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Here are some of the things we’ve been reading about this week:
Anti-LGBTQ+ school policies cause more harassment and absenteeism among affected students, showing the need for better protections.
The Child Tax Credit becomes a bipartisan focus, with potential expansions offering major benefits for students in the 2024 election.
Stark racial inequities in AP course access and performance reveal the urgent need for better support and transparency in advanced education.
To read more, click on the following links.
Research & Practice
The Hechinger Report: The start of school is always stressful, but even more so for neurodivergent students — and their parents
The start of the school year can be particularly stressful for parents of neurodivergent children, who often feel overwhelmed, unprepared, and scared, according to a survey by Understood.org. These parents worry about their child’s social life and if they’ll have access to necessary resources. The survey revealed that 82% of these parents believe peers misunderstand neurodivergent students, and 76% feel teachers misunderstand them. Younger neurodivergent children struggle more with the back-to-school transition due to difficulties expressing their needs. Parental stresses can be eased by teachers and schools taking proactive steps to support neurodivergent children. Simplifying lessons and breaking down tasks step-by-step early in the school year can help all students, particularly those who are neurodivergent, feel more included and less different. Schools should also ensure that they are meeting the individual needs of neurodivergent students by providing adequate resources and fostering an inclusive environment that reduces misunderstandings from peers and teachers.
Fordham Institute: Explaining Achievement Gaps: The Role of Socioeconomic Factors
Racial achievement gaps in education are closely tied to socioeconomic status (SES). A study by researchers at SUNY Albany examined data from the Early Child Longitudinal Study and found that SES factors, such as household income and parental education, explain a significant portion of these gaps—between 34% and 64% of the Black-White gap and 51% to 77% of the Hispanic-White gap, depending on subject and grade level. While SES plays a crucial role, the study suggests that closing these gaps also requires improving school quality, supporting family stability, and investing in early childhood education and income supplements like child tax credits.
K-12 Dive: 29% of LGBTQ+ students attend school with anti-LGBTQ+ policies
A Trevor Project analysis revealed that nearly one-third of LGBTQ+ students aged 13-24 attended schools with at least one anti-LGBTQ+ policy, such as restrictions on gender and identity discussions. These students reported higher rates of negative experiences, including verbal harassment, unwanted sexual contact, and physical attacks. Additionally, 44% of LGBTQ+ students at such schools attended classes irregularly, compared to 38% at schools without such policies. The report highlights the widespread variation in laws across states, with some censoring LGBTQ+ discussions and others lacking protections against bullying based on sexual orientation or gender identity. The impact of these policies on student mental health and support levels is concerning, as reflected in declining reports of supportive school personnel since 2021.
Policy
K-12 Dive: Education Department approves all requests to extend ESSER spending deadlines
The U.S. Department of Education has approved spending extensions for COVID-19 federal emergency funds for K-12 schools, with no state requests denied so far. About half of the states sought extensions for funds from the nearly $200 billion allocated for pandemic recovery. Approved extensions so far account for $1.7 billion. States with extensions have an additional 14 months to use these funds. Extensions have been granted for funds under the CARES Act, CRRSA Act, and ARP Act, covering various education programs. The Department has advised states and districts to be mindful of deadlines to maximize the use of these funds.
The 74: Long a Stranger to the Spotlight, Child Tax Credit Earns Embrace of Both Parties
The Child Tax Credit (CTC) has become a key issue in the 2024 presidential campaign, with proposals to expand it potentially offering significant benefits for students. Established in 1997, the CTC currently provides up to $2,000 per child to around 40 million American households. Proposals from Kamala Harris and Donald Trump aim to increase this amount, with potential boosts to $5,000 per child. If expanded, the CTC could greatly benefit students by providing families with more financial resources to support their children’s education and well-being. The 2021 temporary expansion of the CTC showed that increased support can significantly reduce child poverty, leading to better educational outcomes and opportunities for students. However, the future of the CTC depends on upcoming elections and whether bipartisan agreement can be reached to stabilize and expand the credit.
Around the Nation
The Washington Post: Arlington school district will pilot cellphone storage for students
Arlington Public Schools is launching a pilot program in four schools to store student cellphones in locking magnetic pouches during school hours. The initiative, starting in mid-September in middle and high schools, aims to create a more engaged learning environment by reducing distractions from phones. This move aligns with Virginia Gov. Glenn Youngkin’s call for “phone-free learning environments,” prompted by concerns about the impact of social media on teen mental health. While some parents support the effort to limit screen time, others, particularly those with students on individualized education programs (IEPs), worry about accessibility. Neighboring Fairfax County is implementing a similar program in several schools. Concerns remain about students’ ability to contact parents during emergencies, particularly in the context of school shootings.
See Also: Panel Approves $7 Million for Arkansas School Districts to Ban Phones During Class Time
See Also: Virginia Issues Draft of Cell Phone-Free Policies for Schools
EdWeek: Equitable Access to AP Courses: How Each State Is Doing
Inequities in access to Advanced Placement (AP) courses persist, impacting students’ opportunities for college credit in high school. The College Board provides detailed data by race and ethnicity, revealing gaps in AP course availability and participation. For instance, Native American students are less likely to attend schools offering five or more AP courses. Even when courses are available, students of color often face barriers to participation, such as biased teacher recommendations or reliance on standardized test scores. Although Hispanic students have seen growth in AP participation since 2013, they still lag behind their white and Asian peers. Additionally, significant disparities in AP exam performance highlight the need for better preparation and support for underrepresented students. These findings underscore the importance of transparent data for identifying and addressing barriers to equitable access to advanced coursework.
The 74: New Indiana All-Girls STEM School Offers Robotics, Aviation — and Scout Badges
The new Girls IN STEM Academy in Indianapolis, a collaboration between charter schools and the Girl Scouts, aims to foster early interest in STEM fields among girls. Opening with 65 students, the school offers a curriculum that includes extra STEM classes and hands-on experiments, with a focus on creating an encouraging environment for girls. The school addresses both gender and racial disparities in STEM, with 80% of its students being Black, Hispanic, or multi-racial. It seeks to support students’ STEM interests and integrate Girl Scout activities, like earning badges in STEM topics. Despite initial challenges, including operating from a temporary location and training staff, the academy hopes to expand and increase its enrollment to 300 students.
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