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

Schools that use early-warning systems to track severe absenteeism still miss students who are absent for a significant but less severe number of days. 

As Covid relief funds expire, some rural schools face a funding cliff. 

In their State of the State addresses, governors are prioritizing early childhood programs, curriculum, school choice, and mental health.

To read more, click on the following links.

Research & Practice

Science Direct: Learning Poverty when schools do not teach in children’s home language: A comparative perspective
The World Bank reports that global education systems are failing to impart basic literacy skills to nearly half of young learners, a crisis exacerbated by the COVID-19 pandemic. New research from Maya Alkateb-Chami at the Harvard Graduate School of Education sheds light on a critical issue: a mismatch between students’ home language and the language of instruction in schools. Over 40% of children worldwide are educated in a language they don’t understand well. Alkateb-Chami’s study, covering 56 countries, introduces the concept of “linguistic discordance,” describing the disparity between home and school languages. A positive correlation between linguistic discordance and learning poverty (low literacy outcomes) is found globally, with the relationship being strongest in middle-income countries. Alkateb-Chami advocates for more instruction in students’ home languages at the beginning of their schooling, emphasizing its crucial role in basic literacy development. 

EdWeek: Most Schools Have Early-Warning Systems. Some Kids Are Still Getting Lost
A study released by the Center for Education Policy Research at Harvard University reveals that while early-warning systems effectively identify students with severe attendance problems, they often fail to improve attendance for low-income students who chronically missed school, but still were below the threshold for severe absenteeism. The research focused on a large urban district and found that, despite the system flagging chronic absenteeism, only high-income, severely absent students experienced improved attendance. The study suggests that schools may not be intervening effectively or enough for moderately absent students and those coming from low-income households who may have more complex reasons for missing school. Effective early-warning systems, coupled with coaching support, can make a difference when identifying and assisting these unique students. The study highlights the need for fine tuning early-warning systems to address root causes and provide targeted interventions.

Policy

K-12 Dive: Head Start funding not keeping pace with rising child poverty rates
The U.S. Government Accountability Office (GAO) reports that the federal Head Start grant allocation formula does not align with rising child poverty rates, impacting program accessibility. In 2022, the Head Start seats available per 100 children in poverty varied significantly across states, from 9 in Nevada to 53 in Oregon. The GAO recommends congressional review and revision of Head Start funding laws to ensure equitable distribution. It suggests clarifying which states should receive more funding based on geographic needs. The Department of Health and Human Services (HHS), which oversees Head Start, acknowledges limited resources and proposes increasing wages and benefits to address staff recruitment challenges. 

The Daily Yonder: As Covid-19 Emergency Funding Dries Up, Some Rural Schools May Face Steep Fiscal Cliff in 2024
Rural school districts, especially those with higher poverty levels, are facing significant budget cuts as Covid-19 emergency funding concludes in September 2024. The Elementary and Secondary School Emergency Relief Fund (ESSER) provided nearly $190 billion over several years, but the aid will end, leaving districts with smaller budgets. Rural districts, serving one in seven students in poverty, received an average of $5.7 million in ESSER funds, which could lead to potential budget reductions of around $2,000 per student. How districts spent ESSER funds will impact their ability to navigate this fiscal challenge. While some invested in one-time purchases like HVAC upgrades, others allocated funds to recurring expenses like staffing, raising concerns about sustainability. The lack of mental health professionals in rural areas poses challenges for ongoing student and family support. As relief aid ends, districts, particularly smaller ones, face precise budgeting challenges, and extensions have been granted until April 2026 to ease spending stress. State government actions may further influence the situation, with potential variations based on budget decisions in different states.

Around the Nation

The 74: Governors’ 2024 Education Priorities: Early Childhood, Curriculum, School Choice, Mental Health
In their 2024 State of the State addresses, governors across party lines largely avoided culture-war controversies, focusing instead on education priorities. A FutureEd analysis of 38 addresses revealed a bipartisan commitment to investing in education and addressing practical concerns. Both Democratic and Republican governors advocated for increased teacher pay, incentives in shortage areas, higher education access, and college and career readiness. Child care and early learning were bipartisan priorities, with proposals for universal pre-K and childcare tax credits. While school choice initiatives found bipartisan support, private school options emerged as a starkly partisan issue. Curriculum and instruction saw bipartisan efforts to reform literacy education. Student mental health, higher education access, and workforce development were addressed with bipartisan initiatives, emphasizing alternative pathways after high school and investments in emerging job markets.

EdSurge: Massachusetts Is Investing Big in Early Care and Education. It’s Paying Off.
The early care and education sector in the United States faces challenges following the expiration of federal stabilization grants, with rising costs leading to increased tuitions and closures. However, Massachusetts has maintained stability through its Commonwealth Cares for Children (C3) program, providing monthly stipends to licensed providers. These funds have helped sustain operations and staff salaries, leading to sector growth and increased capacity. The state’s multi-pronged approach, including expanding eligibility for financial assistance and adjusting subsidy programs, has further supported families and providers. Massachusetts’ success serves as a model for other states, highlighting the importance of sustained funding and comprehensive strategies in addressing sector challenges. Despite ongoing issues, there is optimism and hope for progress in the field.

The Hechinger Report: An unexpected way to fight chronic absenteeism
Guilford County Public Schools in North Carolina launched a telemedicine program in fall 2021 to address chronic absenteeism among students, exacerbated by the pandemic. Initially implemented at Bessemer Elementary School and later expanded to 15 Title I schools, the program allows students to connect with pediatricians or family medicine providers through a school health clinic. The initiative aims to improve attendance by offering convenient healthcare access for students and alleviating the burden on working parents. Bessemer Elementary’s chronic absenteeism rate dropped from 49% to 37% following the program’s introduction. The telemedicine clinics, funded through partnerships with local entities, have proven effective, prompting plans for further expansion to all 50 Title I schools in the district.

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