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Eviction significantly disrupts education for school-age children, leading to absenteeism, lower school quality, and limited support access.
New COPPA rules tightens data protections for children and requires greater compliance from ed tech providers and schools.
Philadelphia expanding summer programs to focus on academic recovery through community partnerships.
Research & Practice
American Sociological Association: Consequences of Eviction-Led Forced Mobility for School-Age Children in Houston
Eviction significantly disrupts children’s education, with long-term impacts on academic success and well-being. A Princeton University Eviction Lab study analyzing Houston Independent School District data found over 13,000 children were affected by eviction filings between 2002 and 2016. These students missed more school days—often even without switching schools—and were more likely to transfer to lower-performing schools and face suspensions. Across the United States, households with children are twice as likely to face eviction as those without, with 1.5 million children evicted annually. Despite federal protections for homeless students, many affected by eviction don’t qualify for support or fall through the cracks. As housing instability increases, the educational toll on students deepens. The authors emphasize that eviction isn’t just a housing issue—it’s a critical educational and child development concern demanding broader policy attention and systemic solutions.
RAND: Translating Reading Science into Practice—Foundational Reading Instruction in Public Elementary Schools
Researchers examined how foundational reading instruction in U.S. public elementary schools aligns with the science of reading, based on the Spring 2024 American Instructional Resources Survey. Although most K–5 teachers reported using at least one curriculum aligned with evidence-based reading practices—such as phonics and word decoding—less than one-third of K–2 teachers used only materials meeting all foundational skill standards. While professional learning had a stronger influence on teaching methods than preservice training, both varied widely in quality and content. Teachers often cited their own experiences or professional development—not teacher training—as their primary knowledge source. State reading laws have not consistently translated into science-aligned classroom practices. However, K-2 teachers who work in states with policies that require pre-service training or professional learning in the “science of reading” were more likely to report using an evidence-based approach than were teachers in states without those policies. The report emphasizes the importance of high-quality professional learning and teacher buy-in to improve reading outcomes.
K-12 Dive: 2 in 5 LGBTQ+ youth face socioeconomic challenges
A 2025 Trevor Project survey of over 16,000 LGBTQ+ youth found that 2 in 5 reported food insecurity, homelessness, or unmet basic needs. Transgender and nonbinary youth were over 70% more likely to experience food and housing insecurity compared to cisgender LGB peers. These unmet needs were closely linked to increased anxiety, depression, and suicidal thoughts. The data also reflect growing mental health challenges among LGBTQ+ youth amid rising anti-LGBTQ+ legislation. In 2024, 90% reported that such laws negatively impacted their well-being, up from 66% the previous year. Nearly a third of students also attended schools with anti-LGBTQ+ policies. Additionally, half of LGBTQ+ youth who sought mental health care were unable to access it. The report emphasizes that addressing upstream issues like economic insecurity is critical to improving youth mental health and preventing suicide.
Policy
Urban Institute: The Effects of Ohio’s EdChoice Voucher Program on College Enrollment and Graduation
Ohio’s EdChoice voucher program, originally serving low-income students from low-performing schools, was associated with higher college enrollment (64% vs. 48%) and bachelor’s degree attainment (23% vs. 15%) compared to similar public school students. Gains were strongest for Black students, males, low-income families, and students with lower prior test scores. Students in public schools eligible for EdChoice also saw modest college outcome improvements. This report reflects outcomes only under the earlier, income-based eligibility rules—not the current universal program—so results may not generalize to higher-income or higher-achieving students. Additionally, only 60% of EdChoice students stayed in the program for four or more years, and long-term data were available for just 1,400 voucher recipients. While EdChoice students underperformed on state tests in past research, this report suggests test scores may not fully capture long-term benefits like college success, especially given private schools’ different curricula and accountability systems.
K-12 Dive: New COPPA Rule to Take Effect in June
The Federal Trade Commission’s updated Children’s Online Privacy Protection Rule (COPPA) takes effect June 23, with full compliance required by April 22, 2026. The revised rule strengthens protections for children under 13 by requiring parental consent before using their data for targeted ads or sharing with third parties. Schools can still consent on parents’ behalf for educational use only. Ed tech companies must now provide clearer data use notices, limit how long they keep children’s data, and enhance cybersecurity practices, including annual risk assessments. The definition of “personal information” now includes biometric data and government IDs. These changes aim to curb growing misuse of children’s data and will significantly affect how K-12 schools work with ed tech providers.
HPM: Houston ISD cutting wraparound services department, shifting focus to Sunrise Centers
Houston ISD is closing its wraparound services department, which provided students with essentials like food, clothing, and school supplies, citing that the model no longer fits the district’s current structure. Officials say the program depended on expired federal funding and was designed before the 2023 state takeover. Though services will continue through the district’s Sunrise Centers—offering health care, food, clothing, and enrichment—staff cuts have significantly reduced support capacity. Deputy Chief Najah Callander emphasized that student services will remain available via a request form but acknowledged past service gaps and role confusion among wraparound specialists.
See Also: Sunrise Centers are unfamiliar to Houston ISD staff, far from some of the neediest students
Around the Nation
K-12 Dive: Philadelphia expands summer programs to serve 25,000 students
Following a Learning Policy Institute report that highlighted the benefits of high-quality summer programs, including gains in reading, math, and engagement, the School District of Philadelphia is expanding its summer programming to serve up to 25,000 students in 2025. The program will offer credit recovery, enrichment, and career-focused opportunities like welding, drumline, and CTE camps. Backed by operational funds, the programs aim to combat learning loss, improve academic outcomes, and support student well-being. The district aligns summer offerings with its year-round instruction and long-term goals from its “Accelerate Philly” strategic plan. Successful implementation includes removing access barriers, engaging families, and partnering with local organizations. Leaders emphasize that meaningful planning and collaboration are key to lasting impact.
The Hechinger Report: These school districts are bucking the national math slump
Tennessee’s Weakley and Putnam County school districts have bucked the national trend of declining middle school math scores through strategic use of instructional coaches, expanded class time, and data-driven teaching. In Weakley, middle school math proficiency rose above pre-pandemic levels by 2024, with similar gains in Putnam. Both districts doubled math instruction time and used federal COVID-19 relief funds to hire academic coaches who help teachers refine their practice and align lessons with state standards. Teachers also systematically use student data to personalize instruction and boost engagement, with students tracking their own progress. Despite mixed research on double math blocks, these districts have seen consistent improvements. Their success suggests that targeted, sustained interventions—especially in low-income areas—can drive academic recovery. However, looming federal funding cuts threaten the sustainability of these efforts, raising concerns about how other districts can replicate or learn from these promising models.
The 74: Petersburg Middle School Hopes to Teach New Generations of Health Workers in New Classroom
Vernon Johns Middle School in Petersburg unveiled a new medical-focused classroom, thanks to a partnership between HCA Virginia Health System, Communities in Schools Petersburg, and the local school district. The classroom, aimed at fostering interest in healthcare careers, provides students hands-on experience with medical instruments and techniques like CPR and phlebotomy. The lab will be part of the school’s “career investigation” courses, inspiring students to explore healthcare professions early. This initiative is part of a broader effort to address the shortage of healthcare workers in Virginia. The $25,000 grant from HCA Virginia Health System was pivotal in setting up the classroom, and the collaboration also included CPR training at Petersburg High School, supporting state mandates for cardiac emergency response planning in schools.
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