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Here are some of the things we’ve been reading about this week:
Student performance has dropped since 2013, with lower-performing students most affected, suggesting broader societal causes.
Federal aid expiration forces districts to navigate budget shortfalls and program reductions.
NYC immigrant families hesitate to send children to school amid Trump’s policies
To read more, click on the following links.
Research & Practice
American Enterprise Institute: Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends
Recent trends in U.S. student achievement reveal significant declines in performance beginning around 2013, with sharp drops during the pandemic. These declines are disproportionately driven by lower-performing students, widening the achievement gap more than in other nations. Interestingly, adult test scores during this period mirror student trends, suggesting broader societal factors beyond school-related issues. While national test scores highlight achievement shifts, they fail to explain the underlying causes. Conventional explanations like the pandemic’s disruptions or school-focused factors fall short, as performance declines began earlier and extend beyond the classroom. High-achieving students have largely maintained performance, masking disparities in average scores. This report analyzes national and international assessments across various age groups, emphasizing the need for nuanced explanations of educational trends. Understanding these patterns is critical for addressing learning losses and preparing students and adults for future challenges.
Science Daily: Recommendations for studying the impact of AI on young people’s mental health
A new paper from The University of Oxford highlights the need for a clear framework in AI research, especially regarding its impact on young people’s mental health as they increasingly interact with AI through digital devices and social media. Published in The Lancet Child and Adolescent Health, the paper calls for a critical re-evaluation of how we study the effects of internet-based technologies, drawing lessons from past shortcomings in social media research. Researchers argue that current research lacks consistent findings, long-term studies, and fails to account for contextual factors. They propose improving research methods, fostering collaboration among researchers, policymakers, tech companies, caregivers, and youth, and avoiding the pitfalls of past social media practice. The paper emphasizes that AI research must evolve to ensure safety for children and adolescents, or risk repeating past mistakes seen with social media. Without proactive measures, evidence-based policies on AI could lag behind.
Policy
K-12 Dive: Trump signs executive orders prioritizing school choice, ending K-12 ‘indoctrination’
President Trump issued two executive orders focused on K-12 education, prioritizing school choice and addressing what he calls “discriminatory treatment” in schools. The first order directs the U.S. Department of Education to guide states in utilizing federal funds to expand school choice, including private and faith-based schools. It also involves the Department of Health and Human Services and the Department of Defense in supporting school choice options. The second order aims to eliminate federal support for “discriminatory” ideologies in K-12 schools, particularly those based on gender and equity ideologies. It also reestablishes the 1776 Commission to promote patriotic education. While supporters celebrate these measures, critics argue that they could harm public education and favor wealthy families. The orders come amid concerns over lagging student performance in reading and math.
The 74: High School Exit Exams Dwindle to About Half a Dozen States
Massachusetts recently ended its requirement for high school students to pass a standardized state exam (MCAS) to graduate, reflecting a broader trend in the U.S. against such tests. Advocates argue that standardized tests disadvantage students with learning disabilities and do not measure broader competencies. Critics argue that these exams provided essential accountability and motivation for students. Only seven states still require graduation exams, down from half in 2012. Many, including Massachusetts, are exploring alternative forms of assessment, such as capstone projects or industry certifications. Colorado’s flexible “menu” model, offering options like SAT scores or workforce readiness demonstrations, is often cited as a model for reform.
K-12 Dive: ESSER now in rearview mirror for most districts
Tuesday marked the final deadline for school districts to spend the last of the $190 billion in federal COVID-19 relief aid for K-12 education, including $121.9 billion from the American Rescue Plan (ESSER). While funding spurred innovative practices and collaborative local decisions, challenges persist, such as ongoing academic struggles, high absenteeism, and financial shortfalls leading to program cuts and layoffs. Experts highlight key lessons from the five years of federal aid: the importance of state guidance and the ability of some districts to quickly allocate resources to priority areas like learning recovery. Although most districts exhausted their allocations, a few states and Puerto Rico have extended deadlines through March 2026. As federal aid phases out, schools will increasingly turn to state governments for financial support, facing a new era of budget constraints.
Around the Nation
The Wall Street Journal: Screens Have Taken Over Classrooms. Even Students Have Had Enough.
EdWeek: Middle School Is Tough for Boys. One School Found the ‘Secret Sauce’ for Success
The Community Lab School in Charlottesville, Virginia, takes a novel approach to middle school education, prioritizing trust, autonomy, and project-based learning. Rooted in Universal Design for Learning (UDL), the school fosters independence and creativity through interdisciplinary projects and collaborative work. Students enjoy a flexible schedule with multiple “brain breaks,” no homework, and self-paced math classes. Narrative assessments replace traditional grades, emphasizing growth over standardized testing. This inclusive environment benefits students with learning differences, who comprise 38% of the school’s population, by integrating accommodations like oral presentations and hands-on learning into daily routines. The school’s unique structure builds engagement, particularly for boys, who thrive with active, real-world projects. Administrators credit the success to evidence-based practices, teacher-driven curriculum, and fostering student confidence.
Chalkbeat: ‘Everyone is scared’: Deportation fears keep immigrant students home from NYC schools
Fears of deportation under President Trump’s policies are keeping many immigrant children in New York City home from school. Parents worry about ICE raids, heightened by the rescission of a policy restricting arrests at sensitive locations like schools. Daily school attendance has dropped, and principals are working to reassure families while preparing for potential enforcement actions at or near their schools. Many parents, like those at shelters in Manhattan and Brooklyn, are torn between keeping their children safe and maintaining normalcy. Schools are hosting information sessions and reminding staff of policies protecting students, but fears persist. Some families have chosen to keep their children home, while others send them with apprehension. Attendance issues, already a challenge for students, are exacerbated, leaving kids anxious and disrupting education as families navigate uncertainty and fear.
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