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Here are some of the things we’ve been reading about this week:
Research suggests that parent engagement can reduce students’ chronic absenteeism.
Child care is unaffordable for most families in Virginia.
Chicago teachers urge state education officials to help the city’s public schools meet the needs of an influx of migrant students.
To read more, click on the following links.
Research & Practice
New Research Finds a Crucial Factor in Reducing Chronic Absenteeism
Edweek: Schools struggling with increased chronic absenteeism rates may benefit from focusing on strengthening their relationships with parents, according to a study by Learning Heroes and TNTP in partnership with Harvard researchers. Schools with strong pre-pandemic family engagement, as assessed through surveys measuring trust between parents and teachers, parent involvement in schools, and parents’ influence on school decisions, saw lower rates of chronic absenteeism during the pandemic. These schools, with robust family engagement, experienced rates about 6 percentage points lower than schools with weaker family engagement. While pre-pandemic family engagement had a more substantial effect, schools with lower engagement levels could still benefit from cultivating stronger family engagement. The findings emphasize the critical role of family involvement in reducing absenteeism. The study is part of a three-phase project that will include qualitative analysis and the development of tools to measure family engagement. See also: “Student Attendance Rates Show Signs of Rebounding”
Does suspending kids from school harm their grades and health?
Science Daily: A study by UC San Francisco researchers reveals that school suspensions or exclusionary discipline events have a significant negative impact on students’ grade point averages (GPA), particularly for Black, Latinx, and American Indian/Alaskan Native children. The study examined records of 16,849 students in grades 6-10 from a large urban school district in California from 2014 to 2017. Black students who experienced exclusionary discipline events saw their GPA drop by an average of 1.44 points over three years, while Latinx and American Indian/Alaskan Native students experienced drops of 1.39 and 1.33 points, respectively. These disparities in discipline contributed to reinforcing systemic racism and had long-term consequences, affecting children’s mental and physical health. The study’s authors emphasize the importance of non-exclusionary discipline methods, like restorative justice, to address behavior, and they advocate for pediatricians to get involved in addressing the issue.
New SAT Data Highlights the Deep Inequality at the Heart of American Education
The New York Times: New data reveals the link between students’ standardized test scores and their parents’ incomes, highlighting disparities that exist long before students take these tests. Children from very rich families outperformed middle-class and poorer students on tests like the SAT. These disparities underscore the inequality in American education, with differences in early education opportunities driven by variations in parental resources and investments. Despite efforts to reduce school funding disparities, differences in children’s lives, including where they live and the resources they have access to, have grown. Research shows that factors outside of school, such as access to extracurricular activities and parental involvement, significantly impact educational outcomes. Addressing these disparities early through policy measures like universal pre-K, increased funding for low-income schools, and reduced residential segregation is crucial to closing achievement gaps and improving education for all students.
Policy
Middle and High School Students Need Social-Emotional Learning, Too. Are They Getting It?
Edweek: Amid the challenges posed by the COVID-19 pandemic, experts emphasize the importance of teaching social-emotional skills to students during their secondary school years. Adolescents in grades 6-12 often grapple with big questions about identity, relationships, and their future, making it a crucial period for focusing on skills such as responsible decision-making, emotional management, and nurturing relationships. However, the pandemic has intensified issues like anxiety, depression, and loneliness, hindering students’ ability to learn and process new information. Historically, secondary schools have placed less emphasis on social-emotional learning (SEL) due to time constraints and the growing pressure to focus on academics. The pandemic has prompted a reevaluation, with more district leaders recognizing the importance of SEL for students in grades 6-12. Nevertheless, there remains a need to address students’ emotional needs effectively, particularly during their tumultuous teenage years.
State Data: Child Care Now Unaffordable for Majority of Families
The 74: A study conducted by Virginia’s Joint Legislative Audit and Review Commission has found that child care is unaffordable for the majority of families with infants, toddlers, and preschoolers, as well as almost all low-income families with young children. Child care is considered unaffordable if it costs more than 7% of household income, and the study revealed that 85% of Virginia families with infants, 82% of families with toddlers, and 74% of families with preschoolers cannot afford child care. These figures are even higher among low-income families: 98% of these families with infants, toddlers, and preschoolers unable to afford child care. The study also indicates that state regulations regarding child care staffing ratios significantly impact costs, and child care workers often earn low wages. The study’s findings highlight the need for additional funding and support for affordable child care.
Around the Nation
Chicago teachers urge State Board of Education to help with ongoing migrant crisis
Chalkbeat: Chicago teachers are seeking assistance from state education officials to support the city’s public schools as they meet the needs of an influx of migrant students, many of whom lack basic necessities such as clothing, medical care, and housing. The teachers reported that classrooms have become overcrowded, schools lack sufficient bilingual educators, and many students require access to bilingual social workers and school counselors for social-emotional support. The teachers are urging the state board to provide additional funding to hire more teachers, support current teachers in obtaining bilingual education certificates, and offer assistance for migrant students, including winter supplies, emergency housing, and exceptions from English-only exams. As Chicago faces a surge of newcomers, city and state officials are requesting federal funding and support. The Illinois State Board of Education is expected to make budget recommendations in February. The rising number of migrant students is a prevalent problem across many states, including Massachusetts. See Also: “Mass. shelter system expected to reach capacity at month’s end, Healey warns”
How an Illinois district prepares for school safety crisis response
K-12 Dive: West Aurora School District 129 in Illinois demonstrated the importance of comprehensive crisis planning and community engagement during a session at the 2023 Association of School Business Officials annual conference. The district has invested in developing strong relationships with various community partners, including local law enforcement, first responders, colleges, churches, private schools, and parochial schools. These partnerships enable the district to identify and address potential risks before they escalate into crises, ensuring all stakeholders are well-prepared for emergencies. By engaging in relationship development before the onset of a crisis, the community is quicker to collaborate on productive solutions as a team. West Aurora conducts radio checks with local parochial schools, collaborates with area churches for emergency reunifications, and includes contract staff working in school buildings in safety training and communications. The district also emphasizes a common language around emergency preparedness and conducts regular drills, role plays, and communication with parents and students to enhance overall school safety.
Pawsitive Friendships Provides Animal Therapy to Arizona Students with Disabilities The 74: Pawsitive Friendships, an Arizona-based organization, offers animal therapy to help individuals with physical, social, and emotional issues, from early childhood to adulthood. Founded in 2014 by Tosha Tharp-Gaitanis, a mother who found that exercising with her son, who has autism, was more productive when their family dog was involved, the organization brings therapy animals to educational and clinical day programs for people with special needs. Pawsitive Friendships’ goal for 2023 was to serve 1,500 kids, and it has already helped over 1,600 kids in 22 different facilities. The animals have a calming effect on children, encouraging them to express themselves with more tranquility and to consider their actions. The organization currently has over 115 animals of various species, including dogs, birds, horses, snakes, and alpacas, that undergo behavioral assessments and must be up to date on vaccinations. The animals help children learn appropriate behaviors and make deep connections with the therapy animals.
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