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Here are some of the things we’ve been reading about this week:
New study reveals opportunity gap’s role in shaping future success for children across socioeconomic backgrounds.
Pandemic aid’s end signals urgency for schools to maximize final funds before deadline.
NYC schools use data-driven peer support strategies to combat chronic absenteeism post-pandemic.
To read more, click on the following links.
Research & Practice
The Hechinger Report: ‘Opportunities,’ not poverty alone, predict later-life success for children
A 26-year longitudinal study has quantified the “opportunity gap” between children from low- and high-income households, highlighting its impact on future educational attainment and income. The study tracked 814 children from birth to age 26, finding that while most high-income children experience six or more opportunities (e.g., high-quality child care, after-school activities), nearly two-thirds of low-income children had zero or only one. These opportunities were shown to be strong predictors of future success, with children from low-income households who gained even a few opportunities seeing improved college graduation rates and higher salaries. The findings suggest the need for greater investment in diverse programs for low-income children, as a broad range of experiences can promote learning and development. Researchers emphasized that addressing multiple areas of a child’s life is crucial, rather than focusing on a single solution to poverty’s effects.
Science Daily: Play it forward: Lasting effects of pretend play in early childhood
Pretend play in young children is likened to a “metaphoric multivitamin” for their cognitive, social, and emotional development. It fosters essential skills such as imagination, counterfactual reasoning, and imitation, and is vital for exercising and refining psychological abilities. Although advanced pretend play peaks during childhood, this extended juvenile period in humans allows for greater independence and social interaction, essential for developing unique social-cognitive skills. However, contemporary education often prioritizes direct instruction over play, reflecting a mismatch with children’s evolved learning abilities. Research shows that play-based curricula yield greater long-term benefits compared to direct instruction, particularly for disadvantaged children. Furthermore, the decline in recess and free play opportunities in schools can negatively affect children’s autonomy and learning. Recognizing the importance of pretend play is crucial for nurturing cultural knowledge and cognitive skills in young children, ensuring they thrive in modern educational settings.
K-12 Dive: Black girls face disproportionate discipline rates in every state
A recent Government Accountability Office (GAO) report highlights that Black girls face disproportionately harsh discipline in schools, experiencing higher rates of suspensions and expulsions compared to their peers. Despite making up only 15% of all public school girls, they accounted for nearly half of all suspensions during the 2017-18 school year. Contributing factors include biases that perceive Black girls as older and more promiscuous, as well as traditional gender stereotypes. The report reveals that Black girls feel less safe and connected in schools, with many fearing attacks and feeling that rules are unfairly enforced. Interviews with young women indicated awareness of differential treatment based on race and gender, leading to educational and emotional consequences. Recommendations include fostering school connectedness and providing targeted support to reduce teacher biases, as these factors can significantly impact the well-being and academic success of Black girls.
Policy
The 74: COVID Money Countdown: Schools Exhaust Pandemic Aid as Federal Help Winds Down
Over the past three years, pandemic aid has significantly transformed schools, enabling them to hire social workers, provide laptops, renovate facilities, and enhance tutoring and summer programs. However, this financial support era is nearing its end, with schools required to submit their plans for utilizing the final $123 billion from the American Rescue Plan by the end of September. If funds remain unallocated, schools may have to return them to the federal government. While many districts are on track, some face risks of not meeting the deadline. Federal officials express confidence that little funding will be returned, noting that 87% of the aid has already been spent. Schools can still use these funds for tutoring, construction, and community outreach but cannot allocate them for staff salaries after this month. Extensions for spending have been granted to several states, addressing challenges like construction delays and educator shortages that have hindered fund utilization.
K-12 Dive: Student cellphone limits raise concerns over disability rights
As schools increasingly restrict cellphone and device use, disability rights advocates warn that this may infringe on the civil rights of students with disabilities who rely on assistive technology for learning. The Council of Parent Attorneys and Advocates emphasizes that federal laws, including the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act, entitle these students to necessary technological aids. While some school policies allow exceptions for students with disabilities, concerns arise regarding potential stigma and health privacy violations. Additionally, advocates worry about disproportionate disciplinary actions against students with IEPs who may inadvertently violate these bans. Recent surveys indicate that many parents support cellphone access for emergency communication and mental health needs. As states implement stricter device policies, experts urge school leaders to proactively train educators on the civil rights of students and review existing policies to ensure they do not conflict with the needs of students with disabilities.
EdWeek: Prepared But Not Scared: Biden Orders New Guidance on School Drills
President Biden signed an executive order calling for new federal guidelines to help schools design active shooter drills that prepare students without causing unnecessary trauma. Nearly all schools conduct such drills, but many have raised concerns about their psychological impact, especially on children frequently exposed to news about shootings. Biden’s order directs federal departments to create age-appropriate, evidence-based guidance by January, focusing on minimizing fear while addressing safety. It also responds to complaints about over-realistic drills using tactics like firing blanks, which some states have restricted. Experts recommend simpler lockdown drills that teach safety steps like locking doors and staying out of view.
Around the Nation
The 74: To Curb Chronic Absenteeism, NYC Schools Embrace Data and Peer Connections
Bronx schools are addressing chronic absenteeism, worsened by the pandemic, with new strategies. Gotham Collaborative High School, where absenteeism rose to 61% during school closures, reduced the rate to 29% in 2022-23 through a targeted data system that tracks attendance. The system groups students based on absences, providing tailored interventions like peer support, counseling, and community involvement. Incentives, such as breakfast raffles and home visits, also encourage attendance. Other schools in New York City use restorative justice and peer mentorship programs to build relationships and support chronically absent students. Schools recognize that overcoming absenteeism requires addressing broader challenges such as family responsibilities, transportation, and access to healthcare. This personalized approach has shown success, especially in higher-poverty schools, emphasizing the importance of knowing students and their individual needs.
The New York Times: A Plan to Fund High School Newspapers Seeks to Revive Student Journalism
After record-breaking rain caused severe flooding in New York last September, Pace High School’s gym was damaged, leaving the floor unusable. The school’s pleas for funding were ignored until The Pacer, its student newspaper, published an article on the issue. The City Council then responded, providing $750,000 for repairs. This success highlights the importance of student journalism, which has been declining in New York City, with only 27% of public high schools having a student newspaper. To address this, a new initiative, Journalism for All, aims to create journalism programs in 30 schools, especially those serving low-income students, to revitalize student media and amplify diverse voices. This $3 million pilot program aims to establish journalism curricula and comprehensive training for teachers and resources to support student publications. Funded by the City Council and private donors, the initiative will also offer $15,000 start-up grants for schools and opportunities for students to gain real-world experience through internships at local newsrooms, significantly increasing access to journalism education for underrepresented students.
EdWeek: Why It’s Important to Recruit More School Counselors of Color
Renita Brooks, a school counselor in Cincinnati, believes her career choice is “the best decision ever,” highlighting the importance of connecting with and advocating for students. She represents a small percentage of Black counselors in the U.S., where around 11% are Black and 10% are Hispanic, while 74% are white. As public school demographics shift, with over half of students being people of color, the mismatch in representation complicates access to mental health resources, particularly for students of color. Research shows that students are more likely to seek help from counselors who share their background, but many Black and Hispanic students face barriers to accessing support. Efforts are underway to diversify the school counselor workforce, such as initiatives like Marquette University’s program, which has dramatically increased the representation of students of color in its counseling program through federal grants, helping to address the systemic inequities in mental health support.
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