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

Research indicates that prolonged school closures did not effectively curb COVID-19 spread and led to academic setbacks for students.

Free school meals may help reduce childhood obesity. 

California is rolling out universal preschool for 4-year-olds. 

To read more, click on the following links.

Research & Practice

Springer: I belong; hence, I engage? A cohort study of transitions between school engagement classes and academic achievement: The role of relational school climate
A University of Cambridge study of over 3,600 youth found that school engagement fluctuates, particularly during the transition from primary to secondary education. While popular culture suggests individual teachers can significantly impact students, the study highlights the need for sustained collective efforts in fostering positive relationships between teachers, students, and peers. Strong teacher-student bonds in primary school had minimal long-term effects on engagement. However, a sense of belonging in secondary school correlated strongly with higher engagement levels. The study suggests that engagement patterns are fluid, with many students transitioning between engagement groups over time. Additionally, students who feel more engaged at the start of secondary school tend to perform better academically later on. The findings underscore the importance of maintaining a positive and inclusive school climate to support students’ ongoing engagement and academic success.

The New York Times: What the Data Says About Pandemic School Closures, Four Years Later
School closures during the pandemic sparked a divisive debate four years ago, with some schools reopening quickly while others remained closed for months. Now, extensive research indicates that prolonged closures did not effectively curb COVID-19 spread but led to significant and lasting academic setbacks for students. Remote learning, despite its necessity, contributed to academic declines across income levels. Students in districts with longer remote learning periods experienced larger drops in test scores, particularly in math. Poverty exacerbated these declines, with students in poorer districts experiencing steeper losses. While concerns about safety initially drove closure decisions, evidence suggests that reopening schools, with safety measures, did not significantly increase transmission. Experts stress the need for future decisions to be guided by data, balancing health risks with the substantial academic and social costs of school closures.

Brookings: Breaking down enrollment declines in public schools
The National Center on Education Statistics released enrollment data for 2022–23, showing moderate gains for traditional public schools, but these gains don’t fully offset previous losses. Roughly 59%, 69%, and 69% of small, medium-sized, and large schools respectively saw enrollment declines between 2019–20 and 2022–23. A third of schools in each category lost significant numbers of students, with rural and high schools disproportionately affected. While the share of students in traditional public schools increased slightly from the previous year, overall enrollment remains below pre-pandemic levels. Statistical analysis suggests that the magnitude of enrollment declines after COVID-19 exceeds historical trends, particularly for medium-sized and large schools. Rural communities show significant departures from public schools, potentially leading to homeschooling without clear academic outcomes. Public schools with enrollment based financing may have their sustainability threatened, possibly resulting in layoffs or closures. This underscores the need for tailored support as factors driving enrollment declines vary across communities.

Policy

The Hechinger Report: Only a quarter of federally funded education innovations benefited students, report says
A recent report on the Department of Education’s Investing in Innovation (i3) program reveals a sobering truth: 74% of initiatives funded by $1.4 billion between 2010 and 2016 failed to yield positive benefits for students. Most efforts focused on enhancing instruction or revamping struggling schools, with only 26% showing any positive impact. Conducting rigorous research on these programs is challenging because this requires comparing students who receive interventions to students who do not. In addition, factors beyond classroom interventions affect student achievement. While some programs, like Building Assets, Reducing Risks (BARR), succeeded, others, like Reading Recovery, initially showed promise but faltered in the long run. Lessons learned include the importance of larger sample sizes for testing, understanding implementation barriers, and cautious scale-up. Despite setbacks, ongoing efforts aim to address educational challenges, emphasizing evidence-based solutions amid substantial research investment disparities compared to other sectors.
See Also: Improving our Schools: How Has Standards-Based School Reform Succeeded — and Failed?

The Conversation: Free school meals for all may reduce childhood obesity, while easing financial and logistical burdens for families and schools
School meals play a vital role in child health, often surpassing other sources in nutrition quality. The 2010 Healthy, Hunger-Free Kids Act notably improved school meal standards, with school meals by 2017 offering the best diet quality nationwide. Universal free school meal programs, including the Community Eligibility Provision (CEP), have expanded access, significantly reducing childhood obesity rates. The CEP allows schools with at least 40% of students eligible for free meals to offer free breakfast and lunch to all, reducing stigma and administrative burdens. Studies show modest reductions in obesity rates with universal meal programs, benefiting marginalized and low-income children. Despite these successes, more strategies are needed to combat childhood obesity comprehensively. Several states have adopted universal free meal policies, emphasizing the importance of ongoing research and support for effective implementation to improve child health nationwide.

Chalkbeat: Grocery cards and car repairs: How COVID aid changed the way schools can help homeless kids
Amidst unclear spending rules for Congress’ COVID aid, schools nationwide are implementing innovative support for homeless students. Mollie Eppers of Juneau, Alaska, exemplifies this by distributing $25,000 worth of prepaid grocery cards, increasing access to food for struggling families. Across the country, school staff now provide direct aid like gas and store cards, enhancing family dignity and engagement. Without explicit federal guidance, these initiatives may halt post-pandemic. Other examples include providing cell phones for homeless teens in Wisconsin and covering car repairs and medication costs in North Dakota. Such assistance fosters normalcy and empowerment for families facing homelessness, underlining the importance of having sustained support beyond the pandemic and clear federal guidance on how funds can be used.

Around the Nation

Chalkbeat: ‘Happier families, happier students’: How Denver’s community hubs are helping migrants and others
At Colfax Elementary School in Denver, a community hub provides English classes for parents like Maelka, while her son attends kindergarten. These hubs, part of Denver Public Schools’ initiative launched in 2022, offer various services, including food assistance, medical appointments, and financial counseling. With over 3,500 migrant students enrolled in DPS this year, the hubs have seen increased demand. They serve as safety nets, providing essentials like dental care and warm clothing. Each hub offers unique support, ranging from grocery stores to job assistance. These efforts aim to empower families and foster a sense of community. Despite challenges, such as language barriers and complex needs, the hubs strive to meet their primary goal: ensuring the well-being of families and students.

The Hechinger Report: Universal prekindergarten is coming to California — bumpy rollout and all
California’s universal transitional kindergarten initiative aims to provide high-quality education to all 4-year-olds by 2025-26, with an estimated 400,000 children benefiting. Implementation, however, faces challenges. Classrooms like those in Oakland reveal discrepancies: some schools boast waiting lists, while others struggle with low enrollment. Inequities persist, with districts lacking adequate staffing and facilities, especially in rural areas like Mendocino. Moreover, after-school care shortages pose barriers for working families. While transitional kindergarten offers promise, there’s a need for clearer state guidance, standardized curriculum, and robust after-school support. The initiative’s success hinges on addressing these issues while ensuring accessibility and quality across all districts.

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