The Education Policy Hotlist
Top news in U.S. education policy for the week of February 5th
Welcome back to the Education Policy Hotlist!
Happy February! Someone told me to treat January “like a Sunday, not a Monday.” For my fellow planners and worriers out there, this advice is game-changing. I took everything a little slower last month. I spent time cleaning house and making updates to the Hotlist. I am thrilled to announce that, thanks to my powerhouse friend and colleague Emily Prymula, we have a new look!
It’s my pleasure to re-introduce you to your go-to newsletter for all things education policy:
The Education Policy Hotlist is your weekly digest of the latest news on data, research, and policy in American education. In each issue, you’ll find key insights and analyses about the ever-changing U.S. education landscape.
Mission
Our mission is to democratize education policy conversations.
We want to help you discuss education policy with confidence.
We want to provide you with reliable, up-to-date information and foster meaningful and productive dialogue across differing perspectives.
We want to change the way education policies are made, by empowering those who have been left out of the decision-making process to engage and lead today’s conversations.
We want to create bigger tables that welcome diverse and bold perspectives.
Impact
The Hotlist seeks to change the way education policies are made. We believe that when it comes to education, everyone deserves a voice and a seat at the table. That’s why we deliver accessible, relevant education research and policy news to diverse audiences and contexts.
The Hotlist is not your average newsletter. It’s a source of inspiration, information, and insight for anyone who wants to make a difference in education policy. Here are some of the reasons why readers love the Hotlist:
“It’s one of a handful of newsletters I review in its entirety.” Alex Serna, Chief Program Officer, Breakthrough Collaborative
“The Hotlist is the best curator of what is important.” Dr. Rachel Dinkes, President and CEO, Knowledge Alliance
“The Hotlist gives us a boost in downloads almost immediately after they send the newsletter.” Matt Hager, Director of Communications and Advancement, EdAllies
“I read the Hotlist the minute it comes out. It’s my one-stop shop for news on education policy, upcoming events, and studies I might have missed.” Phyllis Jordan, Policy and Communications Director, EdFund
Community
Along with this new look, we need your help adding more voices to the conversation because we are setting new, bigger, and more diverse tables. Our community includes a range of perspectives from all corners of the country. If you are ready to discuss how education policy trends affect our lives and how we can influence them, please do each of these things:
Subscribe to the Education Policy Hotlist newsletter.
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Like and comment on the posts that interest you. Your feedback is valuable to us. Your ideas help us embody policies in action.
Want to collaborate with the Education Policy Hotlist? Drop us a note at edpolicyhotlist@substack.com.
As always, thank you for being part of this community.
Microschools
Black Mothers Forum micro-schools raise sustainability questions
A case study from the Center on Reinventing Public Education (CRPE) examines how the Black Mothers Forum (BMF), a grassroots organization in Phoenix, Arizona, created a network of micro-schools to serve Black families during the pandemic. The study explores how BMF leveraged Arizona’s public school funding laws to support its micro school model, which features Black leadership and a focus on racial justice. This means that micro-schools can offer an alternative option for families who are dissatisfied with conventional public schools, but also pose challenges for governance, accountability, and quality.
Pro-tip: Check out a related report from the Christensen Institute that reveals most micro-school founders are not educators, but parents and entrepreneurs.
Academic Recovery
Short and frequent tutoring boosts reading skills for young students
A new study from Stanford University shows that first graders in Florida who received brief but regular tutoring sessions from Chapter One, a program that combines one-on-one instruction with computer-based activities, improved their reading fluency more than their peers who did not receive the extra support. The program also reduced the number of students who were considered at risk for reading difficulties. This means that districts can use this low-cost and effective model to address learning loss and close the reading achievement gap.
New approach to identifying at-risk students using predicted academic performance
A new article from the Brookings Institution proposes a new measure of student risk called Predicted Academic Performance (PAP), which uses state data systems to estimate the likelihood of poor academic outcomes for individual students. The article shows that PAP is more accurate and less biased than common indicators of disadvantage, such as free and reduced-price lunch enrollment. This means that policymakers can use PAP to target resources and interventions more effectively to the students who need them most.
