Texas School Programs Caught in Federal Funding Crossfire

Texas School Programs Caught in Federal Funding Crossfire

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A Journey to Washington, D.C. and the Fight for After-School Programs

Na’Siah Martin and H’Sanii Blankenship’s trip to Washington, D.C. in July was meant to be a pivotal moment in their lives. The teenagers were set to meet with lawmakers, visit monuments, and reflect on the legacy of civil rights leaders like Dr. Martin Luther King Jr. However, what began as an exciting journey quickly turned into a mission to protect the programs that had shaped their growth.

Both Martin and Blankenship have been active members of the Boys and Girls Clubs of the Austin Area for years. This program has provided them with mentorship, academic support, and a safe space to explore their interests. As they prepared for their trip to Capitol Hill, they were determined to present their vision for addressing mental health challenges among student-athletes—something both of them had experienced firsthand.

But just two weeks before their arrival, the Trump administration made a sudden decision that threatened to disrupt their future. The U.S. Department of Education announced a pause on the distribution of nearly $7 billion in funds for teacher development, English language support, and after-school programs. For Texas, this meant a potential loss of $670 million, which could jeopardize programs like the Boys and Girls Club that had played such a vital role in their lives.

The Broader Impact of Federal Funding Cuts

This move was part of a broader pattern of cuts under the Trump administration. Over the past year, the government has taken steps to reduce funding for food assistance, healthcare, university grants, foreign aid, and public broadcasting. These actions have disproportionately affected low-income families, people of color, and communities of color.

The cuts have also raised concerns about the long-term impact on education and social services. Advocates argue that these policies are not just about saving money—they are part of a larger effort to roll back progress on diversity, equity, and inclusion initiatives. Some officials have even suggested eliminating the Department of Education entirely, arguing that education should be handled at the state level.

For many Texans, especially those in rural areas, these changes have created significant uncertainty. In places like Hebbronville, where access to affordable childcare is limited, after-school programs serve as a lifeline for working families. Without these programs, parents like Clarissa Mendez face the daunting task of finding alternative care for their children.

The Struggle for Rural Educators

Rural educators have also felt the effects of these funding cuts. Gay Hibbitts, a 57-year-old aspiring teacher from Throckmorton, was part of a federal program that helped prepare teachers for rural classrooms. When the program was abruptly cut, it left her and others in a difficult position. Despite the initial setback, Hibbitts eventually found out that the program would resume for the 2025-26 school year, giving her a chance to complete her training and begin teaching.

For students like Martin and Blankenship, the uncertainty around funding was deeply personal. They knew that without the Boys and Girls Club, they would lose more than just a place to hang out—they would lose a community that had supported their growth and development.

A Glimmer of Hope

After weeks of uncertainty, the Trump administration finally announced that the frozen funds would be released. The news brought relief to many, including Peña, the after-school program coordinator in Hebbronville, and Mendez, who no longer had to worry about finding child care. For Martin and Blankenship, the announcement was a reminder of the power of advocacy and the importance of standing up for the programs that support young people.

While the situation remains uncertain, the experience has shown that when young voices are heard, change is possible. For now, the future of after-school programs in Texas looks a little brighter, but the fight for stable funding continues.

Are "COVID Kindergartners" School-Ready?

Are "COVID Kindergartners" School-Ready?

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The First Day of School for a Generation

Last Wednesday marked a significant milestone for the Sussman and Frankel family. It was the first day of school at California Creative Academy, a charter school in Los Angeles, where 5-year-old Eli began his kindergarten journey. Mollie Sussman, Eli’s mother, admitted that the day was filled with anxiety. “We were super freaked out,” she shared, referring to herself and her husband, Brad Frankel. “We were really scared, and [Eli] was pretty scared” leading up to the event.

