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Here are some of the things we’ve been reading about this week:

The number of school shootings in 2023 has broken the record set in 2022. 

Since the end of a federal Covid policy mandating coverage, at least 2 million children have lost Medicaid. 

The U.S. Surgeon General is concerned about an “epidemic of loneliness” among students. 

To read more, click on the following links.

Research & Practice

2023 school shootings outpace record high from 2022
K-12 Dive: In 2023, U.S. school shootings already surpassed the record-breaking 305 incidents of the previous year, reaching 306, marking a third consecutive annual high, according to the K-12 School Shooting Database. School shooting expert David Riedman predicts the total for the year to be between 360 and 400 based on historical trends. Despite a 417% increase in school shootings between 2017 and 2022, predicting the final number remains challenging due to factors like randomness in incidents and the ongoing surge in violent crime and gun violence. 

Students’ Grades May Not Signal Actual Achievement, Study Cautions
EdWeek: A recent report on an analysis of Washington State schools reveals a pandemic-era surge in student grades that doesn’t align with actual academic performance, especially in math. Concerns have been raised about grade inflation misleading parents and hindering efforts to address learning gaps through interventions like tutoring. The analysis, conducted by the Center for Analysis of Longitudinal Data in Education Research, shows a notable increase in A grades during the spring of 2020, despite lower performance on state tests. Even as high grades started to decline in 2021-22, the correlation between high grades and low test scores, particularly in math, persisted. The report suggests that grading policies, influenced by state directives, played a role, emphasizing the need for further research on factors contributing to persistent shifts in grades and their impact across demographic groups.

‘Just say no’ didn’t actually protect students from drugs. Here’s what could
NPR: As fentanyl-related overdoses surge among teens, a college sophomore reflects on the lack of fentanyl education in middle and high schools. The traditional “just say no” approach, epitomized by programs like D.A.R.E., has proven ineffective. Researchers advocate for a harm reduction approach, emphasizing honest, fact-based middle and high school drug education to keep students safe. Stanford University’s Safety First curriculum, focusing on harm reduction, encourages abstinence while providing information to minimize risks if drug use occurs. Activities demonstrate concepts like the unpredictability of substances. Experts stress the importance of addressing drug education gaps, considering the dangerous reality of fentanyl-laced drugs and the rising overdose rates among teenagers. While harm reduction programs show promise, a cultural shift involving honest conversations is deemed essential to combat the fentanyl crisis effectively.

Foster, homeless youth lose disproportionately more instruction to suspensions
EdSource: A report from the UCLA Civil Rights Project and the National Center for Youth Law reveals that students facing precarious living situations, especially foster and homeless youth, are disproportionately suspended in California schools. In the 2021-2022 academic year, California students lost over 500,000 days to out-of-school suspensions, with foster youth losing about 77 days of instruction for every 100 students. Homeless students, overall, missed 26 days per 100 students. Students with disabilities, regardless of foster care status, lost 23.8 school days per 100, potentially leading to a loss of access to disability-specific supports. 

The report emphasizes the harmful impact of suspensions on academic outcomes and calls for more support and alternatives, especially for students in unstable home environments. Discrepancies in suspension rates were found among districts, reflecting racial biases and implicit bias in student discipline. Kern High School District had the highest rate of instructional time lost among African American students, while LAUSD demonstrated significant progress in reducing suspensions through alternative disciplinary methods and a focus on restorative justice. The report underscores the need for continued efforts to address racial disparities and promote lasting, substantial changes in school discipline practices.

Policy

At Least 2 Million Children Have Lost Medicaid Insurance This Year
New York Times: Since the end of a federal policy guaranteeing Medicaid coverage for low-income children during the Covid-19 pandemic, at least two million such children have lost health insurance, with an estimated one million likely remaining uninsured, according to analyses by the Georgetown Center for Children and Families and KFF. Bureaucratic mistakes, such as missing paperwork or errors by state officials, have led to the rapid and dramatic rupture of the American safety net, making this one of the fastest and most significant disruptions since the inception of Medicaid in 1965. The trend is expected to continue, with new state numbers likely revealing that three million children have lost coverage in the coming weeks. The loss of coverage, especially for children in precarious living situations, poses risks to their health and academic success. Experts emphasize the need for support, alternatives, and a cultural shift in addressing the escalating crisis in child health coverage.