New York’s back-to-basics reading plan gets mixed reviews
The New York State Education Department has released a new “Back to Basics” literacy plan as part of the 2024 state of the state in education. The plan will introduce legislation to ensure that evidence-based best practices are used throughout the state. The plan will also invest $10 million in teacher training and expand micro-credentialing options focused on the science of reading. This news means that New York is joining a growing number of states that are adopting a more evidence-based approach to reading instruction, which could improve the literacy skills and academic achievement of millions of students. However, some critics argue that the document is too prescriptive and does not account for the diversity and needs of different learners.
AI in Education
How AI will disrupt assessment and accountability systems
A new blog post from the Center for Assessment discusses how artificial intelligence (AI) will transform the way educational assessment and accountability systems are designed and implemented. The post highlights some of the opportunities and challenges that AI presents for various aspects of the assessment development process, such as competency selection, task development, scoring, and reporting. This means that educators and policymakers need to be aware of the potential benefits and risks of AI and adapt their practices accordingly.
North Carolina releases guidebook on the use of AI in schools
The North Carolina Department of Public Instruction (DPI) has published a guidebook for the use of generative artificial intelligence (AI) in public schools. The guidebook provides recommendations and considerations for implementing AI responsibly and ethically in the classroom, as well as examples of how AI can enhance student learning and teacher effectiveness. This means that North Carolina is one of the first states to embrace AI as a tool for education innovation and equity.
Washington introduces guidance for human-centered AI use in public schools
Washington became the fifth state in the nation to publish state-level guidance on AI use in its public schools, according to a news report from MyNorthwest. The guidance, which was released by the Office of Superintendent of Public Instruction, encourages educators and school leaders to use AI as a tool to support personalized learning, enhance productivity, and equip students for a technological future. The guidance also addresses the potential risks and ethical issues of AI use in education. This initiative could have implications for education policy, as it demonstrates a proactive approach to integrating AI into the classroom.
Early Childhood Education and Care
How states can support children and families from prenatal to age three
A new blog post from the Education Commission of the States (ECS) and the Prenatal-to-3 Policy Impact Center highlights the importance of building comprehensive systems of care for children and families in the earliest years of life. The post outlines five policy actions that states can take to improve outcomes in areas such as childcare subsidies, paid family leave, and home visiting. This means that state leaders have a range of evidence-based options to choose from to invest in the future of their youngest citizens.
Child tax credit expansion could reduce child poverty but falls short of long-term solutions
A new article from the Brookings Institution analyzes the proposed reforms to the child tax credit (CTC) for the 2023-2025 tax years, which would increase the amount and refundability of the credit for low- and middle-income families. The article estimates that the reforms would reduce child poverty by 30% or more, but also points out the limitations of the temporary and partial expansion, especially for the lowest-income families. This means that policymakers need to consider more permanent and comprehensive changes to the CTC and other safety net programs to support children and families in the long run.
Teacher Workforce
Emergency-hired teachers perform as well as traditionally trained ones
A new study from the University of Pennsylvania and Mathematica Policy Research finds that emergency-hired teachers - those who enter the profession without formal training or certification - do not hurt student achievement compared to their traditionally trained peers. The study also suggests that emergency-hired teachers are more likely to stay in the profession and improve over time. This finding could have implications for education policy, as it challenges the assumption that teacher quality depends on formal credentials and training.
State policies to support teacher residencies: An overview
The National Center for Teacher Residencies (NCTR) has released a report that examines the current state of teacher residency policies across the U.S. The report provides guidance and examples for state leaders who want to develop, fund, and sustain teacher residency programs, which are community-based clinical preparation programs that partner with school districts. This news means that teacher residencies are gaining recognition and support as an effective and equitable teacher preparation pathway, but also face some challenges and opportunities in the policy landscape.
