Leading in the Midst of the Pandemic: Opening Schools by Dr. Robert Cooper

What is the difference between “leader” and “leadership”? Leader is who you are and leadership, a verb, is what you do! In the midst of this global pandemic, it is time for our school leaders to speak up, speak out, and speak truth! Now is not the time for school leaders to acquiesce to the status quo and support the opening of schools without a well developed and detailed plan to keep both students and adults on the campus safe. True leadership is demonstrated when education leaders struggle to choose from an array of choices that all seem less than ideal, but choose children first!  As we have seen from schools across the country, our current reopening plans are insufficient to stop the spread of Covid-19 and keep students and faculties safe. While there is universal agreement that in-person instruction is preferred to online classes, for a variety of reasons: social, emotional, and behavioral health, and academic achievement, to mention a few,  the challenge of schools being able to strictly adhere to the social distancing guidelines established by the Center for Disease Control and Prevention with in-person instruction is far too great for many schools to achieve.

We understand the urgency to open schools, as the lack of in-person educational options has exacerbated and made visible the educational inequalities endemic to our educational system.  However, reopening schools prematurely will disproportionately harm low-income and minority children and those living with disabilities, and will have a devastating impact on and implications for communities of colors. Research suggests that racialized health inequities have emerged in the COVID-19 pandemic. For example  in Chicago, African Americans make up 30 percent of the population but 68 percent of COVID-19 deaths. Similar trends exist in Milwaukee, Michigan, New Orleans, and other locations.

Our educational leaders' response to the global pandemic reminds me of a book written well over 20 years ago, but still rings relevant today, the Miner’s Canary. Lani Guinier &  Gerald Torres used the metaphor of the "Miner's Canary"  to challenge us to rethink the relationship between the biological concept of race and the distribution of wealth, power and privilege in this county.  Although Guiner & Torres focused on race, the canary in the mine could represent any marginalized community. The idea is that the miners used to take a canary into the mines as an early warning signal to let them know if the air in the mine became poisonous or toxic. Because the canary has a fragile respiratory system, it gasps for air when the mine becomes toxic, it will signal,  “I CAN'T BREATHE". Just like with George Floyd, the words “I can’t breathe”,  signals to the miners, and to all of us, there is a problem with the atmosphere in the mine.

The persistent gap in academic achievement between white and minority students as well as students from low-income families and their wealthier counterparts is an ill-structured problem that remains a focal point for educators, education reformers, and policymakers nationwide. It is a signal that some of our students can’t breathe. While there are a plethora of studies and reports that document the inadequacies, and struggles of the United States’ public school system in meeting the needs of an increasingly racially, ethnically and socioeconomically diverse student population, Covid-19 has illuminated, for the average American, the educational inequities that still exist in our educational system. Despite broad attempts to achieve more equitable educational outcomes for all students, the persistent gap in learning opportunities continues to result in inequitable academic outcomes for Students of Color and low income students. Early research data suggests that  Covid-19 not only illuminates educational inequities, but will also contribute to disparities in high school graduation rates, college enrollment and graduation rates.  

Opening schools during the pandemic requires school leaders to not only pay attention to the rigors of science as outlined by the CDC, but also to demonstrate the leadership to keep students, staff and the community safe. Closing the learning opportunity gap, the technology gap and the resource gap among Students of Color and their White and Asian counterparts is a complex and multifaceted process. The fight for equality and equitable education, particularly during this time of great uncertainty, cannot focus solely on inputs and outcomes, but must also focus on the environment, the platform,  and structure in which the education is delivered. School leaders must link policy intent to equity outcomes. Reopening schools must be done thoughtfully and realistically. Yes, we acknowledge that Black and Brown students are far less likely to have access to private instruction and care and far more likely to rely on key school-supported resources like food programs, special education services, counseling, and after-school programs to meet basic developmental needs, but safety must come first. We argue that school leaders  must assess the degree to which principles of equity and safety serve as ideological benchmarks of both policy and practice.