Feds Award Millions to School Districts to Address ‘Tricky’ Issue of Integration
The 74: The Department of Education, in the absence of Congressional approval for $100 million to support school integration, has secured lawmakers’ approval to allocate a more modest sum of existing funds to address racial isolation in schools. Totaling $14 million, the grants are aimed at helping districts combat increasing racial isolation and improve student performance in high-poverty neighborhoods. Recipients include Oakland Unified in California, Hamilton County in Tennessee, and a Rhode Island charter network. The move follows a May report connecting achievement gaps to the end of major desegregation efforts that occurred in the 1980s and 90s. Currently, nearly one-third of students attending schools where most peers are minorities. The grants aim to showcase integration models and provide concrete ways for school leaders to address segregation. However, conservative state-level restrictions on discussions of racial discrimination pose challenges to integration efforts.

Less than 1% of COVID emergency funds approved for spending extensions
K-12 Dive: As of Nov. 7, nearly half of state education agencies have sought and received approvals from the U.S. Department of Education to extend the spending deadlines for the first round of federal COVID-19 relief funds. An additional six states received approvals for extensions related to the second round of federal pandemic funds. The total extended spending amounts to $258.4 million, approximately 0.34% of the allocated funds. The Education Department has allowed states and districts to extend spending deadlines by 14 months for each Elementary and Secondary School Emergency Relief (ESSER) allocation. While the minuscule amount of extended spending suggests efficient fund utilization, education leaders are awaiting further details on the late liquidation process for the ESSER III funds, which have an obligation deadline of September 30, 2024. If unobligated by that date, funds must be returned to the federal government.

Around the Nation

The 50 Very Different States of American Public Education
The 74: The U.S. public education system varies significantly among states, with key differences in per-pupil spending, student-to-teacher ratios, total staffing levels, teacher preparation programs, and teacher credentials. Per-pupil spending ranges from less than $10,000 in Idaho and Utah to over $25,000 in Vermont, Washington, D.C., and New York. Vermont has the lowest student-to-teacher ratio at 10.5 students per teacher, while Oregon, Idaho, Louisiana, Florida, Alaska, and Washington have nearly 18 students per teacher. Vermont also has the lowest student-to-staff ratio, employing over twice as many teachers per student compared to California, Arizona, or Utah. States differ in the percentage of teachers with master’s degrees, ranging from 30-40% in Oklahoma, Texas, Louisiana, and South Dakota to 87-96% in Massachusetts, Connecticut, and New York. Understanding these variations is crucial for improving education nationwide as schools strive to re-engage students and address academic challenges.

What Educators Need to Know About the ‘Epidemic of Loneliness’ Among Students
EdWeek: Experts warn of a “loneliness epidemic,” contributing to rising depression and anxiety, especially among adolescents. U.S. Surgeon General Vivek Murthy reports increasing rates of loneliness among young adults over the past decade. The pandemic exacerbated the issue, with teenagers spending 70% less time with friends in person in 2020 compared to 2003. Loneliness, distinct from solitude, negatively impacts academic and emotional well-being. Murthy highlights three key aspects of social connection: structure (variety and frequency of relationships), function (meeting various relationship needs), and quality (positive or negative nature). To address this, explicit lessons on making friends, social interactions, and understanding cues are recommended, particularly for those who experienced isolation during the pandemic. Social media can also have an impact on students’ social isolation, making it important for students to have a balanced approach to technology use. Teachers play a crucial role in fostering social connections through collaborative activities and creating environments that promote student connection and belonging. See Also: The State of After-School and Summer Programs, in Charts

North Carolina Program for Improving Access to Charter Schools Reports Progress
The 74: North Carolina’s federally funded NC ACCESS program, designed to enhance education opportunities for disadvantaged students in charter schools, has largely achieved its goals, according to program administrator Barbara O’Neal. The program aimed to train 160 school leaders and boost the number of disadvantaged students attending charter schools in the state. With a $36.6 million federal Charter School Program Grant, NC ACCESS has met key objectives, including the distribution of $33 million in subgrants to charter schools. Although the program will conclude this year, concerns have been raised about sustainability without continued funding. The final year will focus on an Assistant Principal Academy and an executive leadership program.

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