Mollie’s concerns centered around Eli, an only child, potentially feeling overwhelmed by the transition from a small preschool to a new elementary school that includes students up to the eighth grade. She worried about him crying, having a meltdown, or struggling with the structured environment of a kindergarten day without naps. However, after participating in a class activity where they traced each other’s hand outlines, the family left the classroom with no issues. “He was ready when we left. He did really well and he was super brave,” Mollie said, adding that the only one in their family who cried that day was her husband.

Mollie and Brad are not alone in their concerns. Eli is part of a growing group of children born in 2020 during the height of the COVID-19 pandemic, now entering elementary schools across the country. These children grew up in a world filled with masked adults and frequent use of hand sanitizer. Many spent their early years in isolation or limited social interactions, raising questions about the long-term effects on their development.

Research highlights the lasting impact of early childhood experiences on development and growth, as noted in a 2023 study published in the Journal of the American Medical Association Pediatrics (JAMA Pediatrics). While positive experiences can enhance cognitive abilities and academic performance, early life challenges can lead to deficits in managing stress and self-esteem. This has led to heightened awareness among parents, experts, and educators regarding how pandemic-related hardships might affect this generation.

Dani Dumitriu, a pediatrician and neuroscientist at Columbia University, explained that being in utero during a highly stressful time had some developmental effects on infants. “They weren’t large effects but that was a very worrisome sign given that so many women gave birth during that period.” Dumitriu’s research, published in 2022, found that 6-month-old infants born during the early months of the pandemic had slightly lower scores on motor and social skills compared to those born before the pandemic. However, as the study expanded, it became clear that these children quickly caught up.

“Child development is incredibly malleable,” Dumitriu emphasized. “What happens at 6 months is not predictive of what happens at 24 months or 5 years.”

Eli's Journey and Speech Delays

Eli’s experience aligns with findings from a 2023 study published in Epic Research, which showed that children who turned 2 between October and December 2021 were about 32% more likely to have speech delays than those who turned 2 in 2018. The rate increased dramatically to nearly 88% for children who turned 2 between January and March 2023. Overall, speech delay diagnoses rose from an average of 9% in 2018 to nearly 17% in the first quarter of 2023.

Mollie noticed that Eli wasn’t speaking at the expected level and sought help through speech therapy. “The speech therapist said that they had seen an increase in the number of kids coming to speech therapy. Likely because of the lack of exposure to mouths and facial expressions, which is a big part of how you learn to talk,” she explained. By the time Eli turned 3, he was much more verbal and in a great place.

Pandemic Behaviors and Kindergarten Readiness

Other effects of the pandemic, such as increased screen time and parental stress, have contributed to lingering challenges for kindergartners. According to a study published in the journal Nature, children spent more time on screens during lockdowns, which can make them less prepared for school. Michelle Yang, a resident physician with Children’s Hospital of Orange County, highlighted the dangers of excessive screen time for children aged 2 to 5, noting increased behavioral problems, poor vocabulary, and delayed milestones.

School attendance and preschool enrollment levels have also declined since the pandemic. A recent study by the U.S. Department of Education found that chronic absenteeism averaged 28% across the country during the 2022-2023 school year. These changes in behavior and habits are reflected in test scores, with many kindergarten students arriving behind their pre-pandemic peers.

Kristen Huff, head of measurement at Curriculum Associates, noted that the percentage of 5-year-olds arriving kindergarten-ready in reading has declined by 8 points since 2019. Similar declines are seen in math, with disparities based on race and income. Despite these challenges, Huff emphasized that students are making strides and that the right resources can help bridge the gap.

“We know what works,” Huff said. “When the right support is in place, even schools in low-income communities can buck the trend.”

What to watch as the new school year starts in Detroit

What to watch as the new school year starts in Detroit

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School Funding Uncertainty and Key Issues in the 2025-26 Academic Year

As the new school year begins, educators and students across Michigan are navigating a landscape filled with uncertainty. The Detroit Public Schools Community District (DPSCD) is among many districts facing challenges related to funding, policy changes, and efforts to improve student outcomes. With the state legislature still unable to finalize a budget, schools are left in limbo, unsure of how they will be supported financially.

