YOUR-VOICE

Opinion: Texas should seize this chance to reinvent its schools

David DeMatthews and Alan Shoho
Jose Carrasco, a community coordinator for Austin Voices, drives through neighborhoods near Dobie Middle School in search of students on May 8. As the school district continues its remote learning program, many students have been unable to be reached since schools closed due to the coronavirus pandemic. [BRONTE WITTPENN/AMERICAN-STATESMAN]

Texas can be a national leader in reimagining a more innovative and equitable K-12 public education system. Investing in technology infrastructure could be the 21st century’s equivalent to Lyndon B. Johnson’s 20th-century efforts to provide electricity to rural communities.

Other states are already considering ways to change their schools. New York Gov. Andrew Cuomo recently suggested a partnership with the Bill and Melinda Gates Foundation, noting that "It's not about just reopening schools. When we are reopening schools, let's open better schools and a smarter education system."

This is the right mindset. Each state should consider the strengths and weaknesses of its current public education system as well as the lessons learned from COVID-19. Such assessments are critical not only because schools might close again, but also because school closures have revealed more innovative approaches and stubborn inequities.

While some Texas districts were able to quickly respond to school closures, others continue to struggle connecting with students. Many affluent Texas districts were able to immediately transition to online learning and connect with most students. Teachers in these districts are cultivating new skills and methods that can increase their effectiveness when schools reopen.

But other districts situated within low-income communities are struggling to connect with students. Students may not have access to a device that enables them to connect with school. Although internet services are being made freely available, many older buildings are not wired for the internet. Consequently, students remain unable to access the internet or pay for installation.

Broadband internet service is unavailable in many rural areas throughout Texas. The lack of internet availability has nothing to do with COVID-19, but rather reflects the lack of investment in technology infrastructure. As a result, many rural schools are unable to connect with students and provide them with needed support.

Schools across the state have also reported that connecting with families is difficult, particularly as schools are using live streaming video technology. Teachers note many parents may know how to use email, but struggle setting up computers to enable online learning platforms.

Texas has the resources and capacity to change this and respond to both the preexisting equity issues that exist throughout the state as well as the technology-related issues that COVID-19 has exposed.

Our state must ensure broadband internet service is available to every family in the state. Every building should be internet-ready and every rural community should be able to receive an internet signal with high bandwidth capability to use streaming video. While such investments by the state will be costly in the short-term, the long-term financial benefits will outweigh initial costs.

To save money, policymakers and district administrators should rethink their purchasing of textbooks and single-use materials. Repeatedly purchasing costly textbooks and workbooks that become quickly outdated and are not translated into multiple languages should be reconsidered as a standard practice.

The state can invest in purchasing all students a device and online learning materials that can be curated by educators or e-books and materials developed by textbook companies that come in multiple languages. This will enable students and parents to access learning materials from home and encourage greater levels of family engagement, even if the family’s first language is not English.

A digital divide has always existed between low-income and affluent communities. School closure has highlighted just how wide that divide is across the state. As a consequence, thousands of low-income students are losing out on instruction and critical learning opportunities. In the coming years, student achievement outcomes will reflect that divide unless the state acts now.

COVID-19 has drastically impacted our lives and disrupted public education, but Texas can lead the way in 21st-century learning through courage, innovation and a commitment to equity.

DeMatthews is an associate professor in the department of educational leadership and policy at the University of Texas. Shoho is dean of the School of Education at the University of Wisconsin at Milwaukee.