The Education Policy Hotlist
Top news in U.S. education policy for the week of March 25
Welcome back to this week’s edition of the Education Policy Hotlist! This week’s digest covers federal and state policy updates, including new funding opportunities. To stay updated throughout the week, follow the Hotlist on Instagram, Facebook, Linkedin, and Twitter.
First up, Our Turn is launching the Rising Changemaker Program, a self-paced leadership development program for students interested in improving their advocacy skills.
Students are awarded a certificate upon completion of the Rising Changemaker Program during the end-of-year celebration in May. The program is more than just a series of sessions; it's a transformative journey designed to amplify youth voices, nurture their leadership skills, and build a robust and interconnected community of education justice leaders. Learn more here.
Student Engagement and Health
Addressing chronic absenteeism
The Office of Elementary and Secondary Education has issued a letter emphasizing the importance of regular school attendance and detailing successful strategies to combat chronic absenteeism, such as family engagement specialists and home visits. The letter calls for states to commit to three key actions to improve student attendance for the remainder of the 2023-24 school year and lay the groundwork for the 2024-25 school year. This focus on chronic absenteeism is critical because consistent attendance declined during and after the pandemic and is closely linked to academic success and well-being.
Medicaid funding for school-based services
The U.S. Department of Education has released a document detailing the provision of billions of dollars in Medicaid funds to schools to enhance access to quality health services for students with disabilities and those from low-income families. The funds cover a range of services, including routine health screenings, preventive care, and various therapies, which are crucial for students’ overall well-being and educational outcomes. This initiative could significantly improve the support structure for eligible students, ensuring they have the necessary health services to succeed academically.
BARR stands out as an effective federally-funded education innovation
The Hechinger Report reported that only a quarter of the education innovations funded by the federal government between 2010 and 2016 resulted in positive student benefits. The Building Assets Reducing Risks (BARR) program was spotlighted as a "the poster child" for the i3/EIR federal grant program in an analysis of the federal government's investment report. Barshay writes, “The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track.” The article underscores the need for rigorous evaluation of funded programs and may prompt a reevaluation of strategies to ensure that investments effectively enhance student learning. BARR now serves more than 300 schools, and Maine is adopting the program statewide. Learn more about BARR and its two decades of research ⬇️
New Research Grant Opportunities
Student upward mobility initiative seeks proposals
The Urban Institute has announced the opening of the 2024 Request for Proposals for the Student Upward Mobility Initiative, aiming to fund research that develops measures of PK–12 skills and competencies linked to economic mobility. This initiative is crucial for education policy as it seeks to identify and foster the skills necessary for students’ future economic success, with a funding pool of $3 million for grants ranging from $50,000 to $500,000. The call for proposals represents a significant opportunity for researchers to contribute to a broader understanding of educational practices that support upward mobility, with more information available here.
Elevating science education: A call for action and funding
The Collaborative for Student Success is launching a new funding initiative, offering $20,000 to $25,000 seed grants to education organizations. These grants aim to amplify the efforts of classroom educators advocating for a stronger emphasis on quality science education, which is essential for addressing workforce challenges and supporting local economies. By partnering with the National Science Teaching Association’s regional chapters, recipients of these micro-grants will work towards impactful state-level changes that prioritize science education, overcoming the common hurdle of limited resources. This opportunity is a call to action for educators to use their voices to shape the future of science teaching and learning.
Addressing the gaps in school finance data — and new funding opportunity!
Learn about Rebecca Sibilia’s new organization, EdFund, in the 74 this week. EdFund is set to tackle the inadequacies in school finance data. It represents a significant step towards more informed decision-making and equitable funding for U.S. schools. The organization’s efforts to bridge the gap between research and policy could lead to more effective use of education funds.
Pro-tip:
Listen to Rebecca and Petrilli discuss EdFund’s mission on the Gadfly show.
Check out the EdFund 24-26 research agenda.
Apply for funding to generate evidence supporting new finance policies.
