The COVID-19 (Coronavirus) pandemic has created unprecedented circumstances for all learners, as outlined in the first blog in this series. A key tenet of equity is flexibility, meeting each learner where they are at and providing the supports needed to help that learner be successful. However, this flexibility must always be offered with a persistent commitment to access and quality. During the crisis facing our nation, understandably, the response to these challenges of massive school and college closures and rapid scaling of distance learning has been to provide significant flexibility to states and educational institutions. For example, many postsecondary institutions have made classes pass/fail, the U.S. Department of Education is granting waivers to states who are unable to assess students during the pandemic, some states are waiving graduation requirements, and some states have taken action to waive licensure requirements.
When leveraging the flexibility provided, states must ensure that the actions they are taking do not disproportionately negatively affect historically marginalized populations or lead to widening or new equity gaps. Quality should not be sacrificed in the name of flexibility.
Equality vs. Equity. Retrieved from Shorter-Gooden Consulting (n.d.). https://www.shorter-goodenconsulting.com
The decisions that state leaders make today can have significant long-term consequences. For instance, some postsecondary institutions have made classes mandatory pass/fail to address equity concerns. Institutions recognize that students’ current environments may not be conducive to learning and therefore the letter or numerical grades they receive may not be a true reflection of their abilities or their peers whose lives have not been as disrupted by the pandemic may have an unfair advantage. However, making classes pass/fail can have long-term consequences for grade point average calculation for scholarships and the transferability of credits. There must be intentional alignment across systems and institutions to ensure that learners are equipped with the skills, knowledge and experiences needed to succeed. Pass/fail grading constructs do not provide enough information, regarding the skills and knowledge a learned acquired, thus having long-term consequences to future educational and career progression. Further, pass/fail courses often do not transfer. Therefore, institutions must provide transparency about whether they will waive credit transfer requirements and allow students to receive credit for pass/fail classes to promote seamless transitions and prevent exacerbated equity gaps.
As we experience continued periods of disruption, state leaders must be prepared to make difficult decisions to prioritize equity to ensure that each learner is able to access and thrive in CTE programs.
This is the second blog in a series of blogs that will map out how state leaders can continue to advance equity, quality and access during the Coronavirus pandemic. Read the first blog in the series here. To learn more about Advance CTE’s commitment to advancing equity in CTE, click here. To access resources related to equity and the Coronavirus, click here.
Brianna McCain, Policy Associate
Tags: Access and Equity, Program Quality