Latest news with #EducationRecoveryScorecard
Yahoo
23-05-2025
- Politics
- Yahoo
Louisiana K-3 students improve reading skills, LDOE reports
BATON ROUGE, La. (Louisiana First) — Literacy screener results show that Louisiana students in grades K-3 have improved reading during the school year. The Louisiana Department of Education (LDOE) said end-of-year results showed a 17-point increase in the percentage of students reading on or above grade level. This was the second year that students K-3 were required to complete literacy screeners. 'Strong teachers, sound policy, and strategic investments have resulted in historic education outcomes for Louisiana,' said Louisiana State Superintendent of Education Dr. Cade Brumley. 'We're proud of the progress, but far from satisfied. I'm pleased with the work of teachers in partnership with parents to prompt this growth.' Results show growth: Kindergarten: 33-point growth First grade: 19-point growth Second grade: 11-point growth Third grade: eight-point growth See the finalists for Louisiana teacher, principal of the year Louisiana education leaders credit students' reading improvement to its literacy plan using phonics, high-dosage tutoring, and parent engagement efforts. All public schools are required to complete literacy screeners for K-3. A policy requiring third graders to meet promotion requirements is used to identify students who need more reading help. LDOE said students have three chances to show their reading proficiency by scoring above the lowest achievement level. Gov. Jeff Landry celebrates as Louisiana students' rankings move up in Nation's Report Card Louisiana joined Arkansas and North Carolina in states taking action on all 18 of ExcelinEd's principles in a national comparison of comprehensive early literacy policy released in 2024. LDOE announced in February that the state ranked first in reading recovery from 2019 to 2024 on the Education Recovery Scorecard. According to a news release, an analysis found that pandemic relief contributed to academic recovery, specifically when directed to summer learning and tutoring. The state received $4 billion for K-12 schools. Baton Rouge bids final farewell to former mayor Kip Holden 1 dead, 1 hurt after car crashes into Bayou Plaquemine in Iberville Parish Addis native John Foster shares journey after 'American Idol' Who were the victims of the shooting outside the DC Jewish Museum? GOP campaign arm tells Republicans to 'go on offense' messaging Trump agenda bill Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
Yahoo
11-05-2025
- Politics
- Yahoo
Michigan advocates call for more state education funding as ‘devastating' federal cuts are proposed
Photo byThis story was originally published by Chalkbeat. Sign up for their newsletters at Advocates are calling on Michigan legislators to invest more state dollars into targeted funding for students living in poverty as the Trump administration's efforts to slash federal education funding could have 'devastating' impacts on the most vulnerable students. An analysis released Thursday by the research and advocacy group Education Trust-Midwest found that Michigan still ranks among the lowest in the nation when it comes to equitably funding schools, despite new investments. The need for more equitable school funding after years of underinvestment in the state is heightened now by threats to federal dollars and students continuing to fall further behind on academic assessments, according to advocates. 'I've never used the word catastrophic in my career, but this is the word that comes to mind right now in terms of the situation that I think high-poverty districts are facing,' said Amber Arellano, executive director of EdTrust-Midwest. According to the group's report, Michigan ranked 44th in the nation for fourth grade reading and 31st for eighth grade math on an assessment known as the 'nation's report card' in 2024. Jen DeNeal, director of policy and research for EdTrust-Midwest, said Michigan did not have a solid foundation in teaching early literacy before COVID. After the pandemic, that foundation 'crumbled,' she said. The state's average reading scores dropped nearly 10 points between 2003 and 2024, said DeNeal, and the bulk of the drop happened during pandemic years. The Education Recovery Scorecard, which compares data on the national assessment to those administered in 2019 before the pandemic, placed Michigan in the bottom five of states for academic recovery. The scorecard found Michigan third through eighth graders are on average about two-fifths of a grade level behind in math and three-quarters of a grade level behind in reading compared to student scores in the state before COVID. The EdTrust-Midwest's analysis found the trend held true in rural, suburban, and urban areas across the state. 