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

Afterschool programs can support students’ academic and social-emotional needs.

New York State issues guidance for supporting transgender and gender-expansive students.

A dual-language immersion program in California helps boost students’ English skills. 

To read more, click on the following links.

Research & Practice

How After-School Programs Can Support Students’ Academic and Social-Emotional Needs
Education Week: A recent panel discussion emphasized the importance of after-school programs in providing holistic support to students in the post-pandemic era. Panel experts, including principals, advocated for a comprehensive approach to after-school programming, which includes elements of enrichment and academic support. The national nonprofit Afterschool Alliance used the opportunity to highlight the ways in which after-school programs supplement classroom learning and engage students with a second set of educators, describing how these relationships can target students’ needs through personalized interactions. The Alliance also brought attention to the benefits of working with students in an environment that is more flexible and often less stressful than the traditional school day. Advocates for after-school programming also highlight the role of programs in fostering healthy interactions, building relationships, and enhancing students’ teamwork skills. However, funding and staffing challenges remain, necessitating dedicated funding streams and community partnerships. Panel experts underscored the need for local policymakers to create separate funding streams for afterschool programs. 

Policy

Biden Administration Asks Districts to Investigate Their Discipline Disparities
Edweek: The Biden administration has urged schools to implement fair and consistent disciplinary policies to address racial disparities. In a joint letter, the U.S. departments of Justice and Education warned that schools practicing unfair discipline could be in violation of Title VI of the Civil Rights Act of 1964, which prohibits racial discrimination in federally funded programs. The new guidance, while less extensive than the Obama-era policy, aims to tackle racial disparities in school discipline rates. It encourages districts to analyze disciplinary data, adopt appropriate policies, and provide implicit bias training to staff. Civil rights groups have responded with mixed views, with some praising the recommendations as crucial information, while others argue they fall short in addressing all aspects of race discrimination. The Biden administration’s focus on compliance with federal nondiscrimination obligations emphasizes the need to examine the underlying causes of racial disparities in discipline.

How to support LGBTQ students: NY officials update guidance
Chalkbeat: New York state education officials have released new guidance for schools to support transgender and gender-expansive students, a contrast from the anti-LGBTQIA+ legislation that has passed in other states. The 42-page document provides schools with information on using appropriate gender identity terminology, supporting students who come out or want to transition genders, and protecting students’ privacy rights. It also highlights existing laws that prohibit gender-based discrimination (e.g., the GENDA Act). New York is an early advocate for LGBTQIA+ student support and has been facing calls from the Democratic committee to take additional action to support students. In May, the committee passed a resolution urging the creation of a statewide LGBTQIA+ curriculum, looking to expand local efforts like one in New York City, where teachers incorporate LGBTQIA+ perspectives into the social studies curriculum. In addition, the city’s Mayor recently signed an executive order barring cooperation with out-of-state investigations concerning gender-affirming care, among other provisions. Read more here: The 2021 National School Climate Survey.

Most Eligible Indiana Schools Hesitant to Sign Up for Federal Free Meal Program
The 74: A national report reveals that a majority of eligible schools in Indiana do not take advantage of the federal free meal service program. While 67.5% of eligible school districts across the country adopted the Community Eligibility Provision (CEP) for the 2022-2023 school year, only 40.6% of eligible school districts in Indiana did so. Schools in districts like Decatur, Franklin, Speedway, and Washington do not automatically provide free meals due to reasons such as program complexity or insufficient qualification for full meal reimbursement. The CEP program allows schools with high poverty rates to provide free breakfast and lunch to all students, which benefits their health and academic performance. During the 2022–23 school year, there was a significant increase in the number of schools and districts nationwide participating in community eligibility. However, some schools in Indiana declined to participate over concerns that adopting CEP may lead to the loss of Title 1 funding. Despite the increasing number of participating schools, Indiana ranks 47th in the nation for the CEP participation rate. Read more here: The Food Research and Action Center report.

Around the Nation

How well do dual-immersion programs serve English learners?
EdSource: A dual-language immersion school in Fontana Unified, California, has shown significant growth in the English proficiency of students who were once English learners. While only 12.5% of third-grade English learners at the school were reading and writing at grade level in 2022, the percentage of former English learners meeting or exceeding standards in English language arts surpassed the statewide rate in fourth grade and continued to rise. By sixth grade, 42.85% of former English learners at the school achieved proficiency in English, higher than the statewide rate of 34.66%. Dual-language immersion programs, although slower in reaching English proficiency, have been found to produce similar or better results in English literacy compared to English-only instruction by the end of elementary school. These programs also tend to enhance students’ reading and writing skills in their home languages. While challenges remain, dual-language immersion programs are seen as beneficial for English learners’ long-term achievement.

A Native Community Revitalized a Language. Here’s How a School District Carries It On
EdWeek: A school district in Reno, Nevada is expanding the use of culturally responsive curricula to enhance students’ academic achievement, motivation, and social-emotional health. The district draws on studies that show that when Indigenous students are exposed to their cultural languages, it improves their sense of well-being and increases their likelihood of graduating. Washoe County School District received grants to expand its Paiute Language Programs as well as to support Indigenous students’ college and career readiness. The district hopes the grant funding will enable more participation from Indigenous students and lead to solutions to implementation challenges like fluctuating student enrollment and the availability of Paiute teachers fluent in the language varieties targeted by the program. Collaboration with the Reno-Sparks Indian Colony and community engagement are crucial aspects of the program, which incorporates cultural activities like art and culinary arts. The demand for Indigenous language programs in Nevada is increasing, and other districts are exploring similar initiatives in collaboration with their Native communities.

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