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Here are some of the things we’ve been reading about this week:
A new study highlights how adversity in early childhood can affect cognitive performance.
How a Washington school district utilized an extracurricular-focused campaign and cellphone ban to combat negative effects of screen time on mental health.
Research & Practice
The New York Times: The Pandemic Is Not the Only Reason U.S. Students Are Losing Ground
For much of the 2000s, America’s lowest-performing students made steady progress, narrowing achievement gaps. But since around 2013, that trend reversed—these students have seen steep declines in national math and reading scores, even before the pandemic. Experts cite multiple causes: reduced school accountability after the end of No Child Left Behind, lasting effects of the Great Recession, increased screen time, and shifts in school demographics. Surprisingly, declines are often worse among disadvantaged and more privileged students alike. States like Mississippi buck the trend, improving outcomes by focusing directly on their lowest performers with phonics-based reading instruction, accountability systems, and targeted support. Experts warn that if the U.S. fails to support struggling students, it risks widening inequality and falling behind globally. Further complicating efforts to address the issue, federal cuts threaten the very research tools—like the National Assessment of Educational Progress—that help track student performance nationwide.
Science Daily: Childhood experiences shape the brain’s white matter with cognitive effects seen years later
A study by Mass General Brigham researchers found that early life adversity is linked to reduced white matter connectivity in the adolescent brain, which in turn is associated with lower cognitive performance. Using data from over 9,000 children in the Adolescent Brain Cognitive Development (ABCD) study, the team analyzed how prenatal risks, interpersonal adversity, economic hardship, and neighborhood conditions relate to brain structure and cognitive ability. They found widespread reductions in white matter quality, especially in areas tied to language and math skills. However, social resiliency factors like positive parenting and neighborhood cohesion may help protect brain development. While the study shows strong associations, it is observational and based on a single timepoint, so causality cannot be confirmed. The findings highlight the deep impact of early environments on brain development and suggest the need to ensure more children grow up in stable, supportive conditions.
EdWeek: Want to Improve Early Reading Comprehension? Start With Sentence Structure
A new study suggests that exposing young children to a broader range of spoken language—including passive voice and complex sentences—can improve their reading comprehension. Conducted by Malathi Thothathiri and colleagues at George Washington University, the research found that 4- and 5-year-olds with richer language exposure and stronger executive function skills were better at understanding and correcting misinterpretations of passive sentences. Using picture identification and eye-tracking tasks, researchers observed that children’s ability to process sentence meaning in real time was linked to both language exposure and working memory. However, boosting executive skills alone didn’t improve comprehension. Instead, comprehension developed through a “virtuous spiral” of diverse language exposure and cognitive development. Thothathiri emphasized that while complex structures like passive voice are rare in everyday speech, they frequently appear in books—highlighting the importance of reading and intentional language use in early education.
Policy
Chalkbeat: States must promise their schools don’t use DEI or lose federal money, Trump administration says
The U.S. Department of Education under the Trump administration is requiring state education agencies to certify within 10 days that their schools do not engage in practices it interprets as illegal diversity, equity, and inclusion (DEI) efforts. States that refuse could lose federal funding, which is vital for many high-poverty districts. Legal experts question the legitimacy of this demand, saying it may violate administrative procedures and misinterpret civil rights law. The administration’s stance is based on a broad interpretation of a recent Supreme Court decision banning race-based college admissions, which they argue applies to K-12 settings too. Critics call the move coercive and legally dubious, potentially exposing states to False Claims Act liability. Despite pressure, several states—including New York—are pushing back, citing their commitment to equity. This approach marks a shift in federal oversight, raising concerns about overreach.
K-12 Dive: Head Start imperiled by HHS cutbacks, advocates say
Early childhood advocates warn that recent mass layoffs and budget cuts at the U.S. Department of Health and Human Services (HHS) could severely impact Head Start programs serving low-income families. On April 1, five regional Office of Head Start offices were closed, consolidating operations and raising concerns about delays in vital support services. While HHS claims the restructuring will save $1.8 billion without disrupting services, the National Head Start Association and lawmakers argue the closures put vulnerable children at risk and weaken program oversight. Compounding concerns, Congress is considering broader cuts to social programs like TANF and the Social Services Block Grant, potentially affecting tens of thousands of children. Advocates emphasize that slashing early childhood infrastructure jeopardizes safety, access, and affordability. A new bill, the Building Child Care for a Better Future Act, proposes $20 billion in permanent funding to stabilize the sector amid rising costs and widespread child care closures.
EdWeek: States Urge McMahon to Restore Federal Funds She Canceled Without Notice
Several states are urging U.S. Education Secretary Linda McMahon to restore pandemic relief funding canceled by the Department last week, as the new policy disrupts ongoing projects. New York and other states like Kentucky, Mississippi, and North Carolina are threatening legal action if the changes aren’t reversed. The Department’s abrupt cancellation of approved extensions for pandemic relief funds could halt services, such as tutoring and construction projects, and lead to legal disputes with contractors. States must now apply for individual project extensions, a process that is causing confusion and delays. Former Education Secretary Miguel Cardona criticized the policy shift, emphasizing the negative impact on schools and students. Some states are already appealing, while others are scrambling to find alternative funding. Projects in areas like literacy, technology, and construction are at risk, affecting districts nationwide that rely on these federal funds for critical services.
Around the Nation
The Hechinger Report: Knitting, cheerleading, fishing: This is what a cellphone ban looks like in one school district
Spokane Public Schools in Washington has implemented a smartphone ban alongside a districtwide campaign called “Engage IRL” to encourage real-world engagement through extracurricular activities. The goal is to counteract the negative effects of screen time on youth mental health, academic performance, and social skills. Students now participate in clubs like angling, cheerleading, and knitting, while the district supports access with free transit, paid staff, and $3 million in nonprofit funding for “engagement navigators.” Since the initiative began, student activity participation has risen by 19%, and absenteeism has dropped 13% among those involved. While initial resistance to the phone ban existed, many students now report feeling more focused and socially connected. National and international research suggests that phone bans alone aren’t enough — combining them with opportunities for community building, like in Spokane, may be key to meaningful change in youth well-being.
K-12 Dive: Here’s how Missouri’s largest district rallied its community to boost attendance
Between 2020 and 2024, student attendance in Missouri’s Springfield Public Schools dropped from 94.73% to 90.63%, prompting a districtwide effort to raise it back to 92% during the 2023–24 school year. Superintendent Grenita Lathan emphasized the financial impact—up to $4 million in funding—and launched a bold, community-centered campaign with the slogan “Attend today, succeed forever.” The strategy included social media, signage, digital billboards, and outreach to local businesses. The district also used virtual learning to support students unable to attend in person and to prevent attendance penalties from suspensions. While pushback occurred, district leaders used it to engage families and identify attendance barriers. Monthly recognition and trophies boosted staff morale. By the end of the year, Springfield reached 91.78%, rounding up to their 92% goal—earning Lathan a celebratory Powerade dousing by students at McGregor Elementary, the school with the largest attendance gain.
