Middle schooler Jules Pow writes on their experience as a Black student in a predominantly white district.

Cavyn R. shares their perspective as a Black child in a majority-white education system—and the impact microaggressions had on them as a student.

State social studies academic standards are under review. As part of the committee tasked with transforming what Minnesota students learn in social studies, policy director Danyika Leonard urges holding equity at the center, and in a memo outlines equity concerns with the first draft of revised standards and the process to create them.

Distance learning is the norm for many Minnesota students. In this post we focus on the roles of school counselors, psychologists, and social workers in helping students and families navigate uncharted waters.

Less than a quarter of Minnesota schools are operating fully in-person, with most offering distance learning or a hybrid approach. Many students struggle with consistent access to the devices and internet they need. Inconsistent attendance in turn leads to lost learning, exacerbated inequities, and disengagement. Student-centered learning, and in particular competency-based education, provide a route to address issues of disengagement and learning loss head on.

An update on education policy activity amidst an unprecedented time for education in Minnesota due to Covid-19 and a national conversation on racial justice.