Reading Instruction
The science of reading and its implications for policymakers
A new publication from Bellwether Education Partners provides a primer on the science of reading and its implications for policymakers, school leaders, and advocates. The publication explains the key components of effective reading instruction, the challenges and opportunities for implementing them, and the policy levers that can support reading success. This resource could help inform education policy decisions that aim to improve literacy outcomes for all students.
Pro-tip: Check out the timeline on page 41, it’s an eye-opening breakdown of the history of literacy movements.
Five policy actions to improve reading instruction based on science
A new report from the National Council on Teacher Quality (NCTQ) outlines five policy actions that states can take to ensure that elementary teachers are prepared and supported to implement the science of reading in their classrooms. The report evaluates the extent to which states are adopting these policies and provides recommendations for improvement. This means that state leaders have a clear roadmap to follow to strengthen their literacy initiatives and close the reading achievement gap.
Student Engagement and More
School resource officers top Minnesota lawmakers’ education to-do list
The Minnesota legislature is expected to revisit the state’s law limiting the use of force in schools after several police agencies pulled school resource officers last year over ambiguities in the law. The law, which was passed in 2023 as part of a police reform package, prohibits school staff from using physical force or restraints on students, except in cases of imminent danger. This news means that Minnesota lawmakers will have to balance the concerns of school safety and student rights, as well as the preferences of local communities, in deciding whether and how to amend the law.
Pro-tip: Listen to, subscribe, and follow EdAllies podcast AmplifieEd which covers this and other topics relevant to education policymakers across the country.
COVID absenteeism crisis threatens long-term recovery
A new report from the American Enterprise Institute predicts that it will take until 2030 for schools to return to pre-pandemic levels of chronic absenteeism, which affects students’ academic achievement and well-being. The report, based on data from 39 states, shows that chronic absenteeism rates increased dramatically during the pandemic and remained high in 2022-23. This news means that schools need to prioritize attendance and engagement strategies, especially for low-income students and students of color, who are more likely to miss school and face negative consequences.
Postsecondary Options
Making college work for more students with stackable credentials
A report from the RAND Corporation evaluates the effectiveness of stackable credential programs, which allow students to earn a series of credentials over time that can lead to a college degree or a career. The report finds that stackable credentials can provide low-income students with a path to the middle class, especially in fields like health care and information technology. This means that policymakers and educators should consider how to design, implement, and support stackable credential programs that meet the needs and preferences of students and employers.
Mobility
How charter schools can reduce the impact of residential mobility on student achievement
A new study from the Thomas B. Fordham Institute examines whether charter school enrollment breaks the link between residential and school mobility, especially for students from disadvantaged communities. The study finds that charter school students in North Carolina are less likely to change schools when they change residences and that this stability is associated with higher test scores and graduation rates. This finding could have implications for education policy, as it suggests that charter schools can offer a valuable option for students who experience housing instability.
Assessment and Accountability
Colorado’s accountability fiasco
A state task force charged with making recommendations on the future of Colorado’s K-12 assessment and accountability system is mired in conflict and unable to agree on the role of standardized tests. The task force, which consists of 26 members with divergent views on education reform, has been reviewing data that show weak correlations between a school’s rating and its demographics. This news means that Colorado is at risk of abandoning or weakening its accountability system, which could undermine its reputation as a leader in education reform and hurt the outcomes of marginalized students.
ICYMI
✅ Take the EdFund survey. Edfund is a new initiative focused on bridging the gap between school finance research and policy. The team wants to know what advocates should know about funding public schools.
✅ Register to attend the National Center on Teacher Residency annual symposium happening April 17 to 19 in Chicago, IL.
✅ Listen to an AASA + Timely webinar about how Lubbock ISD saved $2.2 million with strategic scheduling.
✅ Listen to a transparent and (mostly) productive conversation about the state of pandemic recovery across our nation’s K-12 schools from the House Subcommittee on Health Care and Financial Services.
✅ Don’t miss the gubernatorial state-of-the-state analysis from FutureEd!
Dr. Christine Pitts is an executive leader advancing evidence-based public policy for social impact. Follow her on LinkedIn and Instagram for more updates.