDA will continue to offer targeted meal pattern flexibility and technical assistance as needed. In addition, schools and both child and adult care institutions can continue providing breakfasts, lunches, and after school snacks in non-group settings at flexible meal times. Parents or guardians can also pick up meals for their children when programs are not operating normally, all while maintaining social distancing consistent with federal recommendations.

Up to 12 million children are currently living in households where they may not always have enough to eat during the pandemic. During the past year, America’s schools and childcare centers have provided a nutrition lifeline for children across the country, many of whom depend on USDA’s child nutrition programs for the nourishment they need to grow and thrive. Some kids rely on these programs for as many as three meals a day, underscoring how essential it is for USDA to empower schools and childcare centers to continue their dedicated efforts to serve healthy meals, safely.

Earlier this month, the Department of Education released Volume 2 of its COVID-19 Handbook , “Roadmap to Reopening Safely and Meeting All Students’ Needs,” which includes initial recommendations and resources for schools and communities to support our nation’s most vulnerable students during the pandemic, including those facing food insecurity. The Handbook includes strategies to increase student and family access to meal programs during the school year and over the summer, including specific strategies for underserved students such as students experiencing homelessness and English learners, and how federal funding can support these efforts.

The announcement today comes in addition to a variety of actions taken recently by USDA to strengthen food security, drive down hunger, and put a greater emphasis on the importance of nutrition. Just recently, USDA maximized economic relief for struggling families by taking administrative action on SNAP emergency allotments by targeting an additional $1 billion per month to roughly 25 million people. The Biden-Harris Administration’s American Rescue Plan Act provides over $12 billion in new nutrition assistance to address hardship caused by the pandemic, including:

• Extending a 15 percent increase in SNAP benefits— providing over $1.1 billion per month in additional benefits for about 41 million participants—through September 2021;
• Adding $1.1 billion in new funding for territories that operate nutrition assistance block grants—home to nearly 3 million Americans—to support those hard-hit by the pandemic;
• Extending and expanding P-EBT—a program that served over 8.4 million families with children at its peak last year—through the duration of the public health emergency;
• Funding meals for young adults experiencing homelessness through Child and Adult Care Food Program (CACFP) emergency shelters;
• Providing nearly $900 million for the Special Supplemental Nutrition Program for Women, Infants and Children (WIC), including a temporary increase in fruit and vegetable vouchers to $35 per month and an historic investment in innovation and outreach to better serve more than 6.2 million people that use WIC to support a healthy start for infants and young children.

For a complete list of the waiver actions announced today, visit FNS’s COVID Response page at www.fns.usda.gov/coronavirus.

USDA touches the lives of all Americans each day in so many positive ways. In the Biden-Harris Administration, USDA is transforming America’s food system with a greater focus on more resilient local and regional food production, fairer markets for all producers, ensuring access to safe, healthy and nutritious food in all communities, building new markets and streams of income for farmers and producers using climate smart food and forestry practices, making historic investments in infrastructure and clean energy capabilities in rural America, and committing to equity across the Department by removing systemic barriers and building a workforce more representative of America. To learn more, visit www.usda.gov.

USDA Issues Pandemic Flexibilities for Schools and Day Care Facilities through June 2022 to Support Safe Reopening and Healthy, Nutritious Meals

Urge the Mayor and the Council to use a big chunk of the federal funds to reduce class size next year! | Class Size | A clearinghouse for information on class size & the proven benefits of smaller classes

Urge the Mayor and the Council to use a big chunk of the federal funds to reduce class size next year! | Class Size Matters Urge the Mayor and the Council to use a big chunk of the federal funds to reduce class size next year! | A clearinghouse for information on class size & the proven benefits of smaller classes

Urge the Mayor and the Council to use a big chunk of the federal funds to reduce class size next year!

Class Size Matters and NYC Kids PAC are advocating for  one billion dollars of the approximately $2.5 billion that NYC schools are due to get next year and the year after to be invested in smaller classes,  for NYC students who will need them more than every before.

This is a chance in a lifetime opportunity to ensure that enough funding is spent the right way to make a huge opportunity for NYC kids.

If you agree, please sign our petition here; and sign up to speak at the Council’s Committee on Education preliminary budget hearings next Tuesday March 23; public testimony via video starts at noon.

You can sign up here  at least 24 hours beforehand and/or send your testimony to testimony@council.nyc.gov  up to 72 hours after the end of the hearing.  Please copy the email to your own City Council member; you can find their names and emails by filling in your address here.  Feel free to copy us at info@classsizematters.org

Here is sample text you can use, but please add any language you like:

Hello, my name is ____ and I have a child in the ___ grade in [name of public school.]

Please allocate one billion dollars of the federal funds for next year to class size reduction so that students can have the benefit of both social distancing and stronger academic and social support, which they will need next year more than ever before.   Please make sure that happens,  for the sake of my child and the other children in the NYC public schools.

Yours sincerely,

Name, address, email

Thanks Leonie

Urge the Mayor and the Council to use a big chunk of the federal funds to reduce class size next year! | Class Size Matters Urge the Mayor and the Council to use a big chunk of the federal funds to reduce class size next year! | A clearinghouse for information on class size & the proven benefits of smaller classes