Early Literacy
Addressing literacy as a national emergency
Senator Bill Cassidy, a ranking member of the Senate HELP committee, released a literacy report that underscores the alarming state of reading proficiency among American students, revealing that two-thirds of fourth and eighth graders are not proficient in reading. The report highlights the urgent need for systemic changes to improve literacy rates, which are foundational for students’ academic and economic success, and asks folks to submit comments by April 5th.
Pro tip: Look at Belwethers’ great digest about the science of reading here.
Maryland’s commitment to reading proficiency
Maryland Reads has released a report detailing the state’s declining literacy proficiency rates and outlining strategies to improve reading instruction. The report is a call to action, emphasizing the importance of collaborating across schools, government, and philanthropic partners to enhance literacy. It presents a comprehensive plan to address the literacy crisis and ensure all children in Maryland achieve reading proficiency. The full report is accessible here.
Early literacy improvements are slowing in the U.S.
A report by Amplify indicates that early literacy improvements in the U.S. are slowing, with only half of K–2 students on track for learning to read in the middle of the year. This trend, especially emerging in the middle of budget season, is an essential indicator that local leaders should dig into with their own data sets. The report calls for immediate action to accelerate literacy outcomes, suggesting that science-based reading instruction can improve results.
Math Education
Math teacher effectiveness
A recent RAND study highlights math teachers' profound impact on student success and the accessibility of mathematics education. The research emphasizes the role of educators in fostering students’ problem-solving skills and analytical thinking. The study underscores the importance of teacher influence in promoting equity in math education, suggesting that teachers’ efforts can help students survive and thrive in STEM fields. Education policy must support and empower math teachers as key agents in shaping students’ futures and closing the educational achievement gap.
March mathness tournament to highlight effective math practices
The 74 and the Collaborative for Student Success have introduced the March MATHness tournament. This March Madness-style bracket compares state and local math policies and programs to determine which are most effective for student gains in math. This event highlights successful strategies that could be replicated across the country, especially as federal relief funds end. Education policy experts will evaluate these practices, providing a unique opportunity for policymakers to observe and consider adopting successful math interventions. More details are available here.
Politics and Funding
Sustaining learning recovery post-pandemic funding
Denise Forte discusses how to sustain learning recovery efforts as federal pandemic funds end, highlighting strategies like targeted tutoring and expanded instructional time. This is a critical issue for many communities nationwide trying to craft sustainable funding models to continue effective education interventions. The piece serves as a call to action for policymakers to prioritize and secure alternative funding sources to maintain progress in student learning.
Bridging the education policy divide
The Aspen Institute’s publication “Crossing the Partisan Divide in Education Policy” provides insights into navigating the politically charged landscape of education policy. This report is a pivotal resource for navigating partisan tensions toward gaining bipartisan support for educational initiatives. It emphasizes the potential for cross-partisan achievements despite current challenges through a series of core components.
Teacher Workforce
Effective teaching and educational equity
A Thomas B. Fordham Institute commentary discusses the complexities of measuring teacher effectiveness and its implications for educational equity. It challenges the traditional metrics of teacher quality, such as certification status or years of experience. It suggests these may not be strong indicators of a teacher’s ability to enhance student achievement. This perspective calls for a more nuanced understanding of teacher effectiveness and the development of better systems to ensure all students have access to high-quality teaching.
The funding paradox: Increased education budgets not reaching teachers
Chad Aldeman’s latest commentary critically analyzes the disconnect between increased school funding and teacher salaries. Despite a 25% rise in per-pupil spending over the last two decades, teacher salaries have not kept up, with an average decline of 0.6% after adjusting for inflation. The article suggests that without policymakers' deliberate focus on teacher salaries, funds are more likely to be allocated to increasing staff numbers, full-time staff, and rising benefit costs rather than directly boosting teacher pay.
ICYMI
Registration is open for the 2024 National Policy Forum with the Education Commission of the States. Register here.
Dr. Christine Pitts is an executive leader advancing evidence-based public policy for social impact. Follow her on LinkedIn and Instagram for more updates.