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Here are some of the things we’ve been reading about this week:

A Stanford University study found that a cost-effective reading program raised students’ test scores.

Some states share advice on how schools can support new immigrant students. 

Albuquerque Public Schools has launched a nature-based learning program. 

To read more, click on the following links.

Research & Practice

The New York Times: What Costs $1,000 Per Student and Might Help Children Learn to Read?
A recent California study highlights the success of a cost-effective reading program designed to address pandemic-related learning loss. Focused on the science of reading, emphasizing phonics, vocabulary, and comprehension, the program trained teachers and administrators in about 70 low-performing schools. The study, by Stanford University Graduate School of Education researchers, shows that third graders in these schools exhibited test-score gains in 2022 and 2023, equivalent to an additional quarter of a year in English and 12 percent of a year in math. Costing approximately $1,000 per student annually, the program provided teacher training, and new materials aligned with cognitive research, and outperformed alternatives like lowering class sizes. While cautiously optimistic, experts emphasize the need for sustained improvement beyond early grades. The study’s results could influence reading instruction reforms and policy changes, offering hope for effective interventions in the wake of pandemic challenges.

EdWeek: CDC: Child, Teen Suicide Rates Fell in 2022
Recent federal data reveals a glimmer of hope in the midst of escalating suicide rates, indicating a decline in suicides among adolescents and young adults in 2022. While the overall national suicide rate slightly increased, suicides among individuals aged 10-24 decreased, marking the first decline since the pre-pandemic surge in 2019. Notably, suicides among young adolescents (ages 10-14) dropped by 18%, and older teens and young adults (ages 15-24) saw a 9% decrease compared to 2021. Experts, who are cautiously optimistic, attribute potential positive trends to enhanced school mental health programs, increased counseling resources, and the implementation of social-emotional interventions. However, they emphasize the need for continued support, given persistent challenges such as shortages of mental health providers and unaddressed depression and anxiety. The data also highlight concerning trends in specific demographics, such as higher suicide rates among American Indian and Alaskan Native populations..

K-12 Dive: Rural students face persistent access barriers to counselors, gifted programming
A report from the National Rural Education Association (NREA) highlights challenges faced by students in rural schools, emphasizing disparities in access to counselors, gifted programs, and basic internet connectivity. The report’s goal is to raise awareness and inform policymakers about the unique challenges facing rural students. The research indicates that rural school districts, with a student-counselor or psychologist ratio of 310:1, lag behind nonrural districts (295:1). Gifted programs are lacking in 40.7% of rural schools, and in the gifted programs that do exist, Hispanic and Black students are underrepresented. Approximately 13% of rural households lack minimum broadband for virtual learning. There are also funding discrepancies. New York, for example, allocates 22% of education funding to rural districts serving only 11.6% of students. Conversely in Nebraska, 23.6% of students attended schools in rural districts, but those districts received just 17.8% of state funds. A survey of Rural Education Achievement Program participants conducted by AASA, The School Superintendents Association, found diverse uses for funds, including technology, professional development, and compensation, but less investment in libraries and support for English learners.

Policy

The Hechinger Report: Early education coalition searches for answers to raise teacher pay, even as budgets are cratering
Child care costs in some states rival college tuition, yet child care employees earn significantly less than K-12 teachers. As federal aid for the industry ran out this fall, child care centers experienced decreased wages and benefits. In response, the Early Educator Investment Collaborative is directing $9 million in grants to Louisiana, Colorado, and Washington, D.C., to address long-term solutions for raising early educators’ pay. The collaborative’s grants will support innovative state and local initiatives amid the ongoing child care crisis. For example, D.C. will use a $2.4 million grant to enhance its Early Childhood Educator Pay Equity Fund, established two years ago to align child care and early educator pay with K-12 teacher starting wages.

