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

School interventions that focus on strengthening relationships improve academics and attendance. 

As Covid relief funding runs outs, schools face budget cuts. 

A Brooklyn, N.Y., public school experiments with staying open for 12 hours a day to support working parents.

To read more, click on the following links.

Research & Practice

EdWeek: When Interventions Aim at Relationships, Academics and Attendance Improve
A study highlights the effectiveness of relationship-centered approaches in schools for supporting at-risk students. Forty-nine middle and high schools piloted these methods, which resulted in reduced rates of course failure and of chronic absenteeism. Traditional early warning systems were found to be flawed, particularly for lower-income students. The new approach, termed “student success systems,” integrates data on academics, attendance, school climate, and social-emotional learning, focusing on students’ sense of connectedness. The pilot schools implementing this system saw significant improvements. By prioritizing relationships, schools could address the needs of a larger number of students, fostering academic and social development. Strategies included relationship mapping and expanding extracurricular activities. These findings emphasize the importance of building positive school relationships in improving student outcomes.

Sleep: Actigraphic sleep dimensions and associations with academic functioning among adolescents
New research from the journal Sleep suggests irregular sleep patterns, rather than just overall sleep duration, significantly impact high school students’ academic and behavioral issues. Conducted by Stony Brook University researchers using data from 800 teenagers, the study reveals that students are generally sleep deprived, getting about 7.5 hours of sleep per night, 1.5 hours less than recommended. Irregular sleep schedules, influenced by packed schedules and late-night screen time, are more closely associated with academic performance and behavior problems than total sleep time. Students with inconsistent sleep patterns earn fewer A grades and are more likely to perform poorly in classes, get into trouble at school, and face suspensions or expulsions. The findings underscore the importance of aligning school start times with teenagers’ sleep rhythms to support their well-being and academic success.

The 74: Survey Finds Poor Outcomes for Students with Disabilities After High School
A survey by the state of Washington’s Office of the Superintendent of Public Instruction reveals concerning outcomes for students with disabilities after leaving high school. Around a quarter of students, especially those with autism or intellectual disabilities, don’t find employment or enroll in higher education within a year. Washington students with intellectual disabilities face particularly low rates of competitive employment, even below the national average. Despite federal efforts like the Workforce Innovation and Opportunity Act, which aims to enhance employment services for students with disabilities, outcomes have remained stagnant. Strategies like facilitating paid work experiences before leaving school show promise in improving outcomes. Initiatives such as Washington State University’s Transition Self-Assessment Tool aim to support students in accessing available services and improving their trajectories beyond high school.

Policy

K-12 Dive: How will ESSER fiscal cliffs drive school district budget cuts
Districts preparing their 2024-25 budgets are facing cuts as federal COVID-19 relief aid, like the Elementary and Secondary School Emergency Relief (ESSER) fund, comes to an end. With the last ESSER funding expiring soon, districts are considering layoffs, reductions in music and arts programs, and changes to summer enrichment. Marguerite Roza from Georgetown University’s Edunomics Lab predicts tight budgets for the next school year, with some relief in 2025-26. Enrollment declines, especially in urban areas, are exacerbating financial strain. Districts may prioritize protecting employees over cutting vendors initially, but non-teaching professionals like social workers and counselors could be affected. Roza warns of a fiscal cliff, advising districts to plan for long-term financial stability despite the temptation to delay cuts. As of January, many states still had significant unspent ARP funds, prolonging the budgeting challenge.
See Also: Video: With COVID Funds Ending, How Can Schools Keep Their Best Programs Going?
See Also: Rural students’ access to Wi-Fi is in jeopardy as pandemic-era resources recede

The Washington Post: Which states are restricting, or requiring, lessons on race, sex, and gender
Since 2017, over 110 laws across dozens of states have reshaped education on race, racism, sexual orientation, and gender identity, impacting three-fourths of U.S. students. Some states have enacted laws expanding education on topics like Black history and LGBTQ individuals, while others have passed laws limiting discussions on systemic racism and requiring parental consent for lessons on gender identity and sexual orientation. These regulations affect K-12 education predominantly and comprise nearly half of all Americans aged 5 to 19. The Washington Post continues to track these developments, detailing the evolving landscape of race and sex education across states.

Around the Nation

K-12 Dive: Superintendent coalition aims to strengthen whole child supports
A coalition of superintendents from 19 school districts has launched the Place-Based Education Leaders Design Fellowship to support whole child initiatives. Led by the William Julius Wilson Institute at the Harlem Children’s Zone, the fellowship aims to strengthen neighborhood-based services in under-resourced communities, focusing on addressing intergenerational poverty and gaps in wraparound support. The fellowship, conducted in partnership with The EdRedesign Lab at Harvard Graduate School of Education and Chiefs for Change, held its first convening to provide resources for district leaders. Geoffrey Canada, founder of Harlem Children’s Zone, highlighted the opportunity for leaders to enact positive change in their communities. Participating districts include Boston Public Schools, Orange County Public Schools (FL), Salt Lake City School District, and Oakland Unified School District. The six-month fellowship is provided at no cost to participants.

The New York Times: An Elementary School Tries a ‘Radical’ Idea: Staying Open 12 Hours a Day
A Brooklyn Charter School is pioneering a 12-hour school day, starting at 7 a.m. and ending at 7 p.m. as a way to address urban student declines and parental work-life balance challenges. Principal Joanne Hunt recognized the need for radical change to accommodate working families. About 80 students have enrolled in the extended hours program, emphasizing the demand for affordable child care in an expensive city. While acknowledging the long day’s impact, the school offers diverse activities and support, including meals, homework help, and arts programs. This initiative showcases the vital role of schools beyond academics, providing a safe and enriching environment for students and addressing community needs.

EdSource: Calls, home visits, counseling help get California students back to school
During the 2022-23 school year, first grader Jordan Muñoz faced significant attendance challenges due to depression following family losses. Fresno Unified School District provided targeted support, including counseling, home visits, and referrals. Despite initial resistance, Muñoz’s mother eventually embraced the assistance, leading to a remarkable improvement in Muñoz’s attendance from 15% to 98%. The district’s multifaceted approach reflects broader efforts to address chronic absenteeism, prevalent among socioeconomically disadvantaged students, exacerbated by the pandemic. Meanwhile, Oakland Unified School District saw chronic absences rise, prompting innovative solutions like attendance teams and virtual academies. Across California, districts grapple with absenteeism, necessitating flexible strategies and community collaboration to ensure all students receive necessary support for academic success and well-being.
See Also: Interactive Map: Chronic absenteeism up in nearly a third of 930 California districts

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