'Some of the largest gaps are in suburbs and towns and rural areas where we see these big proficiency discrepancies pre-and post-pandemic,' said DeNeal. Data from the state's 2024 assessments, known as the M-STEP, show students from low-income families, Black and Latino students, multilingual learners, and students with disabilities fell at least 10 percentage points below state averages in third grade reading and seventh grade math. The prospect of federal funding rollbacks could be 'devastating' to Michigan students who are still struggling to catch up, said Arellano, noting that research shows more funding for programs that assist students with higher needs can lead to better academic outcomes. Last week, President Donald Trump proposed cutting nearly $6 billion in federal K-12 spending and consolidating 18 grant programs into a one funding stream states could spend without restrictions. 'One very clear message that we are getting from this proposed Trump budget is that public education for all students is not a priority,' said Arellano. The proposal for the 2025-26 school year would eliminate programs for English language learners and children of migrant farm workers. Michigan has long lagged behind other states when it comes to funding education initiatives for English language learners, though it has made some increases in recent years. Trump's budget would also cut money for the U.S. Department of Education's Office for Civil Rights, which enforces anti-discrimination laws in schools, by more than a third. Cuts that have already been made to the Office for Civil Rights have begun impacting Michigan students with disabilities, with many reporting their open cases have not moved since the Trump administration began its second term. Title I funding, which is allocated to schools that serve students from low-income families, and dollars distributed under the Individuals with Disabilities in Education Act are not slated to be cut under Trump's plan. Arellano said other federal proposed cuts could have negative impacts on Michigan students, such as a congressional Republican plan that would make it more difficult for schools to provide universal free school meals. According to the Michigan Department of Education, that plan could mean thousands of students in the state could lose free school meals. Just to stay stable with current funding levels for districts, the state will have to step in to cover shortfalls caused by potential federal cuts – particularly for students living in poverty, English language learners, and children with disabilities, Arellano said. 'The truth is that we're already underfunding these groups of students,' she said. Michigan first adopted a weighted funding system for students considered to be 'at-risk' in 2023. The system, known as the 'opportunity index,' assigns districts to one of six bands based on the percentage of students living in poverty. Each band determines how much additional funding a district will receive. Before that, Michigan allocated the same amount of per-pupil dollars to all students classified as at-risk. For the 2024-25 school year, Michigan invested about $1 billion into the opportunity index. The change came after years of advocates calling for a new system in response to the state being ranked among the worst states in the nation for its gaps in funding between districts in impoverished and wealthy communities. The Michigan Department of Education determines whether students are at risk with a set of criteria that includes factors such as being from an economically disadvantaged family, learning English as a second language, being chronically absent from school, or experiencing homelessness. EdTrust-Midwest's new analysis found Michigan in the bottom 10 of states for weighted funding, despite historic investments in the opportunity index. The group's report calls for the state to invest an additional $2 billion in the opportunity index over the next five years to reverse the impact of years of underfunding. The report also recommends more guardrails in place to ensure the weighted dollars are being spent on the students they are intended for. Michigan is still early into its budget process for the next school year. In her February budget proposal, Gov. Gretchen Whitmer proposed increasing funding for at-risk students by more than 4%. Last month, the Democratically-controlled state Senate approved a plan that would increase at-risk funds by 25%. The Republican-controlled state House passed a bare-bones education budget proposal in March that only included dollars for special education, mental health, and school safety programs, an increase to the per-pupil foundation allowance, and allocations to the Michigan Public School Employee Retirement System. Republicans said the proposal was passed to fund essential government functions in case negotiations with Democrats stall the process this summer. 'This is not the time for cutting funds for kids,' said Arellano. 'Kids in our state are behind other states. This is the time when we need our leaders to lean in and support educators and students in our schools.' Hannah Dellinger covers K-12 education and state education policy for Chalkbeat Detroit. You can reach her at hdellinger@ Chalkbeat is a nonprofit news site covering educational change in public schools. Sign up for Chalkbeat Detroit's free newsletter to keep up with the city's public school system and Michigan education policy.
