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

Learning science might improve children’s reading. 

Alabama is launching a private school choice program. 

Colleges experiment with asking applicants about their home lives.

To read more, click on the following links.

Research & Practice

The Hechinger Report: PROOF POINTS: Learning science might help kids read better
A study published in Developmental Psychology suggests that building background knowledge can enhance reading achievement, particularly for low-income children. Conducted in a large urban North Carolina school district with mostly Black and Hispanic students, the study involved special knowledge-building lessons in science and social studies for first to third graders. Despite pandemic disruptions, students who received these lessons outperformed their peers on reading and math tests in third and fourth grades. The approach emphasizes depth over breadth, focusing on patterns (schemas) in different subjects. Though requiring coordinated lessons across grades, the study indicates the potential benefits of incorporating science and social studies into the curriculum to enhance overall literacy skills.

EdWeek: How Coaches Can Be an Source of Mental Health Support for Student-Athletes
Youth sports coaches, often crucial role models, are increasingly recognized for their potential to offer mental health support to student-athletes. With nearly 30 million U.S. children participating in organized sports, experts emphasize the need to equip coaches to address mental health challenges. A 2022 survey revealed coaches’ confidence in promoting sportsmanship but highlighted gaps in mental health support, with under half feeling prepared to address such concerns. Recognizing the lack of training, the Ohio High School Athletic Association became the first to mandate mental health training for high school coaches. Similar efforts are underway in other states. These efforts emphasize the role coaches can play in promoting students’ well-being, and they call for increasing the focus on protecting young people’s mental health.

Policy

K-12 Dive: Biden proposes 3.9% FY 2025 increase for Education Department
The Biden administration’s fiscal year 2025 budget proposes $82 billion in discretionary funding for the U.S. Department of Education, a 3.9% increase over fiscal year 2023. This proposal includes a guarantee of high-quality child care at a cost of no more than $10 a day for most families; an expansion of tutoring, after-school, and summer programs; and investments to address teacher shortages. A new $8 billion Academic Acceleration and Achievement grant program would support learning interventions developed with COVID emergency funds, particularly for high-needs students. The proposed budget also outlines funding for Title I, special education services, teacher recruitment, voluntary free preschool for all 4-year-olds, mental health programs, charter school grants, multilingual supports, and the Office for Civil Rights. The budget faces scrutiny amid ongoing debates over federal spending levels and deficit concerns.
See Also: States Are Pulling Back on K-12 Spending. How Hard Will Schools Get Hit?

EdWeek: Another State Is Launching a Private School Choice Program. Will More Follow?
Alabama has become the first state in 2024 to establish a new private school choice program, introducing an Education Savings Account (ESA) offering up to $7,000. The ESA program, which will expand eligibility over the years, begins by prioritizing students with disabilities and those from low-income families. The legislation also includes a separate offering of up to $2,000 for parents choosing to homeschool their children. Critics have raised concerns about accountability, but the final bill requires ESA users to take nationally recognized exams, with schools reporting the data. The private school choice movement, including vouchers, tax-credit scholarships, and ESAs, has gained momentum, with Alabama becoming the 14th state to implement an ESA. As other states consider similar programs, questions about funding and trade-offs with other expenses arise.
See Also: Failed West Virginia Microschool Fuels State Probe — and Some Soul Searching

Around the Nation

NPR: Chronic absenteeism in U.S. classrooms is presenting unique challenges to teachers
Roughly 1 in 4 U.S. students were chronically absent during the last school year, with empty classrooms becoming a concerning issue for educators. Chronic absenteeism, defined as missing 10% or more of the school year, presents challenges for both students and teachers. The pandemic exacerbated this problem, and although new research shows a decrease, chronic absenteeism remains significant. In Milwaukee, where the issue is more pronounced, 37% of students were chronically absent. Reasons for absenteeism range from mental health challenges to transportation issues and violence in neighborhoods. The pandemic further complicated matters, with teacher departures and virtual instruction contributing to the problem. While attendance has improved in some areas, it hasn’t fully returned to pre-pandemic levels. The struggles with absenteeism have led to difficult decisions for teachers, such as Lukas Wierer, who left a school he loved for one with better attendance.

The Hechinger Report: Sick parents? Caring for siblings? Colleges experiment with asking applicants how home life affects them
Twelve colleges, including Amherst College, University of Pennsylvania, and University of Southern California, conducted an experiment during the fall of 2022 and 2023, asking applicants to voluntarily disclose extenuating home life circumstances and responsibilities on the Common Application. The optional question aimed to capture information about students’ responsibilities, such as caring for family members, managing household finances, or experiencing unstable living situations. According to Karen Lopez, who manages the project at Common App, 66% of applicants checked at least one box, while a quarter checked four or more boxes. The initiative seeks to provide students with an opportunity to receive credit for non-traditional extracurricular activities, allowing colleges to better understand applicants’ experiences and potentially leveling the playing field for individuals with diverse backgrounds.

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