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

New study highlights why some teens choose to quit nicotine and how it relates to quitting success. 

New changes to ESSER reimbursement process require upfront payment to improve accountability and transparency. 

Michigan high schools achieve their highest graduation rate in the last 16 years.

To read more, click on the following links.

Research & Practice

Journal of Adolescent Health: Understanding Reasons to Quit or Reduce Vaping and Associations With Quitting Outcomes Among High School Adolescents in Connecticut
This study explores why high school students in Connecticut quit or reduce vaping and how these reasons relate to quitting success. Among 756 adolescents who had vaped, 32.2% had seriously tried to quit or cut back. The most common reasons were health concerns (50.2%), addiction (45.5%), and cost (42.5%). While 40.3% successfully quit, 39.6% continued vaping, and 20.1% switched to other nicotine products. Quitting due to peer influence was linked to higher success rates while quitting due to punishment or temporary loss of access led to relapse. The findings suggest that interventions should emphasize peer support, discourage punitive measures, and promote cessation of all nicotine products to improve outcomes.

EdWeek: Are Today’s Students Less Independent? Depends on Who You Ask
Educators report that students today are less independent than a decade ago, potentially affecting academic success, employability, and teacher job satisfaction. An EdWeek survey found that 82% of teachers, compared to 68% of school leaders and 55% of district leaders, see a decline in student independence. Participants hypothesize that causes include overprotective parenting, pandemic-related social-emotional setbacks, and excessive screen time. However, no definitive research confirms whether students are truly less independent or if perceptions are influenced by bias and amount of time spent with students. Regardless, fostering independence remains crucial. Experts suggest strategies like goal-setting, self-management, and giving students more responsibility in shaping school policies. Encouraging persistence, problem-solving, and decision-making can help students develop the skills needed for success.

Policy

K-12 Dive: Education Department announces change to ESSER reimbursement process
The U.S. Department of Education now requires states to pay for COVID-19 emergency expenses upfront before seeking federal reimbursement, aiming to improve transparency and accountability. Of the $189.5 billion allocated for pandemic recovery through the ESSER fund, only $4.4 billion remains, with spending deadlines already passed. Previously, states could access funds without immediate proof of proper use. While the impact on districts is unclear, AASA warns that those with extended American Rescue Plan (ARP) spending timelines may feel immediate effects. Seven states and Puerto Rico received extensions for $1.7 billion in funds. Schools used ESSER funds for learning recovery, facility upgrades, and safety measures, but assessing national effectiveness remains challenging due to localized spending variations. Some education groups recommend further analysis to evaluate the impact of emergency funding on student outcomes.

The 74: There Really Was a ‘Mississippi Miracle’ in Reading. States Should Learn From It
Achievement gaps in reading are worsening across the U.S., with 10 states showing a significant widening gap between their best and worst readers since 2013. Nationally, the bottom 10% of fourth-grade readers saw a 15-point decline, while the top 10% only dropped by 0.5 points. In contrast, Mississippi has made remarkable progress, rising from 49th in the country to near the top. This improvement is attributed to the 2013 Literacy-Based Promotion Act, which funded literacy coaches, universal screenings, and retention policies for underperforming third graders. Mississippi’s success is linked to comprehensive literacy policies that go beyond surface-level interventions, focusing on early identification and intervention. States looking to improve their reading outcomes can learn from Mississippi’s approach to meaningful and sustained educational reforms.

K-12 Dive: Special education enrollment climbs to nearly 8M
The number of students receiving services under the Individuals with Disabilities Education Act (IDEA) is rapidly increasing. Between 2021 and 2025, IDEA-eligible students could grow by 1 million, a surge that previously took 20 years. From 2022 to 2023 alone, the number rose 3.4% to nearly 7.9 million. This rise, amid overall declining student enrollment, increases demand for special educators and funding. However, special educator shortages are worsening, contributing to delays in evaluations and rising school-family conflicts. Factors driving this trend include pandemic-related learning loss, increased screen time, and rising autism diagnoses, which grew nearly 10% in one year. States like Texas and California saw significant increases, while Louisiana was the only state with a decline. Additionally, infants and toddlers receiving early intervention services under IDEA Part C increased by 4.8%. Addressing these challenges requires improved educator recruitment, funding, and evaluation processes.

Around the Nation

Chalkbeat: Michigan’s high school graduation rate is nearly 83%, a new high for the state
Michigan’s four-year high school graduation rate reached 82.83% in 2023-24, the highest in 16 years, despite challenges like chronic absenteeism and low test scores. Dropout rates also declined to 7.68%. Districts credit credit-recovery programs, tutoring, and alternative education models for the improvement. Ecorse Public Schools saw a 14-point jump, aided by extended tutoring sessions funded by federal COVID relief. However, disparities persist—graduation rates are lower for students from low-income families (73.12%), students with disabilities (60.97%), and homeless students (59.53%). Some districts significantly reduced dropout rates through student engagement efforts. Career technical education, dual enrollment, and other specialized programs are seen as key factors in boosting graduation rates. State leaders stress the importance of continued investment in educational support to ensure students graduate prepared for future opportunities.

EdWeek: Inside One Teacher’s Effort to Help Students Take Charge of Their Own Learning
The Modern Classrooms Project (MCP) was founded by former teachers Robert Barnett and Kareem Farah to address diverse student learning paces through self-paced, mastery-based instruction. Their approach involves digitized lessons, where students watch recorded videos during class and progress by demonstrating mastery through assessments. This method fosters autonomy, improves teacher-student relationships, and helps reduce absenteeism and teacher burnout. A Johns Hopkins study found MCP students were more likely to catch up on missed material and enjoy learning. While technology plays a role, MCP emphasizes human connection, enabling teachers to provide individualized support. The program has grown organically, with over 250 school partnerships. MCP offers free educator training but discourages top-down implementation, promoting teacher-led adoption. Advocates see it as a scalable, cost-effective strategy for improving education.

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