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Here are some of the things we’ve been reading about this week:
Transgender young people report worse mental health than the general U.S. population.
Nebraska is addressing “book deserts” by distributing books through its Growing Readers Initiative.
Principals share strategies for boosting students’ mental health.
To read more, click on the following links.
Research & Practice
The Hechinger Report: PROOF POINTS: The myth of the quick learner
Researchers at Carnegie Mellon University found, contrary to common belief, that students do not learn at different rates, but rather, they start at different points due to varying levels of prior knowledge. Analyzing data from 7,000 children and adults using educational software, the study revealed that while students initiated learning at different accuracy levels, their rates of improvement through practice were consistent. Although top-performing students began above 65% accuracy and required fewer practice attempts, their learning rates were comparable to below-average students who started below 65%. The research, focusing on well-designed computerized learning, suggests that everyone can learn at a similar pace with effective exercises and feedback. The findings challenge traditional assumptions about learning disparities and encourage a shift in educators’ perspectives toward providing equitable practice opportunities.
EdWeek: It’s Not Just U.S. Students. Civics Scores Have Dropped Around the World
The International Civic and Citizenship Education study reveals a global decline in civics knowledge among 8th graders, a drop of 13 points from 2016 to 2022 across 22 countries. And the decline can’t be attributed solely to the pandemic. . The United States experienced unprecedented drops, with over 30% of 8th graders performing below basic proficiency in civics. Gender disparities persist, with girls outperforming boys in civics in almost all countries. The study explores students’ attitudes toward civic debates, finding increased concern about climate change and higher intentions to vote. However, reliance on traditional media for political information has declined, while discussions with parents have risen, potentially influenced by the COVID-19 pandemic. The study emphasizes the positive correlation between open classroom discussions on contentious issues and higher civics knowledge and engagement.
Healio: Transgender young people report worse mental health than general population
Transgender and gender-expansive young people experience lower mental health-related quality of life compared to the general U.S. population, according to a follow-up study. Conducted by researchers from the Bassett Research Institute, the study analyzed the well-being of 108 individuals aged 8 to 25 who were receiving gender-confirming care. Despite improvements in some areas for adolescents who underwent multiple gender-confirming treatments, mental health-related quality of life scores remained significantly lower than U.S. population standards. The impact of the COVID-19 pandemic and anti-transgender political environment was considered as potential contributors to increased stigmatization. The study emphasizes the ongoing need to address mental health concerns in transgender and gender-expansive youths, suggesting future studies should explore sociocultural factors influencing quality of life changes.
Policy
K-12 Dive: Poverty fueled pandemic impact on schools’ chronic absenteeism
Chronic absenteeism during the pandemic disproportionately affected schools serving students in poverty. In extreme cases, chronic absenteeism nearly tripled in schools where more than 75% of students qualified for free or reduced-price meals. This analysis conducted by Attendance Works revealed that extreme chronic absenteeism rose from 25% to 69% in such schools between 2017-18 and 2021-22. Districts with multiple schools facing extreme absenteeism are urged to adopt a system-wide approach, incorporating data-informed engagement strategies and coordinated interventions. The Education Department emphasizes reaching out to historically underserved families, including students of color. Nationally, chronic absenteeism surged after pandemic closures, impacting 6.5 million more students in 2021-22 than in 2017-18. Attendance Works suggests strategies like home visits, language-app communication, after-school activities, community schools, and enhanced access to health services to address absenteeism.
The 74: Nebraska Directs $2M to Boost Reading in Preschools, Eliminate ‘Book Deserts’
The Nebraska State Department of Education is allocating $2 million to address “book deserts” by distributing over half a million books to households with young children. Launched as the Nebraska Growing Readers Initiative, the effort works with 18 childcare providers, including Educare of Omaha, to facilitate book distribution. Education Commissioner Brian Maher emphasized the critical role of reading in building vocabulary, literacy, and critical thinking skills. The project, funded through federal pandemic-related Elementary and Secondary School Emergency Relief (ESSER) funds, aims to involve parents in daily reading with children. Organizers plan to reach 16,000 children, 12,000 households, and 1,000 early childhood providers, ultimately transforming Nebraska into an extensive “book garden” and eliminating book deserts, where 32% of homes lack over 100 books. Part of the strategy is to monitor progress through data and mapping tools.
Around the Nation
EdWeek: Principals Share 3 Tips for Centering Mental Health in Schools
As schools grapple with the intertwined challenges of academic recovery and supporting students’ mental health, principals play a crucial role in finding effective strategies. Principals, such as Chris Young from North Country Union High School in Vermont, emphasize having proactive discussions on sensitive topics like suicide awareness and involving external voices to address issues like bipolar disorder or substance abuse. Young suggests maintaining an ongoing dialogue, creating clubs for discussions and organizing smaller group talks for better engagement. Sham Bevel, principal of Bayside Sixth Grade Campus in Virginia Beach, focuses on social and emotional support to create a sense of belonging and addressing attendance challenges as part of holistic well-being. Nicole Bottomley, from King Phillip Regional High in Massachusetts, highlights teachers’ frontline role in identifying mental health issues, urging them to avoid assumptions and seek evidence behind their observations. The emphasis is on developing a common language for addressing students’ struggles.
The 74: Online Schooling for Washington’s Youngest Students is on the Rise
The rise in virtual schooling in Washington during the pandemic has prompted debate about its efficacy, especially for younger learners. While some parents appreciate the flexibility and control that online schooling offers, experts express skepticism. Lia Carlile, assistant principal at Washington Virtual Academies, sees virtual education as a compromise between homeschooling and public school. She says any student can do well in online schools as long as they have the right support. To meet this need, online schools are adapting with features like virtual recess to foster student connections. However, concerns persist about the learning curve for younger students and potential gaps in important skills like conflict resolution. Outcome data reveal performance disparities, and experts stress the need for careful consideration by parents when opting for virtual learning.
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