Analysis: Surveys find parents want bold changes in schools — with more learning inside and outside the classroom

C.OVID-19 disorders gave parents and families unprecedented insights into their children’s schools, classes and teachers, and deepened insights into their children’s learning styles, interests and challenges. Whatever they used to think of their schools, many parents now have a clear view of what they want from them. They look past the fall reopening to rethink school lessons and they care about having good choices for interest-based learning opportunities outside of the classroom.

Two major national parent surveys published in early May shed new light on how to reflect on the often used phrase “more and better learning”. Both emphasize the importance of recognizing that learning in families, schools and communities is complementary.

The first, the Beacon Research National Survey, conducted with Shaw and Company Research and funded by the Walton Family Foundation, assessed how parents would like government stimulation of education. The other, conducted by Learning Heroes with Edge Research and funded by the Wallace Foundation, sought to understand how parents, teachers, and after-school program providers perceive and evaluate the value of these programs in supporting children’s social, emotional, and academic development, especially in summer and in the context of COVID.

Here are some of the key takeaways:

Parents are concerned about the impact of the pandemic on their children’s learning progress and fall readiness and want a holistic approach as part of a solution. In the Beacon Research poll, 4 in 10 parents say they are very concerned about their child’s progress. Learning Heroes research confirms this and provides additional details.

• While a quarter of parents fear that their children will be lagging behind in school, 40 percent are primarily concerned about missing social contacts and relationships.
• Only 39 percent of parents want to make up for lost class time by extending the 2020-21 school year into the summer, while many more – 57 percent – want schools to offer summer programs that include arts, music, sports, and other non-academic programs Activities include, a previous Learning Heroes survey found.
• Especially for this summer, parents have top priority to consider social, emotional and / or mental health needs (55 percent) and to offer physical / outdoor activities (54 percent) instead of academic support / compensation for learning losses (37 percent). Teachers generally agree (54 percent, 51 percent, 39 percent). Interestingly, out-of-school program providers see the three categories as equally important (46 percent, 49 percent, 47 percent) and have a fourth goal: to find passion and meaning (49 percent).

Parents see the disruption caused by COVID, combined with new funding, as an opportunity to transform public education to make it more equitable and learner-centered. Beacon research found that 73 percent of parents support the American bailout plan – but want reassurance that the funds will be used for “bold change,” not normal business. Among the changes requested by two-thirds or more of respondents:

• More experiential learning, such as college credits / job-based learning / apprenticeships
• Make better use of technology by expanding broadband access and providing improved teaching materials, digital resources and online learning training for teachers
• More personalized learning through special funding for students with higher academic needs and the expansion of high-quality tutoring programs
• Pay more attention to the emotional / mental health of students by providing tools for teachers and students
• Increased learning time through the expansion of free pre-kindergarten and child care and the offer of summer school lessons for every child who wants it

These surveys show that “whole child, whole community” is not a goal for parents – it goes without saying. You value schools, but don’t want a more traditional school time. Compared to the two-thirds majority ratings of other proposed changes, only a minority of parents in the Beacon study were in favor of “extending the school day or year”. The Learning Heroes study explains why.

• Parents want their children to develop a wide range of skills and believe that home, school, and extracurricular activities play complementary roles in this. When asked what they thought they should focus on, most parents chose academic foundations and problem-solving skills for schools, respect and kindness for the home, and social skills and teamwork in after-school programs.
• Of those surveyed, 65 percent of parents enroll their K-8 children in one or more programs or organized activities that provide learning or skills outside of the regular school day, although in most communities families have to pay for them. The enrollment would be even higher if there were no barriers such as cost, transportation and lack of availability. A recent survey by the Afterschool Alliance shows that demand regularly exceeds supply. At the national level, there are three children waiting for every enrolled child to attend after-school programs, and 57 percent of parents said cost was a major factor in their decision not to attend.

These findings lead to an important implication in the reopening of schools: an influx of new funding for programs this summer and over the next few years can help improve access to extracurricular teaching. But that money won’t spark the bold changes parents want if educators and policy makers fail to recognize and support learning and engagement that goes beyond the school day, school walls, school staff, or traditional school approaches.

Extended learning is more than extended time. In communities like Tulsa, Oklahoma; Cleveland; and Boston, as well as across California, savvy executives invest in ongoing partnerships with community-based program providers ranging from Boy Scouts and Boy Scouts to Debate Leagues, Bike Clubs, Parks and Libraries. These types of bold changes that expand education and support for young people must continue to be imagined by policymakers and leaders in this time of crisis and opportunity.

Karen Pittman is the Co-Founder and Senior Fellow of the Forum for Youth Investment. Linda Darling-Hammond is President and CEO of the Learning Policy Institute and Charles E. Ducommun Professor Emeritus of Education at Stanford University.

Disclosure: The Walton Family Foundation financially supports LA School Report’s parent company, The 74 Media.

source https://outdoorsportsnews.com/analysis-surveys-find-parents-want-bold-changes-in-schools-with-more-learning-inside-and-outside-the-classroom/