Yahoo
02-04-2025
- Health
- Yahoo
Schools and communities can help children bounce back after distressing disasters like the LA wildfires
The 2025 Los Angeles wildfires reduced more than 15,000 structures to ash in a matter of days. Among the devastation were 11 public and private schools and 30 child care facilities. In all, the fires disrupted the education and daily lives of over 700,000 students. The fires first erupted on Jan. 7, 2025, in the Pacific Palisades, a small enclave of Los Angeles, and in Eaton Canyon, where the tight-knit community of Altadena is nestled in the foothills just north of Pasadena. Fierce winds pushed the flames through neighborhoods, making this one of the top five most destructive wildfires in California history. In the immediate aftermath of this disaster, much of the focus has been, rightfully, on lives lost, homes damaged or destroyed, and the ability to maintain livelihoods. But noticeably missing from most media coverage have been the consequences of the wildfires for children and discussion of the unique challenges they face surrounding disasters. We are a disaster epidemiologist and a disaster planner at the University of Southern California with almost 40 years of experience between us. We have studied pandemics, tornadoes, hurricanes and earthquakes. But when the destruction impacts your own community, it hits differently. Like many others, we were directly affected by the school closures and poor air quality in the Los Angeles area. We both had friends and colleagues who suffered property damage in the fires, including Rita's best friend who lost her home in the Altadena fire. Our work, which focuses on disaster recovery and resilience in children, suddenly felt deeply personal. We are currently studying the effect of wildfires on families and what factors help children recover faster and lead to more resilient lives. School districts across the region closed their doors due to dangerous air quality and structural damage. This included the Los Angeles Unified School District, which is the second-largest in the nation, serving over 500,000 students. Some schools were destroyed, while others were left with hazardous conditions, including toxic ash from burned homes. Even when schools reopened, many parents and caregivers were worried about sending their children back into classrooms that might not be safe. This disruption in education extends beyond a few lost school days. Research shows that prolonged school closures can significantly affect children's learning, mental health and sense of security. After major disasters, students often experience academic setbacks, increased anxiety, and emotional distress. According to the Education Recovery Scorecard, as of spring 2024 the average U.S. student remained nearly half a grade level behind prepandemic achievement in math and reading, which points to the long-term impacts of school closures. Rita's best friend who lost her home shared that when it came to her children, her immediate priority 'was getting them back into some type of normalcy.' To her, this meant sending them back to school, but this wasn't possible right away. 'With the holidays and then the fires, my daughter was out of school for almost two months,' she said. Her concerns about her children echo those of many parents in the wake of disasters. After the 2020 Slater Fire in Happy Camp, California, a rural town about 25 miles south of the Oregon border, we conducted focus groups with children who had lost homes and schools. Our study found that despite experiencing profound loss, many of the children expressed gratitude for their communities and an eagerness to rebuild. Their perspectives revealed both resilience and critical gaps in disaster response – gaps that we see unfolding in Los Angeles today. One of the biggest lessons from the Slater Fire and other disasters is that children recover best when they are given a sense of stability and normalcy as quickly as possible. The faster children can return to a routine, the better their emotional and academic outcomes tend to be. Schools, child care facilities and structured activities all play a crucial role in this process. To assist parents and caregivers in navigating difficult conversations after a natural disaster, substantial research has explored how to talk to kids about disasters. For families navigating the emotional toll of this disaster, open conversations are key. Avoiding the topic in an attempt to protect children can make them more anxious. Instead, caregivers should create space for children to express their emotions and ask questions. Children's responses to trauma vary based on their age and experiences, but common reactions may include anxiety about future wildfires, trouble sleeping, and withdrawing from activities they once enjoyed. Children may react differently, and it is important to be on the lookout for signs of stress. Younger children between ages 1 and 5 may become more irritable and may exhibit signs of developmental regression. Older children between the ages of 14 and 18 may begin to show signs of depression or isolate themselves. They may also begin to act out or engage in risk-taking behaviors. Strategies that can help children process the experience include maintaining routines, keeping an open line of communication, encouraging creative outlets and modeling desired behaviors. Tweens and teens may also find comfort in the shared experience with their friends. Rita's best friend shared that her 11-year-old daughter and 10 of her friends named their chat group '70% homeless,' a telling reflection of how they are processing the disaster together. Organizations such as Project:Camp, a nonprofit that provides pop-up camps for children affected by disasters, have stepped in to offer immediate child care relief in Eagle Rock, California, about 8 miles from Altadena. These programs not only support children's mental health by offering structured, trauma-informed care in a fun environment, but they also give caregivers the time and space necessary to begin rebuilding their lives. The services provided by these sorts of programs can serve as models that can be incorporated into the planning process for cities and counties. This allows more time for adults to focus on recovery needs while limiting the time that children must spend alone. For families still struggling after the LA fires, we recommend talking to school counselors, seeking community support and contacting local disaster relief programs. Rebuilding after a disaster is about more than just reconstructing homes and infrastructure. It's about restoring a sense of security for families, especially children. If there is one thing our research has taught us, it is that children are incredibly resilient. But resilience is not built in isolation. Rather, it comes from strong support systems, thoughtful policies and communities that put their youngest members first in times of crisis. Prioritizing schools and child care centers in recovery plans helps to ensure that children can return to safe, supportive environments as soon as possible. This article is republished from The Conversation, a nonprofit, independent news organization bringing you facts and trustworthy analysis to help you make sense of our complex world. It was written by: Rita V. Burke, University of Southern California and Santina Contreras, University of Southern California Read more: Kids and disasters: How to help them recover Stressful times are an opportunity to teach children resilience Building resilience early in life can help children cope with trauma Rita V. Burke received funding from funding from the Natural Hazards Center at the University of Colorado Boulder with the Support of the Centers for Disease Control and Prevention and the National Science Foundation for this work. She is also funded by the Department of Health and Human Services Administration for Strategic Preparedness and Response. She is also Chair of the Board of Advisors for Project:Camp. Santina Contreras receives funding from the Natural Hazards Center at the University of Colorado Boulder with the Support of the Centers for Disease Control and Prevention and the National Science Foundation.
