The Education Policy Hotlist
Top news in U.S. education policy for the week of August 28th - September 1st
Happy Friday, and welcome back to the Education Policy Hotlist, your weekly news source of all things education policy.
This week’s edition covers a range of topics, such as:
Education research on postsecondary readiness, college accountability, and credential opportunities
Education technology and how it can support learning and teaching
Teacher workforce issues, such as diversity, retention, and professional development
Student achievement data at the national and state levels
Racial equity, pandemic recovery, and accountability in education
I hope you find this newsletter informative and helpful. I value your feedback and suggestions, so please get in touch with me with your comments or questions. You can also share this newsletter with your friends and colleagues interested in education policy.
Now, let’s dive into the details …
The Weeks Ahead
On Tuesday, September 12th, NCEE is hosting a discussion with Vicki Phillips and Andreas Schleicher to review the annual “Education at a Glance” report. Register here.
Thursday, September 14th, Overdeck Family Foundation is hosting a conversation with leading education technology providers titled, “The Role of Technology in Equitable Math Learning Recovery and Acceleration.” Register here.
Thursday, September 21st, ECS is facilitating a conversation with Teachers of Tomorrow that will offer guidance and support for educators moving into the certification process. Register here.
Postsecondary Pathways
Middle schoolers show less interest in college than previous generations
A recent Junior Achievement USA and Citizens Bank survey found that only 54% of middle school students plan to attend college, down from 63% in 2019. The survey also revealed that Gen Z students are more likely to pursue alternative paths such as trade school, entrepreneurship, or military service. The survey's authors suggest that the pandemic, rising tuition costs, and student debt may have influenced the students’ decisions. They also emphasize the need for more financial literacy education and career guidance for middle schoolers.
Check it out: Get Schooled and Khan Academy have released financial literacy materials this summer. As a mom of a 12-year-old headed back to school with her first debit card in hand, I know that these materials are critical steps toward ensuring student success.
A new framework for college accountability based on student outcomes
This Brookings article discusses the need for better accountability measures for colleges and universities in the U.S., especially in light of the COVID-19 pandemic and the economic downturn. It argues that the current accreditation and federal aid system is insufficient to ensure quality education and student success. It proposes a new framework linking federal funding to student outcomes, such as graduation rates, earnings, and loan repayment.
ECS report identifies policy levers for credential transparency
Education Commission of the States (ECS) released a new brief about how policymakers can advance credential transparency in their education systems. It defines credential transparency as the availability and accessibility of information about the quality, value, and outcomes of different credentials, such as degrees, certificates, badges, and licenses. It identifies four policy levers states can use to promote credential transparency: data systems, quality assurance, consumer information, and alignment and portability. It also provides examples of state actions and resources to support each policy lever.
Teacher Workforce
Washington State will train special education teachers through a new apprenticeship program
A new apprenticeship program in Washington state will receive a $5.6 million grant from the federal government to train more special education teachers and nurses. The program will target people from underrepresented groups, such as women, people of color, and veterans, and offer them registered apprenticeships in two high-demand fields. The program will partner with three school districts and several long-term care facilities serving veterans to provide training and support for the participants.
NASBE report explores how to build a school mental health workforce
The National Association of State Boards of Education (NASBE) examines the challenges and opportunities for states to build a school mental health workforce. It highlights the importance of addressing the mental health needs of students and staff, especially in the wake of the COVID-19 pandemic and the social and racial unrest. It also provides examples of promising practices and policy recommendations for state boards of education to support and expand the school mental health workforce. For example, the report recommends state leaders reflect on these questions:
Do current ratios for school counselors, psychologists, and social workers offer a sensible caseload aligned with expected job duties and expertise?
How many SMHPs are in preparation programs?
How many graduates do those programs produce?
Do graduates reflect the demographics of the student population in the state?
How will the state help districts maintain their SMHP pipelines after federal funding runs out?
Does the state Medicaid plan cover reimbursement for mental health service?
Academic Achievement
New Hampshire students show faster learning and higher proficiency than before the pandemic
According to the New Hampshire Student Assessment System, students in grades 3 to 11 learn faster and achieve higher math and English language arts proficiency in 2023 than in 2019. This suggests that schools and teachers are recovering from the learning loss caused by COVID-19. New Hampshire is also ahead of the national average in learning recovery, according to a report by NWEA.
