Here’s the new edition of The Weekly Connect. Check it out and sign up to have it delivered to your inbox!
Here are some of the things we’ve been reading about this week:
Merging schools across racial and economic lines brings surprising benefits—and obstacles.
Censorship concerns grow as book bans rise sharply across the country.
Mobile devices play a growing role in children’s education and daily lives.
Research & Practice
Future Ed: Chronic Student Absenteeism Varies Sharply by Grade Level
Chronic absenteeism remains a major issue in U.S. schools, with 23% of students missing significant school time in 2023-24, down from 28% in 2021-22. A FutureEd analysis of 22 states and D.C. shows absenteeism varies by grade level, with high school students—especially seniors—most affected. In some states, over 40% of seniors were chronically absent, surpassing 50% in D.C. and Oregon. Ninth graders also had alarmingly high absentee rates, with nearly 58% in D.C. missing excessive school time, jeopardizing graduation prospects. Kindergarteners also experience high absenteeism, often exceeding high school levels. In Hawaii, 34% of kindergarteners were chronically absent. While pandemic-related spikes have since declined, rates remain elevated. These patterns highlight the need for targeted interventions, as absenteeism drivers differ by age group. Addressing this issue requires understanding why students miss school and tailoring solutions accordingly, rather than applying a one-size-fits-all approach.
The 74: New Research: School ‘Pairings’ Can Foster Racial, Socioeconomic Integration
In 2018, Cotswold and Billingsville elementary schools in Charlotte, NC, merged in a unique pairing model to promote integration. Cotswold, a majority-white school, and Billingsville, an all-Black, high-poverty school, now share students across two campuses: Billingsville for early grades and Cotswold for grades 3-5. This approach significantly increased racial and socioeconomic diversity, allowed both schools to offer the more academically rigorous International Baccalaureate program, and reduced the concentration of students in poverty. Despite initial resistance, families adapted, and the schools gained more resources such as two art teachers and more books. Though this pairing will phase out due to new construction, it has fostered lasting community connections. Experts urge districts to consider similar approaches, emphasizing that socioeconomic diversity enhances educational outcomes and prepares students for a diverse society.
Science Daily: Problem-based learning helps students stay in school
New research from the University of South Australia advocates for problem-based learning (PBL) to boost student engagement and creativity. Data reveals declining school attendance, with only 73% of public school students completing Year 12, down from 80% in 2017. Researchers highlight that many students struggle due to coursework lacking real-world relevance. The project-based approach fosters critical thinking, teamwork, and leadership, reigniting students’ passion for learning. A successful example involved a group of students designing and building a playground for a low-income school, applying real-world problem-solving skills. Experts urge educators to integrate PBL across disciplines, linking learning to practical applications. With student disengagement rising, they call for a shift in teaching practices to create meaningful, community-driven educational experiences.
Policy
K-12 Dive: Trump administration clarifies stance on DEI in schools
The U.S. Department of Education clarified its stance on DEI policies, stating some diversity efforts remain allowed under Title VI, such as cultural programs and historical observances. This softens the administration’s initial directive, which warned schools against race-based decisions and threatened funding cuts. Despite this update, concerns remain over enforcement and potential targeting of schools with past race-conscious policies. The department also launched an anti-DEI portal for reporting alleged discrimination and “divisive ideologies,” intensifying tensions with educators. Michigan’s state education department and Oregon’s Eugene School District pushed back, challenging the crackdown. While the revised stance eases some fears, uncertainty persists, particularly regarding enforcement and impacts on students with disabilities. Schools that preemptively adjusted policies under initial guidance now face unclear expectations.