Axios
24-03-2025
- Science
- Axios
San Antonio students struggle to recover from COVID
Students in Texas K–12 public schools are on average about half a grade behind pre-pandemic achievement levels in math and nearly one third of a grade level below in reading, data shows. Why it matters: The Education Recovery Scorecard provides an in-depth look, at the district level, of where Texas students' academic recovery from COVID stood last spring, before federal relief funding expired. How it works: The data, released last month, marks the third year of reports from researchers at Harvard and Stanford universities. The big picture: Texas ranked 31st among states for its recovery in math, but it did much better — ranking No. 8 — for its reading recovery. Elizabeth Rodriguez, a fourth-grade teacher at Agnes Cotton Academy in San Antonio ISD, told the SA Report that students may be scoring better in reading because it's an "easier subject to teach." "We all kind of know how to read, and we can support our kids in that," she said. But parents may be less familiar with math material, she added. Between the lines: Across Texas, more students are chronically absent, meaning they missed more than 10% of classes in a school year. In 2019, 11% of Texas students were chronically absent. That figure stood at 21% in 2023. Zoom in: Recovery is not equal across local districts. Students at San Antonio ISD are more than one grade behind 2019 math achievement levels. Those at Northside ISD, the city's largest district, are about three-fourths of a grade level behind in math. The bottom line: "The rescue phase is over," Tom Kane, director of Harvard's Center for Education Policy Research, said in a statement.
Axios
13-03-2025
- General
- Axios
Mass. students aren't recovering equally from COVID learning loss
Students in Massachusetts K–12 schools are on average nearly half a grade behind pre-pandemic achievement levels in math and reading. Why it matters: Massachusetts ranking No. 1 on the Nation's Report Card last year — a distinction often touted by Gov. Maura Healey — doesn't mean students have escaped the effects of COVID learning loss. State of play: The Education Recovery scorecard shows Massachusetts students are improving in math and reading, but haven't fully recovered since the pandemic, especially in districts serving middle- to low-income students. Despite some gains in math, the report estimates the loss in math achievement is almost 40% of the progress students typically make annually in grades four through eight in Massachusetts. Zoom in: The average student in Revere, Fall River, Everett and Framingham remains at least a grade behind 2019 achievement levels in math. In Lynn, the average student is two grades behind math achievement levels. In reading, the average student in Framingham, Revere and Lynn is 1.5 grades behind 2019 achievement levels. Meanwhile, students in wealthier districts — Lexington, Brookline and Newton — are approaching 2019 levels in math, as are students in Plymouth and Brockton. The average Lexington student has surpassed 2019 achievement levels in reading, while Newton and Plymouth are approaching 2019 levels. The big picture: No state showed improvements in both math and reading from 2019 to 2024, according to the Nation's Report Card — a national assessment of math and reading achievement. High-income districts are four times more likely to have recovered, according to the Education Recovery Scorecard, which combines results from the Nation's Report Card assessment and state test scores. What they're saying: The slide in test scores "masks a pernicious inequality: scores have declined far more in America's middle- and low-income communities than its wealthy ones," Sean Reardon, director of Stanford University's Educational Opportunity Project, said in a statement. Caveat: Massachusetts students have made improvements, even though the state had less pandemic funding per student. Massachusetts received close to $2.9 billion in federal pandemic aid for K–12 schools, or $3,000 per student. The national average relief amount was $3,700 per student. The funds did contribute to academic recovery nationally, especially when schools used the money on summer learning, tutoring and other targeted efforts to help students catch up. What's next: Researchers urged states and districts to redirect funding toward interventions, now that federal pandemic relief has dried up. They also said mayors, employers and other leaders should address chronic absenteeism so the burden doesn't fall entirely on schools. The bottom line:"The rescue phase is over," Tom Kane, director of Harvard's Center for Education Policy Research, said in a statement. "The federal relief dollars are gone. It is time to pivot from short-term recovery to longer term challenges such as reducing absenteeism and addressing the slide in literacy."
