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

A study finds that four-day school weeks have a significant negative impact on students’ math and reading performance.

As federal Covid funds run out, K-12 educators are skeptical about their schools’ financial futures. 

In Indianapolis, a community organization helps a local school teach children to read. 

To read more, click on the following links.

Research & Practice

EdWeek: ‘A Universal Prevention Measure’ That Boosts Attendance and Improves Behavior
Within a private room at Colleyville Middle School, teachers and staff created a “data wall” displaying academic and attendance data for each of its 600-plus students, along with staff initials indicating connections with students. The school uses this tool to ensure every student feels supported and connected, especially after pandemic-related closures led to increased disconnection and absenteeism. Research shows that strong student-school connections lead to better academic performance and mental health outcomes. Schools across the country are implementing strategies like mentoring, clubs, and check-ins to foster a sense of belonging. These efforts address disparities in connection, particularly among marginalized groups. Building meaningful relationships between students and adults is key to improving attendance and academic achievement while promoting overall well-being. Colleyville Middle School’s approach reflects a broader movement in education towards prioritizing student-school connections for long-term success.

Science Direct: A multi-state, student-level analysis of the effects of the four-day school week on student achievement and growth
A recent study in the Economics of Education Review found that four-day school weeks have a significant negative impact on students’ math and reading performance. Over an 11-year period, the study observed a decrease in test scores by 0.05 standard deviations in math and 0.06 standard deviations in reading. The negative effects are more pronounced in non-rural schools, where test scores dropped by 0.08 standard deviations in math and 0.09 standard deviations in reading. While previous research had mixed findings, this study underscores concerns raised by policymakers about the popularity of the shortened schedule. The study analyzed data from 231 to 665 districts nationwide, revealing a growing adoption of this model in education.

K-12 Dive: 92% of school leaders concerned about academic recovery, NCES survey says
A National Center for Education Statistics study shows 92% of public school leaders are concerned about students meeting academic standards post-COVID, with 25% moderately concerned and 16% extremely concerned. While most support state-mandated testing for math (62%) and English (66%), they believe these tests won’t accurately measure students with individualized education plans or English learners. Despite these concerns, 74% of public agree that math assessments provide useful data, and 75% agree that English assessments do. A third anticipate a large negative impact on testing this year due to the pandemic. Some administrators worry test prep takes away from classroom instruction. Thirteen states, including Montana, are exploring through-year models of testing (tests that occur throughout the year) because these tests produce scores more quickly, making it easier for teachers to track students’ progress.

Policy

EdWeek: Costs, Concerns, & Calls for Clarity in K-12 Finance
The second annual Allovue Education Finance Survey, based on responses from 1,855 educators, reveals growing pessimism among K-12 teachers and administrators about their districts’ financial conditions as federal COVID relief funding ends. The Allovue Education Spending Confidence Index, measuring optimism, dropped 29 points from the previous year to -67. Concerns include the use of one-time relief funds for ongoing expenses, rising costs of student mental health support, and uncertainty around state budgets. “Funding that fails to keep pace with inflation” remains the top concern. Budgeting challenges persist, with administrators citing long-range planning and outdated software. As COVID funds dwindle, districts anticipate negative budget impacts, potentially leading to cuts in professional development and extracurriculars. Educators also demonstrate gaps in understanding federal funding and per-pupil spending, hindering advocacy and informed decision-making.

The 74: Parents of Slain Parkland Students Applaud Utah for $100M School Safety Bill
Lori Alhadeff, mother of a victim in the Marjory Stoneman Douglas High School shooting, commends Utah’s enactment of “Alyssa’s Law,” mandating silent panic alarms in classrooms. The law is part of HB84, a broader school safety bill, which allocates $100 million for safety measures and sets minimum standards for Utah schools. Rep. Ryan Wilcox, the bill’s sponsor, stresses the necessity of addressing school shootings. Lt. Gov. Deidre Henderson highlights other bills benefiting Utah’s youth, including funding for teacher supplies and parental leave policies. Henderson emphasizes Utah’s commitment to its children and families.

Around the Nation

K-12 Dive: Bringing staff and student voices into the school design process
Instead of choosing a traditional venue, Putnam City High School’s class of 2021 chose to hold their prom at nearby James L. Capps Middle School. The motive behind this choice is the middle school’s modern design, which drew on the input of students and staff. Based on their input, the school has flexible learning spaces and teacher workrooms. Similarly, Eastside Early College High School in Austin, Texas, honors its historical significance while offering modernized spaces for academic and community use. Design firms like Perkins & Will and Cooper Carry engage stakeholders through surveys and workshops to create school environments that reflect their communities’ unique cultures and address academic and nonacademic needs. This collaborative approach ensures that new spaces meet the diverse needs of students and staff while fostering community support for school projects.

NPR: Kansas school has found a solution for negative behavior: Put kids to work
Woodman Elementary School in Wichita, Kansas, tackles post-pandemic behavior issues by implementing a program called Meaningful Work. Students who struggle with behavior are paired with mentors and given constructive tasks, like watering plants or delivering snacks, and they are supervised by counselors and psychologists. This initiative aims to provide positive attention to students who may act out for attention, fostering a sense of belonging and responsibility. The program has shown promising results in reducing behavior problems and improving attendance, prompting plans to expand the program.

The 74: At This Indianapolis School, Teaching Kids to Read Has Become a Community Effort
The Martin Luther King Community Center’s after-school literacy lab in Indianapolis supports students from James Whitcomb Riley School 43, one of the city’s most impoverished schools with low reading scores. Through Meaningful Work sessions and engaging activities, the center fosters literacy skills and life lessons. With support from Butler University and grant funding, the center plans to expand its literacy program and community services, addressing not just academic needs but also providing meals, mental health support, and family resources. The partnership between the center and School 43, alongside community initiatives like reopening the school library, aims to create a supportive environment for students, emphasizing holistic development and community engagement.

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