The 74: With Covid Money Set to Expire, Many School Districts are Struggling to Spend It
New Hampshire school districts, which received nearly a billion dollars in federal aid since the COVID-19 outbreak, are facing a potential budget crisis as this funding is set to expire in September 2024. A study by the Georgetown University Edunomics Lab indicates that, on average, New Hampshire schools may face a 3% budget cut in the next year due to the loss of federal funding and declining enrollment. School districts with more low-income students, while initially receiving more federal COVID-relief money, may encounter greater budget challenges when the funding ends. According to projections, the anticipated drop in funding could necessitate staff reductions, impacting positions in Concord and Manchester. Additionally, despite federal aid, many districts have struggled to spend funds efficiently, with higher-income districts spending more compared to those with lower-income students.

EdWeek: State Officials Share Advice on Supporting New Immigrant Students
Enrolling students who are new to the United States presents challenges for schools, including language barriers and limited transcript access from children’s countries of origin. A report by Next100 revealed that fewer than half of state education agencies recommend reviews of newcomers’ past schooling experiences, with even fewer offering guidance for enrollment. States praised for effective guidelines include Mississippi, Indiana, Washington, Pennsylvania, Colorado, and Oklahoma. Effective guidance is defined as guidance that addresses various enrollment scenarios and is designed for administrators and teachers alike. States are encouraged to learn from community educators and existing district guidance, fostering asset-based language in resources. In Mississippi, for example, the state-level document on supporting students with limited education emerged from schools seeking guidance. And in Colorado, officials emphasize collaboration with educators to align state guidance with district needs, ensuring transparency and feedback.
See Also: “How Schools Should Support Newcomers to the U.S.: A Case Study”

Around the Nation

EdWeek: Teletherapy Challenges: Schools Share How to Navigate Mental Health Support
Schools are increasingly using teletherapy to address mental health needs as regular access to school counselors and psychologists varies by district. Platforms like Hazel Health and Presence connect schools with mental health professionals for evaluations, counseling, and therapy. Implementing teletherapy involves addressing challenges such as securing quiet but supervised locations, navigating privacy regulations, and ensuring the right hardware. Districts often rely on hiring outside personnel (such as RN’s and social workers) to coordinate the use of teletherapy in school. These coordinators play a crucial role in managing schedules, setting up devices, and providing support during sessions. Adequate training is essential for coordinators, and integration with the school culture is key for successful teletherapy implementation. While teletherapy expands access to mental health services, maintaining communication and support within the school community is crucial for its effectiveness.

Ed Source: State data collection systems failing students in juvenile detention, report says
A report from the national Youth Law Center criticizes California for inadequately addressing the educational needs of students in the juvenile justice system due to flaws in academic data collection practices. The report argues that current metrics fail to accurately measure student outcomes, potentially keeping these students overlooked. The study reveals shortcomings in California’s academic data system, particularly its inability to capture the fact that most students attend court schools for less than 31 instructional days. This lack of data precision hinders effective educational planning and support for students transitioning out of juvenile detention. Despite positive aspects, like the college-going rate at some court schools surpassing the state average, challenges persist, including an increase in students with disabilities and overrepresentation of foster youth in the juvenile justice system. The report underscores the need for improved data collection to better understand and address the educational experiences of youth in the justice system

The Hechinger Report: COLUMN: A creation story for Indigenous and nature-based learning
Albuquerque Public Schools in New Mexico has initiated a program where every third grader spends a day at the Los Padillas Wildlife Sanctuary to integrate outdoor learning with local and Indigenous knowledge. The sanctuary encompasses diverse landscapes and offers students hands-on experiences. During field trips, children interact with Indigenous educators, fostering an understanding of traditional ecological knowledge. The program aims to connect students with nature, instill gratitude, and emphasize the interconnectedness of all living things. Indigenous educator Jered Lee shares ancestral stories and encourages students to explore their senses in nature. The initiative aligns with research on the benefits of outdoor learning and recognizes the essential role of Indigenous knowledge in addressing climate change. The program supports cultural relevance, humility, and knowledge of the local landscapes which contributes to student engagement and self-esteem.

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