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Here are some of the things we’ve been reading about this week:
U.S. students struggle to recover learning losses post-pandemic, especially in math and reading.
Advocates push for later school start times to improve student health, but logistical challenges persist.
Massachusetts’ school hiring surge improves attendance but struggles to boost academics.
To read more, click on the following links.
Research & Practice
The Hechinger Report: Why are kids still struggling in school four years after the pandemic?
Four years after the pandemic, U.S. students continue to struggle academically, with new assessments showing little to no progress in recovering from learning losses. Reports from three major assessment companies—NWEA, Curriculum Associates, and Renaissance—reveal that academic growth has stagnated, and in some cases, worsened, particularly in math and reading. Eighth graders, who were in fourth grade when the pandemic began, now need an additional nine months of schooling to catch up. While younger students, like first graders, have shown some recovery, older students, especially in math, have fallen further behind. Factors such as foundational skill gaps, chronic absenteeism, and mental health challenges are exacerbating the problem. Despite federal funding for pandemic recovery, much more support is needed to address these widening achievement gaps.
EdWeek: What CDC safety data reveal about school Absenteeism, in Charts
School safety concerns are contributing to rising absenteeism, according to new CDC data. In 2023, 13% of high school students missed school due to safety fears, with significant variations among different groups. Girls were more likely than boys to stay home, with 16% of girls versus 10% of boys reporting safety concerns. Racial disparities were also evident: 15% of Black and Native American, 17% of Hispanic, and 22% of Native Hawaiian and Pacific Islander students reported missing school out of fear, compared to only 10% of Asian and white students. The CDC’s Youth Risk Behavior Survey also highlighted increased bullying and violence, particularly among LGBTQ+ students, who face higher rates of bullying and are more likely to experience mental health issues. These safety concerns and perceived unfair discipline practices contribute to the ongoing challenges in ensuring student well-being and attendance.
The Conversation: Students with mental health struggles linked to absenteeism and lower grades, showing clear need for more in-school support
A study by USC’s Center for Applied Research in Education reveals worsening mental health among children, with preteen boys struggling most with externalizing behaviors like hyperactivity and conduct issues, while teen girls face more internal challenges, such as anxiety and depression. These mental health difficulties, which have been rising since before the pandemic, are closely linked to poor academic performance and chronic absenteeism. Students with lower grades and poor attendance are significantly more likely to have high difficulty scores, indicating serious mental health issues. Despite the growing need, many schools lack sufficient mental health resources, especially in low-income areas, where students are more likely to need additional support. The research underscores the urgent need for schools to expand and effectively deliver mental health services to address these challenges and improve student well-being. Further study is needed to understand the causes and effects of these mental health and academic struggles.
Policy
The New York Times: Why Schools Are Racing to Ban Student Phones
Cellphone use in schools has surged as a problem, with over 70% of high school teachers identifying it as a major distraction, according to a recent Pew Research survey. In response, at least eight states have enacted laws or rules this year to restrict student cellphone use. These measures range from banning phones during class to prohibiting their use throughout the entire school day. States like Florida have led the way, with new rules also emerging in Indiana, Louisiana, and South Carolina. These bans aim to reduce distractions and misuse, including bullying and exploitation. Despite some evidence that such bans can improve focus and reduce absenteeism, there are concerns about their impact on students who use phones for educational purposes or personal responsibilities. Schools are implementing various enforcement methods, including phone storage solutions and confiscation policies.
The Hill: Students’ back-to-school alarms ring as experts fight for late morning start times
As students return to school, debates continue over optimal start times, with research showing that early start times, typically around 8 a.m., harm middle and high school students’ health and learning. The American Academy of Pediatrics (AAP) and other organizations advocate for schools to start no earlier than 8:30 a.m., highlighting the benefits for students’ sleep, mental health, and academic performance. Despite this, policymakers face resistance from parents and logistical hurdles, such as bus schedules, parents’ work routines, and after-school programs. States like California have already mandated later start times, while Florida plans to implement similar policies by 2026. However, the shift remains contentious, with concerns over the impact on sports, childcare, and daily routines. Policymakers are urged to ensure that any changes are well-funded to avoid financial and logistical burdens on schools, recognizing the significant positive outcomes for students that could result from later start times.
Around the Nation
Future Ed: Team Sport: Rhode Island’s Statewide Strategy for Reducing Chronic Absenteeism
The COVID-19 pandemic significantly worsened chronic absenteeism in U.S. schools, with over 30% of students missing more than 10% of the school year. Rhode Island, under Governor Daniel McKee, responded by creating a statewide coalition involving various sectors beyond education to address this crisis. McKee’s approach included publicizing real-time attendance data to foster urgency and community involvement. The strategy led to a notable drop in chronic absenteeism from 34% to 24.7% between 2021 and 2024, with significant improvements in attendance rates, especially among low-income students. This model emphasizes the power of data, leadership, and community-wide collaboration in addressing educational challenges.
The Hechinger Report: ‘Not waiting for people to save us’: 9 school districts combine forces to help students
A group of high school students in southwest Colorado kicked off their summer with outdoor activities like rock climbing and fly-fishing but soon transitioned to environmental work as part of a weeklong institute. They engaged in hands-on tasks such as making seedballs for native plant recovery and searching for aquatic life after a mine spill. This program is part of a larger effort by the Southwest Colorado Education Collaborative, a coalition of nine rural school districts working together to expand career and college pathways. Since 2020, the collaborative has received over $7 million in funding, allowing students to explore careers in environmental science, building trades, and health sciences. The initiative has connected students with internships, apprenticeships, and industry certifications, though its future remains uncertain as federal relief funds expire. Despite challenges, the collaborative has inspired similar rural alliances across the U.S.
K-12 Dive: Will Massachusetts’ school hiring surge improve student outcomes?
Massachusetts schools hired over 10,000 new staff between 2019-20 and 2023-24, a 7% increase, despite a 4% drop in student enrollment, according to Georgetown University’s Edunomics Lab. The new hires included teachers, aides, and other licensed professionals like counselors and psychologists. While the state has seen improved student attendance due to increased staffing in social-emotional learning and mental health, academic recovery remains slow, particularly for low-income students. The surge in staffing was funded by state and federal pandemic relief, but sustaining these positions may be challenging. As districts face budget cuts and a fiscal cliff, education leaders are under pressure to demonstrate that these staffing investments are effectively boosting student outcomes, particularly in math and reading. The ability to be selective in hiring moving forward could help districts better address needs, especially in high-poverty schools.
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