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Here are some of the things we’ve been reading about this week:
Many babies, toddlers, and preschoolers who lived through the pandemic are struggling in school.
States are limiting or banning cell phone use in schools.
Public school enrollment is declining.
To read more, click on the following links.
Research & Practice
Journal of Developmental and Behavioral Pediatrics: Association of Neighborhood Opportunity with Infant Brain Activity and Cognitive Development
Research from Boston Medical Center reveals that growing up in neighborhoods with better educational and socioeconomic opportunities enhances infants’ brain activity and cognitive development. The study indicates that improving neighborhood opportunities, especially in education, can significantly benefit early childhood development. Researchers found that infants in high-opportunity neighborhoods show greater brain function at six months and better cognition at 12 months. Data from 65 infants in Boston and Los Angeles were analyzed, with brain activity measured via EEG and cognitive development as assessed by the Mullen Scales of Early Learning. Higher educational opportunities correlated with better developmental outcomes, highlighting the neuroprotective role of enriched environments. The study emphasizes the need to improve early childhood environments to support development and reduce inequalities.
The New York Times: The Youngest Pandemic Children Are Now in School, and Struggling
The pandemic has notably impacted the development of babies, toddlers, and preschoolers, many of whom now show signs of being academically and developmentally behind. Interviews with teachers, pediatricians, and experts highlight a generation struggling with basic skills like holding a pencil, identifying shapes, managing emotions, and social interactions. Studies indicate boys are more affected than girls. The early years, which are crucial for brain development, were disrupted by reduced social interactions, increased screen time, and parental stress. However, experts believe these children can catch up if given the right support and interventions. While children in wealthier families are more on track, those from low-income, predominantly Black or Hispanic families are most affected. Recovery efforts should focus on equitable access to resources and support to address these developmental delays.
K-12 Dive: Weaker relationships with teachers put absentee students at ‘double disadvantage’
A study published in AERA Open finds that early elementary teachers often feel less connected to chronically absent students, perceiving them as withdrawn and lacking in positive learning behaviors and proficiency. These perceptions, though not always accurate, can disadvantage absent students academically. The authors recommend schools provide teachers with professional development to improve understanding and engagement with absent students, emphasizing building relationships over managing behaviors. Addressing stereotypes about absent students as troublemakers, the study urges schools to support teachers in connecting with parents to improve attendance and comprehend family circumstances influencing absenteeism. The research, drawing from national data, underscores the importance of positive teacher perceptions in shaping students’ social and academic outcomes, especially amid rising chronic absenteeism post-pandemic. Efforts like individualized interventions and data analysis are highlighted as strategies to combat absenteeism discussed at recent educational events.
Policy
The Hechinger Report: Some of the $190 billion in pandemic money for schools actually paid off
Reports have surfaced about schools misusing $190 billion in federal pandemic recovery funds on non-academic expenditures, such as building renovations and even an ice cream truck. However, two independent studies released in June 2024 indicate that some of the money positively impacted students’ academic performance. Harvard and Stanford researchers found that each $1,000 in aid resulted in six days of math and three days of reading learning, especially benefiting high-poverty districts, which received significant funds. Despite these gains, low-income students still lag behind their pre-pandemic peers. Wealthier districts, which received less aid, are recovering faster due to lesser learning losses and additional resources. Middle-income districts, with substantial learning losses but inadequate aid, continue to struggle. Researchers also found that districts with lower spending saw more gains per dollar of aid, while the exact interventions leading to academic improvements remain unclear. Schools still have time to allocate the remaining funds effectively.
EdWeek: Which States Ban or Restrict Cellphones in Schools?
The iPhone, introduced on June 29, 2007, initiated the modern smartphone era, which all current K-12 students have experienced. Recently, education leaders and policymakers have been tightening school cell phone policies, aiming to improve students’ mental health and learning. Several governors have called for bans, and some states have passed legislation to restrict cell phone use during school hours. As of June 2024, three states have enacted such laws; Florida, Indiana, and Ohio. Major districts like Los Angeles and New York are implementing stricter policies, with smaller districts following suit. The Alabama State Board of Education has also encouraged limiting cell phone use. This trend reflects a growing consensus on the need for tighter restrictions on student phone access during school.
Education Commission of the States: How Can State Policymakers Foster Integrated Early Learning Environments?
Integrated early care and education (ECE) environments offer significant academic and social benefits, but most ECE programs remain segregated due to neighborhood and policy factors. Research shows that children in racially, linguistically, and economically diverse settings exhibit stronger language and learning gains, especially when they are exposed early. Integrated environments also promote cross-cultural friendships and reduce biases. However, nearly half of Black and Latino/a children attend racially isolated preschools, with ECE programs being more segregated than elementary and high schools. State and federal funding often segregates children from low-income families. To foster integration, policymakers could establish universal ECE programs, integrate programs with different eligibility requirements, and consolidate the governance of early learning programs. Examples include Washington, D.C.’s alignment of universal pre-K and Head Start standards, and West Virginia’s collaborative preschool model.
Around the Nation
The New York Times: Boys Are Struggling. Male Kindergarten Teachers Are Here to Help.
Boys are increasingly falling behind in school, with lower readiness for kindergarten, reading levels, and high school graduation rates compared to girls. Male kindergarten teachers, who represent only about 3% of the profession, could help address this gap. Studies indicate that male teachers positively impact older boys, and it is believed that male kindergarten teachers could similarly benefit younger boys. These teachers can relate to boys’ experiences, challenge stereotypes, and serve as role models, particularly for those lacking male figures at home. Despite the benefits, stigmas and lower salaries deter many men from teaching kindergarten. Nonetheless, many male teachers find the role fulfilling and crucial for early childhood development, emphasizing empathy, nurturing, and academic growth. Recruiting more men into early education could help bridge the gender gap and provide diverse role models for young students.
EdWeek: What’s Going On With Public School Enrollment? All the Big Questions, Answered
Public school enrollment in the U.S. has been a consistent concern for school leaders, with recent trends indicating a significant shift. From 1990 to 2019, K-12 enrollment grew by 8.4 million students annually, but this upward trajectory has halted. Experts warn of declining enrollment due to various societal shifts and educational alternatives. This decline poses financial challenges for districts, as funding often depends on student numbers despite fixed costs like teacher salaries. While some areas buck the trend with enrollment increases, overall, shifts in family preferences towards education options and demographic changes contribute to the decline. Strategies like outreach initiatives and expanding early education programs are being explored to mitigate the impact. Looking ahead, projections suggest continued enrollment decreases, prompting districts to adapt to new educational landscapes and competitive pressures from alternative schooling choices.
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