The Weekly Connect 6/30/2026

Chalkbeat: New NAEP Scores Offer Optimism for Younger Students but Warning Signs for Teens
The National Assessment of Educational Progress released results from its long-term trend assessment, which measures nine and thirteen-year-olds’ reading and math skills. Using data from the 2024-25 school year, researchers found that the younger sample, who were on the cusp of entering kindergarten when the pandemic started, performed nearly as well in reading and math as children the same age did before the pandemic. Their scores indicated their greater ability to take in complex material and contextualize material less familiar to them. However, 13-year-olds, whose elementary school years were disrupted by the pandemic, saw no increase in scores from last year, which is still below pre-pandemic levels and is similar to scores students received fifty years ago. Students’ achievement levels in 2012 were the highest scores reported, and educators believe that increased technology use in the classroom and changes to the federal government’s oversight on school districts have contributed to the subsequent “learning recession.”

Journal of Applied Developmental Psychology: One-Year Treatment Effects of the Yolo County Basic Income Program
Researchers from California examined the effects of a pilot intervention in Yolo County, California, that provided monthly payments to low-income families with children under six. Previous literature has found that efforts to support low-income families through government benefits and cash assistance programs have reduced poverty and improved child development and parent-child relationships. The current study provided families with funding $1 above the California poverty level, with the average monthly payment being $1,289, much higher than in other similar studies. Three samples were observed: families enrolled in a county-operated public assistance program, the California Work Opportunity and Responsibility to Kids (CalWORKS); families also enrolled in the Housing Support Program, a program of CalWORKS; and a control group. The researchers found that families in the first two groups saw a decrease in economic hardship and were more likely to rent or own their homes. However, there was little difference in parental depressive symptoms, positive parent-child activities, and child externalizing behavior between the three groups.

K-12 Dive: More Than Half of States Miss Targets for Improving Special Education
In a summary released by the U.S. Department of Education, more than half of U.S. states and territories did not meet annual targets for implementing federal special education services. The analysis was based on performance indicators from fiscal year 2024 for compliance with the Individuals with Disabilities Act (IDEA) Part B program, for students ages three to 21, and IDEA Part C, for infants and toddlers. In order to meet annual targets, states must both follow IDEA rules and make improvements in student outcomes, including family perspectives on early intervention, preschool transitions, and graduation rates. States that received a “needs assistance” rating for two or more consecutive years will be labeled as a high-risk grantee and required to use technical assistance and state funds. Those with a “needs intervention” determination will have to follow stricter requirements.

WYFI: Indiana Wins Federal OK to Merge Education Funds. Some Worry Not All Students Will Benefit
The U.S. Department of Education approved Indiana’s request to combine $50 million into a single pool of money to support five federal educational areas: assessments, teacher training, English language learners, student support, and after-school programs. Indiana is the third state, following Iowa and Louisiana, to receive a waiver and be exempt from the requirements of the Elementary and Secondary Education Act. The waiver also changes how Indiana grades high schools; previously, schools had two systems based on federal and state requirements. Now, the state can use one system, which places fewer requirements on academic indicators and more on Advanced Placement coursework, ACT scores, completion of honors courses, end-of-year exams in specific subjects, and workforce credentials. The Indiana Secretary of Education shared that the benefits of the waiver will “put more resources directly into our classrooms, where they make the greatest difference.” EdTrust, an organization focusing on education equity, shared concerns that the accountability system will not accurately reflect how well students are doing, as well as take away funding from students who need the support the most.

Chalkbeat: Illinois Lawmakers Define Play-Based Learning as Full-Day Kindergarten Requirement Rolls Out Statewide 
Last month, Illinois state lawmakers passed an official definition of play-based learning: either teacher or student-initiated play, which intentionally aligns with learning goals or standards. The movement has emerged across the country to give students more hands-on learning experiences, in efforts to partially combat the impact of the pandemic, artificial intelligence, screen time in the classroom, and test-based instruction starting as early as kindergarten. While play-based learning has been incorporated across the state since 2023, teachers say they have benefited from the new guidance. One pre-k teacher shared how play-based learning has improved her students’ ability to build relationships, problem solve, and share with classmates. Educators shared the importance of increasing access to play-based learning opportunities across communities so that all students can benefit.

The 74: Aquatic Robots, Drones and Power Tools: STEM Spans All Grades in Oklahoma School
At the public charter school network Dove Schools in Tulsa and Oklahoma City, all students graduate from high school and are accepted into college, likely in part due to its innovative school practices. The school is majority low-income, and 88% of graduating seniors last year were the first in their families to attend college. The network incorporates STEM education in every grade, such as computer science classes starting in kindergarten, STEM-based clubs, and robotics and electronics learning opportunities. Students interested in pursuing a STEM career after high school can also take specific courses and earn college credits. They take character education classes, which focus on students’ building critical thinking, kindness, and moral reasoning skills. Simultaneously, teachers conduct home visits to build strong relationships with families and provide them with resources. A STEM teacher shared that the best part of her day is watching her elementary students learn to complete a STEM activity “in any direction they want to,” which “they take off with… and have no limits to their imagination.”