The Weekly Connect 4/13/2026

The Northwest Evaluation Association: Should Kindergartners Be Redshirted? Costs Likely Outweigh Academic Benefits

Parents who “redshirt” wait an extra year to enroll their child in kindergarten in hopes of improving their child’s academic and social outcomes. The research on the impacts of redshirting is mixed, and there are downsides, including paying for an extra year of childcare. Researchers from the Northwest Evaluation Association analyzed redshirting trends between the 2017-18 and 2024-25 school years using their MAP Growth K-2 assessments. The rate of redshirting peaked during the 2021-2022 school year at 6.4%, and the rate for the current school year is 4.4%. Compared to girls, boys were more likely to be redshirted. Additionally, white students were more likely to be redshirted compared to students of color.  These rates were also highest in schools in rural communities, especially during the pandemic. Students who waited a year to enter kindergarten had higher initial scores in reading and math compared to their non-redshirted peers, but the advantage faded as students entered third grade. 

Humanities and Social Sciences Communications: Attentional Impulsivity, Short-Form Video Use and Adolescents’ School Misbehaviors: Mediating Role of Parental Media Mediation

New research from Humanities and Social Sciences Communications examines the relationship between short-form video use (e.g., content on TikTok or Instagram) and its relation to adolescents’ school misbehaviors. Previous research has found that attentional impulsivity, the inability to concentrate, is highly linked to students’ poor behavior in school. The researchers recruited adolescents in two middle schools and two high schools in China. Participants completed measures on topics including their school misbehaviors, attentional impulsivity, and frequency of short-form video use. Results indicate that short-form video use and attentional impulsivity were linked, and both were directly associated with higher school misbehaviors. Older children had higher attentional impulsivity and short-form video exposure. Additionally, parental influences mediated the relationship between attentional impulsivity and school behavior, suggesting that parents can support children’s behaviors and well-being, which would help them focus better. 

K-12 Dive: CTE Programs’ Earnings Boosts May Diminish Over Time, Study Finds

The Thomas B. Fordham Institute examined outcomes for students in Ohio who completed career and technical education (CTE) programs in high school. The number of students enrolled in these classes nearly tripled between 2015 and 2023. The report assessed outcomes for 1.3 million Ohio students who entered high school between the 2011-12 and 2019-20 school years. Students who earned a credential were six percentage points more likely to graduate from high school and nine percentage points less likely to enroll in a postsecondary education program compared to their peers. Students who earned a credential were more likely to have a higher salary, though the differences reduced over time (from 22% to 4%). This difference is likely due to comparing CTE students with their peers who graduated from college. The researchers suggest several steps policymakers and educators can take to improve CTE programs, including investing in evidence-based credentials that improve students’ long-term outcomes, creating more opportunities for disadvantaged students, and adding academic competencies as a requirement to graduate, alongside pursuing CTE credentials. 

K-12 Dive: Trump’s FY 2027 Budget Would Slash $8.5B From Selected K-12 Programs

President Donald Trump’s budget request for fiscal year 2027 would cut the U.S. Department of Education’s funding by three percent. The proposed changes would maintain the same level of funding for Title I and increase special education funding by $539 million. Seventeen K-12 grant programs, totaling $6.5 billion in funding, would be combined into a single grant. Twelve other programs were recommended to be cut, including programs supporting English language learners and immigrant students. The Education Department secretary shared that the new budget would ensure that priorities are met, including “supporting low-income students, students with disabilities, expanding education freedom, and enhancing workforce development,” while some education equity advocates believe that the proposal will loosen accountability for states to provide resources for all students. Most of these changes were also included in President Trump’s proposal for fiscal year 2026, but were not advanced by Congress. The President’s fiscal year 2027 budget request communicates the administration’s priorities in the context of a changing Department of Education. Congress will take the next steps on fiscal year 2027 appropriations. 

Boston Herald: Boston to Become First Major U.S. City Public School District to Launch AI Literacy Curriculum

Boston Public Schools in Massachusetts will be the first public school district in the country to ensure AI fluency by graduation. The new initiative will equip students with skills to advance in AI proficiency to prepare them for college, career pathways, and the evolving workforce. The curriculum is based on guidance from the Education Department released last year, which includes ethical guidelines for using AI in the classroom. Teachers worked with state officials to develop the program and received training to ensure AI is used appropriately. The city will also have an AI-industry advisory board, which will give feedback on the educational program and support other learning opportunities in the community. Mayor Michelle Wu shared that the program’s aim is not to target screen time in schools or replace strong educational practices with technology. Instead, it is to empower “people to have every bit of knowledge and understanding.” The initiative will go into effect during the next school year. 

The Hechinger Report: Youth Drug Use is Down, But Overdoses Have Risen. One Town’s Schools Have a Possible Solution

Across the country, fewer young people are using substances, including cigarettes, alcohol, and drugs, in recent years. However, unintentional overdoses have increased. In Fort Kent, Maine, educators have noticed the impact of substance use among their students, which can increase anxiety and irritability, and lead to chronic absenteeism, poor academic standing, or dropping out of school. The school district offers programs to support its students in addiction recovery; however, its capacity is limited, and the state only has one inpatient facility for youth struggling with substance abuse and addiction. Starting in August, the town will open a public boarding school for high schoolers in recovery, which will focus on abstaining from drug use and mental health support in a community-based setting. Across the country, there are 46 similar centers, and the new program is the first in a rural area. The Aroostook County social worker shared about the importance of the program, “With the recovery school, they can continue to heal without being disconnected from their roots.”

Chalkbeat: This Program Teaches Chicago Teens About the Risks of Gun Ownership. It’s Changing Some Minds.

Teens in Chicago, Illinois, participated in a weeklong program to learn about the risks of guns. Led by two nonprofits, students created social media campaigns by exploring research on gun ownership. The students’ videos will be added to an advertising campaign called “Goofies Got Guns.” One video showed a teen playing a video game while sharing statistics about the dangers of owning a gun. Students also completed an improv theater workshop and watched content creators to understand what makes a compelling video. The program hopes to reduce gun violence by educating students about the risks associated with gun ownership. At the end of the program, students reported that they were 30% less likely to be interested in owning a gun. Even if they still want one, as one student noted, they will know how to be more responsible owners.