How can we make education work for more people?
Sam Duell
yes. every kid.
- Part 1 How can we make education work for more people?
Show Notes
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00:30Addressing disparities in student supportDiscussion on the most pressing disparities in student support today.
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05:45Designing policies to address disparitiesExploring how policies can be effectively designed to address disparities in student support.
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12:15Role of local and federal policiesUnderstanding the impact of local and federal policies on supporting underserved students.
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18:40Successful policy initiatives examplesSharing examples of successful policy initiatives that have made a difference.
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24:10Supporting policy changes for studentsWays educators and advocates can support policy changes benefiting students.
Quotes
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"What we believe is that every school will be in a better position if people willingly engage in that school, as opposed to being forced to engage in that school." - Sam Duell
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"Homeschool rates have absolutely popped up since the pandemic, since 2020." - Sam Duell
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"Medford High, they introduced a lunchtime sports program, and their chronic absenteeism rate went down from 35% to 23%, one of the steepest declines in the state in a single year." - Sam Duell
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"My bet is that if you start creating your model and working towards serving your customer, that people are going to want to come and be a part of it, no matter if it's private or public or some other form of schooling." - Sam Duell
Up Next:
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Part 1How can we make education work for more people?
Sam Duell, the National Policy Director at yes. every kid., delves into the intricacies of education policy, drawing from his extensive experience in shaping legislation for over 15 states. With a background in public school administration and grant management for nonprofits, Sam sheds light on the importance of policies related to public school enrollment, charter schools, and parent-teacher compacts. In this episode, you’ll gain insights from Sam's expertise in driving impactful changes in the education sector.