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

School nurses are an untapped resource in addressing chronic absenteeism.

States are prioritizing work-based learning. 

One in four New York City children lives in poverty.

To read more, click on the following links.

Research & Practice

Science Daily: Teachers’ growth mindset appears more important than warmth
New research suggests that students not only prefer friendly teachers but also value those with a growth mindset, teachers who believe in the potential for improvement through hard work and varied strategies. The research points to positive responses to cold instructors with a growth mindset, while warm, smiling teachers with a fixed mindset received negative reactions. The research emphasizes the importance of conveying a growth mindset to students over and above simply being nice; mindset messages from teachers can be more influential than their demeanor. The study underscores the impact of instructors’ mindsets on students’ sense of belonging, performance, and motivation, with growth mindset instructors narrowing performance gaps for traditionally disadvantaged groups.

The 74: New Study: School Nurses Are Untapped Resource to Combat Chronic Absenteeism
Kate King, a school nurse with 23 years of experience, has observed a pattern where students, facing challenges or disliking a class, seek refuge in the nurse’s office to avoid these situations. This leads King to investigate the issues students face; involve school counselors, social workers, teachers, and parents; and provide wraparound services. King is one of example of how nurses can help students thrive. A study from the University of Missouri Sinclair School of Nursing, led by researcher Knoo Lee, reveals that students with partial-day absences often turn to school nurses for comfort and support. Recognizing this, the study suggests that school nurses could play a crucial role in addressing chronic absenteeism by intervening early. However, the study also notes that school nurses are often excluded from policy decisions and require more support and resources, especially in dealing with issues like mental health concerns, homelessness, transportation, and food insecurity. 

EdWeek: Next NAEP to Take Deeper Look at Poverty’s Connection to Students’ Achievement
The upcoming 2024 National Assessment of Educational Progress (NAEP), known as the Nation’s Report Card, will feature a new composite measure of student income to provide a more nuanced analysis of how socioeconomic status affects academic achievement. The index incorporates factors such as students’ eligibility for federal safety-net programs, school meal eligibility, the overall share of income-related program eligibility at the school, the number of printed books in the student’s home, and the education level of parents for grades 8 and 12. This new measure aims to disaggregate test scores for high-, middle-, and low-income students, offering a more comprehensive understanding of the relationship between student achievement and socioeconomic backgrounds. The goal is to shed light on different aspects of the socioeconomic spectrum and provide valuable insights into addressing achievement gaps.

Policy

EdWeek: States Are Making Work-Based Learning a Top Policy Priority
In 2023, 47 U.S. states enacted 115 policies related to career and technical education (CTE) and career readiness. This is the second-highest number of states implementing CTE-related policies in a single year, following 2017. A report by Advance CTE and the Association for Career and Technical Education highlights that 72% of the policies enacted last year focused on K-12 education. Approximately 40% of these policies concentrated on industry partnerships and work-based learning, emphasizing the importance of preparing learners for future careers. Other key policy areas included tracking student outcomes, funding, modifying rules of agencies handling CTE, and altering graduation requirements. The report predicts that 2024 policies may address emerging industries, teacher recruitment, postsecondary education alignment, and sustained attention to work-based learning.

K-12 Dive: National Newcomer Network urges supports, policies for newly arrived students
A coalition of educators, researchers, and advocates has launched the National Newcomer Network Policy Platform, aiming to advocate for the support and civil rights protections of newly arrived students in the U.S. The platform now has over 100 members from 30 states. The coalition emphasizes the diverse needs of newcomer students who include recent immigrants, refugees, asylum seekers, unaccompanied minors, and those with limited or interrupted formal education. The coalition’s recommendations for meeting newcomer students’ needs call for federal legislation and state funding for wraparound services, strengthening newcomer case manager roles, developing statewide intake procedures, authorizing funding for instructional models, creating guidelines for supporting newcomer students, monitoring program implementation, and allocating federal funds for data disaggregation.

The 74: Gas, Food, Lodging for Homeless Students in Jeopardy as Funding Deadline Looms
Time is running out: $800 million of federal funding that’s designated for homeless students is set to expire, putting essential aid services at risk. Advocates are calling on lawmakers to extend the deadline, emphasizing the funds’ pre-COVID necessity. California, facing a homelessness surge, spent over $7 billion last year, but student-focused efforts fell short. The relief funds have been spent inefficiently because of bureaucratic hurdles. As the deadline for using these funds approaches, liaisons stress the need for additional time to support vulnerable populations effectively. The challenges highlight policy concerns, with districts grappling to allocate funds amid contracting rules and delayed approvals. The situation raises questions about the long-term impact and effectiveness of policies addressing student homelessness. See Also: As Federal Funding Cliffs Loom Over Public Schools, This DPI Toolkit Could Help See Also: How States Are Rethinking Where School Funding Should Go

Around the Nation

The New York Times: 1 in 4 New York City Children Now Lives in Poverty
In 2022, New York City experienced its largest yearly increase in poverty levels in a decade, with 23% of residents unable to afford basic necessities, up from 18% in 2021, according to a report by Columbia University and the philanthropic organization Robin Hood. Nearly two million New Yorkers, including one in four children, lived in poverty, marking a major setback despite expanded government aid during the pandemic. The national poverty rate rose to 12.4% in 2022 from 7.8% in 2021. Disparities were evident, with Black, Latino, and Asian New Yorkers about twice as likely to live in poverty as white residents. The increase was attributed to the end of pandemic-era policies like the expanded child tax credit and enhanced unemployment insurance.

EdWeek: A Mental Health Screening Saved Students’ Lives in This District
In Skaneateles, N.Y., school district leaders credit universal mental health screening with saving five students’ lives in one year. The screening identified students at significant risk for self-harm or suicide, leading to immediate intervention and referral to emergency services. The district’s proactive approach involves triaging and assisting students in crisis, developing safety plans, and advocating for funding to hire additional school-based mental health professionals. Despite the screening’s success, some limitations are acknowledged, emphasizing that it provides a point-in-time analysis and won’t solve all mental health problems. The district aims to create a culture that openly discusses mental health and addresses challenges collaboratively.

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