EdWeek: Linda McMahon Is Confirmed by Senate as Education Secretary
Linda McMahon was recently confirmed as U.S. Secretary of Education in a 51-45 vote. Many praise her business background, though she lacks extensive education experience. McMahon has pledged to return power to states and reduce federal oversight in regard to education. The Trump administration has already downsized the department, placing employees on leave and offering buyouts. Critics warn dismantling the agency would harm vulnerable students who rely on federal funding. McMahon, a former WWE executive and Small Business Administration leader, has long supported Trump’s agenda. While she leads the department, two state education chiefs, Penny Schwinn and Kirsten Baesler, await Senate confirmation for leadership roles. McMahon has stated she will work toward Trump’s vision of eliminating the agency, asserting education is best managed at the state level.
PEN America: Cover to Cover: An Analysis of Titles Banned in the 23-24 School Year
A new PEN America report highlights a rise in “soft censorship,” where schools limit books with diverse representation out of fear of curriculum restrictions. Book bans surged from 2,532 in 2021-22 to 10,046 in 2023-24, linked to state laws restricting curriculum content. Florida expanded its censorship beyond younger grades, targeting works by authors like Toni Morrison and Margaret Atwood. The Trump administration, since returning to office in 2025, has reversed Biden-era policies against book bans, dismissing civil rights complaints and reinforcing parental control over education. Critics argue these bans erase marginalized voices, while supporters claim they protect children from inappropriate content. PEN America warns of the harmful impact on students’ access to diverse perspectives.
Around the Nation
The New York Times: A Black Studies Curriculum Is (Defiantly) Rolling Out in New York City
New York City’s “Black Studies as the Study of the World” curriculum, launched in September, offers pre-K to 12th-grade students lessons on African civilizations, Black American history, and the African diaspora. Designed to be culturally relevant, the curriculum connects students’ identities to their studies. At Harlem’s Hugo Newman School, seventh graders analyzed Queen Latifah’s Ladies First alongside lessons on Iroquois matriarchal societies. Teachers say the curriculum fosters engagement, critical thinking, and a sense of belonging. Despite political pushback, including federal efforts to ban diversity programs, local leaders remain committed. NYC Council Speaker Adrienne Adams called the curriculum “fearless,” emphasizing its role in inclusive education. Educators highlight its strengths in empowerment, resilience, and historical contributions. While some critics argue it focuses too much on race, supporters see it as essential for engagement and academic success. The program has been adopted by 200 schools and continues to grow amid national debates over cultural education.
See also: Trump Admin. Says Race-Based Classes Don’t Automatically Break the Law
EdWeek: Measles Is on the Rise as Vaccinations Drop. Where Does That Leave Schools?
With a measles outbreak in West Texas and declining childhood vaccination rates, schools should prepare for more frequent outbreaks of preventable diseases. The Texas outbreak, with 124 cases and one death of a school-aged child, underscores the risks in under-vaccinated communities. Measles, highly contagious and potentially severe, was previously eliminated in the U.S. but is resurging as vaccine exemptions rise. In 2023-24, MMR vaccination rates among kindergarteners fell to 92.7% from 95.2% in 2019-20. Schools can mitigate risks by monitoring vaccination rates, training staff to recognize symptoms, and collaborating with health departments to develop outbreak response plans. Early preparation—including identifying vulnerable school populations and coordinating vaccination efforts—can be far more effective than reacting to an outbreak once it occurs.
K-12 Dive: Half of young children own a cell phone or tablet
More young children now own mobile devices, with 51% of kids 8 and younger having their own smartphone or tablet in 2024, up from 45% in 2017, according to Common Sense Media. While overall screen time for this age group has remained steady—averaging 2 hours and 27 minutes per day—the way children use devices is shifting. Gaming has increased by 65% since 2020, while traditional TV viewing has declined. By age 4, 58% of children have their own tablet, and one in four has a cellphone by age 8. Additionally, 39% of 5- to 8-year-olds use AI-powered apps for school-related learning. Screen time disparities persist, with children from lower-income households averaging nearly two hours more daily screen time than their higher-income peers. The findings reflect technology’s deepening role in early childhood, extending beyond entertainment to education and daily life.
Like what you see? Sign up to receive this summary in your inbox as soon as it is published.
