The Education Policy Hotlist
Top news in U.S. education policy for the week of January 15th
Welcome back to the Education Policy Hotlist!
This week, I enjoyed visiting Tacoma, WA, for the Region 16 Comprehensive Center all stewards convening. Education leaders from Oregon, Washington, and Alaska came together for a process-oriented retreat exploring schools' strengths and opportunities in the Pacific Northwest. I walked away, grateful for the sacred space the facilitators created and the vulnerability of the individuals who attended.
I am always blown away by the honor of holding space for these forward-looking conversations. During this week, I soaked up others’ lived experiences that illustrate the dualities within our communities. Moving into the new year, I am excited to lean into the polarity of my work as an advocate. The tensions that emerge during a presidential election year generate natural tensions that we can use to ignite innovations and transformation.
Mark Your Calendars
On Thursday, January 18th, at 10:15 a.m. (EST) the House Education and Workforce Subcommittee on Early Childhood, Elementary, and Secondary Education is holding a hearing titled “Preparing Students for Success in the Skills-Based Economy.” Witnesses have not yet been announced. The hearing will be livestreamed here.
Save the date for the National Center for Teacher Residencies symposium on April 17 - 19, 2024. You can explore opportunities to sponsor the event and look for early bird registration opening on January 22nd.
Engagement, Enrollment, and Absenteeism
How to make math class more engaging for students
A survey of nearly 90,000 high school students reveals their mixed feelings about math instruction. The survey, conducted by YouthTruth, a nonprofit student feedback organization, found that most students (83 percent) agreed that math is essential for their future. Still, only 49 percent said they enjoyed math class, and 36 percent said they were bored. The article suggests that educators should consider making math more relevant, interactive, and personalized to address math anxiety and support students with learning differences.
Enrollment crisis threatens thousands of schools with closure or consolidation
A new analysis by The 74 and the Brookings Institution estimated that more than 10,000 public schools nationwide could face closure or consolidation due to enrollment loss caused by the pandemic. The analysis used National Center for Education Statistics data and projected enrollment changes for each school district based on the historical relationship between enrollment and unemployment. The study found that urban, rural, and charter schools are more likely affected by enrollment loss than suburban schools. While there are opportunities to mitigate the impact of school closures on students and families, this analysis should be a wake-up call for education policymakers and advocates who must address the enrollment crisis and its implications for school quality and equity.
Indiana faces extreme chronic absenteeism crisis
According to data from the State Department of Education, more than a third of Indiana high school seniors and 1 in 5 K-12 students were chronically absent last year. Factors like the pandemic, transportation issues, and academic struggles are some of the factors contributing to the high absenteeism rates. State and local officials are addressing the problem by providing incentives, interventions, and outreach to students and families. There is an urgency and complexity in tackling chronic absenteeism, which is linked to lower academic achievement and higher dropout rates. It also suggests that education policymakers must collaborate with other stakeholders and adopt a holistic approach to support student attendance and engagement.
Data and Accountability
The case for common high school graduation exams
A new article in Education Next argues against a proposal to replace New York State’s mandatory end-of-course Regents exams with a tiered system of diploma options and assessments. The author, James A. Peyser, claims that such a reform would undermine the state's education system's transparency, accountability, and improvement. He contends that the standard high school graduation exams are essential for ensuring all students have access to a rigorous and meaningful education, regardless of their background or aspirations.
How four states fared on standardized tests
A new article analyzes the results of standardized tests in four states: Idaho, Montana, New Jersey, and Oklahoma. The article also discusses the impact of the COVID-19 pandemic on test participation and performance. Notably, the pandemic has exacerbated the existing disparities and challenges in education, especially for low-income, minority, and special education students. The authors suggest that policymakers invest more resources and support for the most vulnerable students and use the data to inform curriculum, instruction, and assessment decisions.
Policy Trends in 2024
Indiana governor proposes stricter retention policy for third-grade readers
Governor Eric Holcomb’s 2024 agenda focuses on education and workforce development. One of his main proposals is to require third-grade students who fail the IREAD exam to repeat the grade starting in 2025. He also wants to introduce IREAD testing in second grade and expand pre-K and childcare programs. The article contrasts Holcomb’s agenda with the legislative priorities of the General Assembly, which do not include some of the issues that Holcomb left out, such as Medicaid and gambling. The article suggests that Holcomb’s agenda is his final attempt to leave a legacy in his last term as governor.
Seven trends that will shape education policy in 2024
The Foundation for Excellence in Education (ExcelinEd) identified seven trends that will influence education policy in 2024. These include the rise of personalized learning, the expansion of school choice, the adoption of competency-based education, the integration of social and emotional learning, the use of data and evidence, the focus on equity and inclusion, and the impact of COVID-19. These trends offer opportunities and challenges for state lawmakers to improve student outcomes and prepare them for the future. Source
Early Literacy
Improving literacy in California
A Brookings article discusses the Early Literacy Support Block Grant (ELSBG). This program aims to improve literacy instruction in California’s lowest-performing schools using evidence-based methods based on the “science of reading.” The program has successfully increased the reading scores of targeted students and provided principals with flexibility and support to design their action plans and budgets. While highly politicized, the “science of reading” differs from other approaches to teaching reading, such as whole language or balanced literacy. This new study argues that the “science of reading” is more effective and aligned with cognitive science research on how children learn to read.
“ELSBG is unusual, though, in that it created an environment for implementation that went far beyond teacher training or curricular purchases. In addition to those components, ELSBG allocated about $1,000 per student and allowed principals broad autonomy to choose the expenditures that would best help their students.”
Communicating with Families
The disconnect between parents’ perceptions and students’ performance
A new Gallup and Learning Heroes survey found that most parents believe their child performs at grade level in reading and math. At the same time, standardized tests show far fewer students are on track. The study also found that parents rely heavily on report cards to gauge their child’s progress, which may not reflect the actual level of mastery. This study suggests parents need more information and communication from schools and teachers about their child’s academic achievement and expectations.
ICYMI
WestEd is seeking a Senior Policy Advisor. This is an excellent opportunity for someone with some policy experience who aims to deepen their skill set. There will be ample opportunities for growth and leadership.
Dr. Christine Pitts is an executive leader advancing evidence-based public policy for social impact. Follow her on LinkedIn and Instagram for more updates.