Washington View: How the federal government can support schools: Words of wisdom from Richard Riley

For most Americans, this month’s long-awaited presidential election, plus the many state and local races, make November 2020 one of the most consequential months in U.S. history. We all know these are unsettling times, and while the November elections may be an opportunity to turn the page on some of the chaos that surrounds everyday life right now, nobody knows what the coming months will bring.

For schools and students, the outcome of the elections will have important consequences. As the COVID-19 crisis moves from the “at least we can all be outside” phase to the more menacing “hunker down indoors” phase, schools will once again be on the front lines. With education leaders still struggling with how to safely open school buildings or remotely provide equitable learning opportunities for all students, financial support, resources, and guidance from the federal government are desperately needed. And regardless of what decisions are made at the federal level, state and local leaders will continue to have important roles to play in supporting schools and the communities they serve. In the face of all the uncertainty ahead, there is a glaring need for both stability and leadership.

Faced with an endless horizon of questions and uncertainties, I always remember something I learned while training as a lifeguard. If you find yourself floundering in the middle of an inhospitable body of water, immediately look for something stable to hold onto. This month, I did just that. To gain some perspective on how best to keep schools open and safe for everyone, I reached out to someone who has been a solid and steadfast education leader for decades, former South Carolina governor (1979-1987) and U.S. Secretary of Education (1993-2001) Richard W. Riley.

Anyone who knows Dick Riley knows he is a man of great warmth and character, with a remarkable commitment to public service. His leadership and experience span decades, yet his belief in government and public service remains intact and untarnished. He was kind enough to respond to my questions via email:

This has been a challenging, drama-filled year for all Americans, but it has been especially hard for students, families, and public schools. What do you think the federal government should be focusing on when it comes to supporting public schools around the country?

First and foremost, the federal government should be sending a strong and consistent message to everyone about practicing simple safety measures so we can stop the spread of the coronavirus. It’s a simple ask: Wear a mask. Wash your hands. And, if you must go out somewhere, keep a safe distance from other people. Once we get the virus under control, students can return safely to in-person schooling and their families can return to work.

In the meantime, there must be more federal funding to support our public schools. State and local governments need help to mitigate (and ideally eliminate) virus-related losses of the revenue that otherwise would be funding our local schools. With that support, they can provide extra safety equipment and sanitization measures to keep teachers, staff, and administrators both on the job and safe. And it is just unrealistic to expect educators to teach remotely without additional support and training.

It’s also important for us to continue supporting the goal of a well-rounded education for all students. Young people need things like music and the other arts now more than ever. Unfortunately, when there is a financial crisis, these subjects are most often the ones that are dropped. We saw this during the 2008 Great Recession. The same thing happens with after-school programming. It has never been more important to give families options for supervised, age-appropriate programming before and after school so parents can continue to work and provide for their families.

The federal government should also ensure that every student has affordable access to broadband and the technology equipment needed to learn remotely. We have seen examples of how learning and technology hubs offered by school communities through expanded after-school programming can help support students and families that need more time and attention to learning.

The secretary of education plays a unique role within the federal government because so many education decisions are actually made at the state and local level. As secretary, how did you make the most of your bully pulpit?

I always focused on highlighting best practices. While secretary, I personally visited successful public schools in every state in the union. And I can assure you that successful public schools are not found only in high-income districts. Most of the schools I visited had large concentrations of low-income students — those who were receiving free or reduced-price lunches and sometimes breakfasts. But because of strong teacher and administration leadership and community involvement, they were showing improvement in academic achievement. Those success stories often included a focused schoolwide program in areas such as reading, innovative music offerings, and enriching after-school programs, to name a few. My aim was to highlight those successful schools and programs — even and especially in under-resourced school districts — so that other schools might learn about them and duplicate the successful initiative.

Subsequently, I started a similar program at The Riley Institute at Furman University. The Riley Institute is focused on broadening student and community perspective about issues critical to South Carolina’s progress by building and engaging present and future leaders. One of the Institute’s major programs, WhatWorksSC, highlights best practices for improved teaching and learning in the state. The very best efforts receive the Dick and Tunky Riley Award for Excellence.

Do you think the current administration could be doing more to help education leaders? Where have they been impactful? Where have they fallen short?

Despite being the nation’s public education leaders, this administration has demonstrated that it is more interested in serving private interests — and that includes both K-12 education and higher education. I’m a strong supporter of private schools that provide students with a high-quality education, but I believe public taxpayer money should not be used for any kind of private school voucher or tax credit program. The same goes for any for-profit charter school where an excellent education is clouded by a profit motive. And using taxpayer money to subsidize predatory institutions of higher education that defraud their students (who are often low income and/or veterans who have served this country) is just unacceptable.

What do you think has changed the most about public education since you served as secretary?

The use of technology in schools has changed the most since I served. The conversations about how technology could support education were really nascent then. But the pandemic has thrown a spotlight on where we have fallen short in that area. Providing all students with equal access to technology, both in the classroom and at home, is clearly something we have to commit to. Technology can’t be something that only wealthier students get to use.

If there is a change of administration after the November election, what advice would you offer the new secretary of education?

It is simple: Always think about what’s best for our children and for students of all ages. The public has bestowed a trust upon you, as well as a responsibility for taxpayer dollars. Always remember that is a sacred trust that you are sworn to uphold.

Reading Secretary Riley’s responses to my questions gave me a renewed sense of hope for the future. If Americans have learned anything from the COVID-19 crisis, it is that public schools are one of the most important ties that bind us as a nation. With well over 90% of students attending local public schools, most Americans have been experiencing a common set of anxieties and frustrations about their children’s education this year. We are united in our fears, but I also think we are united in our anger. How is it that our national leaders have offered such little help? How can they expect schools and families to just figure out a way to deal with the endless challenges they face?

Of course, there are no satisfactory answers to those questions, but perhaps we can take some comfort in the fact that public schools are not giving up; indeed, many have demonstrated the kind of creativity and fortitude that really did make America great. These educators, students, and families deserve the kind of leadership that appreciates and honors the weight of that sacred trust Richard Riley speaks of. I hope this month’s elections bring them the change they deserve.