Parent & Reed: Recommendations from a State Senator and a Mayor for Aligning Education With the Workforce & Boosting Students’ COVID Recovery
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Every day, we witness encouraging signs that our nation is recovering from the devastating impact of the COVID-19 pandemic. Unemployment rates have decreased, and many schools have reopened their doors. The American Rescue Plan has provided financial relief, enabling more families to meet their basic needs.
However, our journey to full recovery is far from over. The pandemic has impacted everyone, but certain groups have borne a disproportionate burden due to long-standing systemic inequities. Specifically, low-income families and families of color have been hit hardest.
We cannot simply strive to return to the way things were before the pandemic. This is an opportunity for us to address deep-rooted issues that have plagued our nation for too long, particularly in regard to providing equal and effective educational opportunities for all Americans.
As co-chairs of a working group comprised of state and local elected officials and policy experts, sponsored by The NewDEAL Forum and with the support of the Alliance for Excellent Education, we have spent the past year focused on creating policies that align education with workforce opportunities. Although our initial mission was temporarily shifted to crisis response during the pandemic, COVID-19 has reinforced the critical importance of our original objective.
Individuals with lower levels of education have experienced the most significant and enduring job losses. Since March 2020, the unemployment rate for individuals with a bachelor’s degree has never exceeded 8.4%, whereas those with only a high school diploma faced a rate as high as 17.3%.
This pattern reflects a historical trend. During the Great Recession, unemployment never surpassed 5% for those with a bachelor’s degree, whereas it was more than double for those with a high school diploma or less.
Research consistently shows that educational attainment directly improves individuals’ employment outcomes, regardless of whether we are facing a crisis or not.
In our policy proposals for aligning the future of education with workforce opportunities, the Education Policy Group of the NewDEAL Forum outlines essential steps to better prepare individuals for high-skill, high-wage jobs. These jobs include both existing opportunities and those that will emerge in the future. With the infusion of funding from the recent federal stimulus, we have a unique opportunity to address this challenge.
Our report emphasizes the need to expand access to high-quality college and career pathways. This involves investing in programs that prepare workers for growing industries within their regions. Simple initiatives such as making labor market data available to schools, colleges, and employers can serve as an excellent starting point.
Additionally, we recommend facilitating a smooth transition from high school to higher education. The funding provided by the American Rescue Plan can support training in careers that the state has identified as high-demand, high-wage jobs.
An inspiring example comes from Oakland, California, where a partnership between schools, community colleges, and labor unions has established career academies that equip all students with the skills needed for high-skill jobs. These academies offer college-level coursework taught in a practical and career-oriented manner. By demonstrating how subjects like trigonometry can be applied to city planning, even students who initially lack interest can develop a newfound enthusiasm. Notably, the enrollment rate into college for students in Oakland’s Linked Learning Health Pathways program is 20 percentage points higher than that of traditional high school students. At a time when the high school dropout rate is increasing, career academies can motivate students to re-engage with education after a year of remote learning, during which many students were unable to fully participate.
Rescue Plan funding can also enable more students to complete college classes while still in high school. Georgia has implemented a robust dual enrollment program, led by Senator Parent, that covers tuition and books. As a result, students can enter college with up to a year’s worth of credit, and some even graduate from high school with an associate degree.
This early exposure to postsecondary education is crucial for economically disadvantaged students. Over the past two decades, only approximately half of high school graduates from low-income households consistently enroll in college, compared to four out of five students from high-income households.
Unfortunately, college enrollment has plummeted during the COVID recession, with the steepest declines observed among students of color, particularly Black and Hispanic students.
It is imperative to ensure that programs like dual enrollment are accessible to all students. Senator Parent has been at the forefront of efforts in Georgia to collect and analyze data to address disparities in education.
While we focus on preparing students for successful careers, we must also address the significant learning loss experienced by nearly every student. Those who were already behind in their education prior to the pandemic will face even greater challenges in the upcoming school year. The most vulnerable children, including those from low-income backgrounds, English learners, and students with disabilities, have suffered the most severe setbacks in their learning journey.
Cities and states must take decisive action to address the challenges brought on by the COVID-19 pandemic. In Montgomery, Alabama, a number of robust summer learning programs are being implemented to provide support to students who have been significantly impacted by virtual learning. Montgomery Public Schools will be offering a wide range of classes in many schools, and in addition to these options, Mayor Reed’s office is collaborating with community partners to establish a six-week academic enrichment program in community centers throughout the city. This program will utilize a culturally relevant and rigorous curriculum to help elementary school students catch up on their academic progress. By integrating elements of fun, similar to a camp experience, with high-quality instruction, this model has already yielded positive outcomes.
Furthermore, as students return to school in the fall, they will require further assistance. We appreciate the mandate for at least 20 percent of funding from the rescue plan to be allocated towards narrowing the learning gaps among students. State and local policymakers must work in close cooperation with schools to provide the necessary community support.
The COVID-19 shutdown has brought to light another challenging reality: many students do not have access to computers and reliable internet services. Data collected by various civil rights organizations, in partnership with the alliance, confirmed the unsurprising fact that students from low-income families and students of color were the least likely to possess both a computer and access to high-speed internet, which are essential for engaging in digital activities.
Fortunately, funding from the rescue plan and previous federal legislation presents an opportunity to expand connectivity infrastructure where it is currently lacking and provide students with the necessary devices.
Our nation will unite to recover from the impact of COVID-19, and with the guidance of state and local leaders, we can emerge from this challenging period by creating better opportunities for our students. We will collaborate with community stakeholders to implement the recommendations mentioned above. With the availability of American Rescue Plan funds to support such initiatives, we hope that our colleagues across the country will join us in this endeavor.
Elena Parent holds the position of Georgia State Senator, representing Atlanta, while Steven L. Reed serves as the Mayor of Montgomery, Alabama. They both serve as co-chairs of the NewDEAL Forum Education Policy Group.
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