RAND article shows the state of public education in five charts
RAND Corporation presents five charts that illustrate the state of public education in the U.S. The charts show the trends and disparities in student achievement, school funding, teacher quality, school safety, and parent satisfaction. The article highlights the challenges and opportunities for improving public education and calls for more research and evidence-based policies to address them.
NCES updates the Condition of Education report
In May, NCES released the Report on the Condition of Education, which included core information about U.S. schools. In August, NCES released additional data figures and tables. Some of the new highlights include:
Some 69 percent of public schools reported that the percentage of students who had sought mental health services from school had increased since the start of the coronavirus pandemic. In comparison, only 13 percent strongly agreed, and 43 percent moderately agreed that their school could effectively provide mental health services to all students in need.
In 2020–21, the proportion of K–12 public school teachers who were White (80 percent) was higher than the proportion of K–12 public school students who were White (46 percent), whereas the proportion of teachers of other racial/ethnic groups was lower than the proportion of students in those groups.
The percentage of 3- to 4-year-olds enrolled in school in 2021 (50 percent) was 10 percentage points higher than 2020 (40 percent), but remained lower than 2019 (54 percent).
Between fall 2019 and fall 2020, while traditional public school enrollment decreased by 4 percent, public charter school enrollment increased by 7 percent.
Between 2010 and 2022, educational attainment rates among 25- to 29-year-olds increased at different levels of attainment. Academic attainment rates increased for both male and female 25- to 29-year-olds and for most racial/ethnic groups. However, attainment gaps between some groups persisted in 2022.
Racial Equity in Education
OCR issues guidance on civil rights and COVID-19 for educational institutions
The resource from the U.S. Department of Education’s Office for Civil Rights (OCR) guides schools on how to protect students’ civil rights and prevent discrimination based on race, ethnicity, sex, disability, and other factors in the context of the COVID-19 pandemic. It also outlines the OCR’s enforcement authority and responsibilities under various federal laws and regulations.
Education Finance
ERS tool helps district leaders plan for the ESSER cliff
Education Resource Strategies (ERS) released a tool aimed at helping district leaders plan for the fiscal impact of the federal Elementary and Secondary School Emergency Relief (ESSER) funds. It allows users to input factors such as enrollment, staffing, and spending and see how they affect the projected budget gap after the ESSER funds expire. It also guides leaders about using the ESSER funds strategically and sustainably to support student learning and recovery. The report ends by providing a set of recommendations for state leaders:
Assess district sustainability risk post-FY2023 close
Provide guidance and support for districts with ESSER dollars left to spend
Help districts modify their ESSER plans
Explore flexibility in carryover or fund balance policies
Explore pre-approval processes for late liquidation
Increase state revenue to help smooth the cliff
Student Well-Being
Education Next article calls for a positive approach to student behavior
An article challenges the traditional approach of punishing students for bad behavior. It argues that punitive discipline policies, such as suspensions and expulsions, are ineffective, harmful, and inequitable. It advocates for a shift to a more positive and supportive approach that focuses on building relationships, teaching social-emotional skills, and addressing the root causes of misbehavior. It also provides examples of schools and districts that have successfully implemented such an approach and improved student outcomes.
Pandemic Recovery
Debunking common misconceptions about the effects of the pandemic on U.S. schools
The COVID-19 pandemic has caused major disruptions to the education system, but some of the stories that are being shared are not helpful or accurate. This article challenges three common myths: that students will inevitably fall behind and never catch up, that remote learning is always worse than in-person classes, and that schools are a major source of the virus spreading. The authors argue that these myths are based on flawed assumptions, incomplete data, or selective evidence and can lead to harmful policies or practices. They suggest taking a more nuanced and evidence-based approach to address the challenges and opportunities that the pandemic presents for public education.
Why this matters: Unfortunately, many of us got caught up in the cycle of blame and shame over the last few years regarding the pandemic response. Reifying this kind of public narrative is unproductive for students, families, and communities, and it only breeds more divisiveness and conflict in schools. It is time for us to shed light on the realities of recovery and aim for deliberation and unification. Our children deserve this and are asking for that kind of response.
ICYMI
In a new episode of the Citizen Stewart Show, Margaret Spellings shared her thoughts about the latest U.S. Chamber report on federal school accountability and where future education policy can make improvements to support K-12 policy and student success.
Dr. Christine M. T. Pitts is an executive leader, advancing public policy for social impact. Follow her on LinkedIn, Instagram, and Twitter for updates.