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Here are some of the things we’ve been reading about this week:
Research finds that children who attend high-quality child care programs are more likely to have later success in math and science.
Six states have made school meals free for all students.
Massachusetts expands services for homeless families.
To read more, click on the following links.
Research & Practice
Study: Small number of teachers double racial discipline gap
K-12 Dive: A study conducted in a large and diverse California school district suggested that a small percentage of teachers accounted for a disproportionately high number of disciplinary office referrals. The research found that 1.7% of teachers were responsible for 34.8% of all referrals, with some teachers issuing an average of about 48 referrals per year. It also highlighted that the excessive use of referrals by certain teachers led to doubled discipline gaps between Black and White students and Hispanic and White students. Researchers indicated that providing targeted supports and interventions to teachers with high referral rates could help reduce racial discipline disparities. The evidence also emphasized the need to address subjective factors in referrals, which disproportionately affected Black and Hispanic students, and to provide supports and interventions to teachers who issue high rates of referrals in reducing racial discipline gaps.
High-quality child care contributes to later success in science, math
ScienceDaily: Research finds that high-quality child care during early childhood has been found to positively impact children’s performance in science, technology, engineering, and math (STEM) subjects through high school, particularly among those from low-income backgrounds. A study published by the American Psychological Association assessed the quality of child care based on caregiver sensitivity-responsivity and cognitive stimulation in nearly 1,000 families over 15 years. The findings show that caregiver sensitivity-responsivity and cognitive stimulation were linked to greater STEM achievement among students in late elementary school, which predicted higher STEM achievement in high school. The study emphasizes the importance of investing in quality child care and early childhood education to address the underrepresentation of racially and ethnically diverse populations in STEM fields. The findings also highlight the significance of social-emotional development and supportive environments for cognitive and STEM skill development. High-quality early care practices can also lay a strong foundation for science learning and strengthen the STEM pipeline for children from low-income households.
Music training speeds up brain development in children
The Conversation: Emerging neuroscience evidence suggests that music training during childhood might benefit language and reading skills. A five-year longitudinal study conducted by researchers at the University of Southern California compared 6-7-year-old children who participated in music training through a community-based program and their peers who engaged in sports training with a control group of children who did not receive any specific training. The annual assessments included measuring language and memory abilities, processing of music and speech, and brain development. The study found that after two years, the children who received music training showed better accuracy in detecting changes in pitch and had a stronger brain response to differences in sound. These findings suggest that even a brief period of music training can accelerate brain development and sound processing, potentially benefiting language acquisition, particularly for children in low socioeconomic status neighborhoods.
Policy
How Rural and Urban K–12 Schools Find the Funds for Physical Safety
EduTech: During the pandemic, local education agencies allocated $2.4 billion from the Elementary and Secondary School Emergency Relief Fund (ESSER) in fiscal year 2021 to enhance physical and health safety measures in K-12 schools. The Department of Education reports that an additional $18.5 billion will be spent on these efforts. However, as the deadlines to spend the remaining ESSER funds approach, many districts may need to find alternative sources of funding for future security improvements. Some states, such as Missouri, have designated funding specifically for school safety. Other states, such as North Dakota, relied on local funding for a recent referendum that included provisions for safety and security measures. Given the varying safety needs and financial resources in different states, diverse approaches are taken to address physical security in schools, highlighting the importance of obtaining community support for funding initiatives. Read more here: Elementary and Secondary School Emergency Relief Fund.
Six States Have Made School Meals Free to All Students. Will More Follow?
EdWeek: Six states have passed laws to provide universal school meals permanently. Starting from the next school year, over 8 million public school children in the US will have access to free school meals regardless of their families income. The six states include California, Maine, Minnesota, New Mexico, and Vermont, while Colorado has a ballot initiative in place for the 2023-24 school year. The availability of universal free meals during the pandemic has fueled momentum for this initiative, and it marks a significant shift in state policy, as no state offered this benefit before the 2022-23 school year. Despite some temporary setbacks in extending these programs, the movement for universal school meals is gaining support, with proposals for similar programs in more than 20 states. Research has shown the academic and physical health benefits of free school meals to all students.
Around the Nation
Mass. expands services for homeless families, opening intake center and shelter at Joint Base Cape Cod
WBUR: The Healey administration in Massachusetts has announced the opening of a Family Welcome Center in Allston to assist families, particularly immigrants, that are experiencing homelessness. The center, located at the Brazilian Worker Center, will operate during specified hours and provide eligibility assessments, shelter connections, and limited resources, with additional services to be rolled out in the coming weeks. Up to 50 Massachusetts National Guard members will be activated to assist local and state authorities at Joint Base Cape Cod, where temporary stays in townhouses will be arranged for families in need. This move arises in response to the rising cost of housing, increased immigration, and delayed federal work authorizations, aiming to alleviate strain on hospitals, resettlement agencies, and other organizations while addressing the pressing needs of vulnerable families. The administration plans to open similar facilities in other areas across the state soon. While advocates welcome the center’s opening as a positive step, they emphasize the need for broader resources and longer-term housing solutions.
NYC often segregates students with significant disabilities. This new school aims to change that.
ChalkBeat: P.S. 958, a school in Brooklyn, New York, is taking a unique approach to education by integrating students with disabilities alongside typically developing children. The school aims to serve any student in the surrounding neighborhood and provide meaningful inclusion in classrooms and activities whenever possible. Traditionally, students with disabilities attend a citywide network of schools that exclusively serve students with more serious needs. However, P.S. 958 strives to keep children with higher needs closer to home. The interactions between students with and without disabilities have helped students improve their communication skills, coordination, and ability to express themselves. The commitment to inclusion at P.S. 958 extends beyond academic settings, as the school also ensures that service providers (e.g., speech and occupational therapists) regularly consult with teachers to address the specific needs of each student, including those without disabilities and allow for customized support. As the model implemented at P.S. 958 has shown promise in promoting inclusion and providing support to students with disabilities, advocates and educators have called for more schools to adopt similar approaches, emphasizing that inclusion should go beyond merely allowing students with disabilities into classrooms but actively supporting their needs and fostering meaningful relationships between students.
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