The delayed budget has raised concerns about critical programs, including free school meals for all children. This initiative, which was expected to continue throughout the academic year, could be at risk due to the lack of agreement between lawmakers. The deadline for the state budget passed on July 1, but no resolution has been reached. As a result, school leaders are uncertain about whether they will have enough resources to maintain current operations, including staffing and essential services.

Budget Stalemate and Its Impact

The budget stalemate has created a situation where school districts must make difficult decisions without clear guidance. For instance, some districts may be forced to consider staff layoffs if the final budget does not align with their financial plans. This uncertainty is particularly troubling because it affects not only the stability of the education system but also the well-being of students who rely on consistent support.

The House and Senate versions of the budget differ significantly, especially when it comes to funding for free school meals. While the Senate maintains dedicated funding for this program, the House proposes a separate funding stream that allows districts to choose how to allocate resources. This shift could lead to inconsistencies in how meals are provided, potentially leaving some students without access to nutritious food.

State Superintendent Michael Rice has expressed concern over the lack of clarity regarding school funding. He emphasized that the delay in passing a budget could negatively impact students, particularly if the funding for free meals runs out before a resolution is reached. Districts are being encouraged to continue providing meals until September 30, but the situation remains uncertain.

Education as a Key Issue in the Detroit Mayoral Election

Education is also a central topic in the upcoming Detroit mayoral election, set for November 4. Candidates Mary Sheffield and Solomon Kinloch have both highlighted the need for stronger city involvement in education, especially in addressing chronic absenteeism. The next mayor will take over from Mike Duggan, who has led the city for over a decade.

Sheffield has pledged to advocate for parents, teachers, and students, committing to address factors such as infrastructure, safety, and funding. Kinloch, on the other hand, plans to appoint a senior cabinet official focused on education to coordinate city services that support student success.

Improving Academic Performance in Michigan

Improving academic performance is another key issue for the state. Recent assessments show that Michigan students are underperforming compared to their peers in other states. On the National Assessment of Educational Progress (NAEP), only 24% of fourth graders were proficient in literacy, and Michigan scored lower than 31 other states in fourth-grade reading.

With the selection of a new state superintendent and a governor’s race that includes education as a major topic, there is hope that discussions around school improvement will gain momentum. However, the challenge remains in implementing sustainable reforms that can make a lasting impact.

Impact of the Trump Administration on Education

School district leaders are also grappling with the effects of the Trump administration’s policies. These include cuts to federal funding, increased immigration enforcement, and changes in how civil rights complaints are handled. For example, some families are waiting for updates on cases involving their children with disabilities, while others face uncertainty about the availability of essential services.

Additionally, the recent budget bill that cuts Medicaid spending could affect districts that rely on these funds to provide services to students. The potential for further federal funding cuts adds to the uncertainty.

Addressing Chronic Absenteeism in Detroit

To combat chronic absenteeism, DPSCD has launched a pilot program offering yellow school bus transportation to students at two high schools. This initiative aims to improve attendance by addressing transportation barriers, which are a significant factor in the district's 60% chronic absenteeism rate.

The program is part of broader efforts to tackle attendance issues, which have been a long-standing challenge in the district. Chalkbeat Detroit has covered this issue extensively since 2022, and it remains a priority for the organization.

Changes in Special Education Services

Another major change in DPSCD involves its special education programs. Starting in the fall, the district will increase the number of self-contained classrooms, where students with disabilities receive instruction from specialized teachers. However, these classes will be offered in fewer schools, requiring some students to transfer to new sites.

This restructuring aims to ensure that all special education classrooms are fully staffed and that families benefit from reduced travel times. The changes reflect a commitment to improving the quality of services for students with disabilities.

As the 2025-26 school year begins, the focus remains on addressing the challenges that threaten the stability and success of Michigan’s schools. From funding uncertainties to policy shifts, the coming months will be critical in shaping the future of education in the state.

Neural Insights Reveal Brain's Fear Memory Control

Neural Insights Reveal Brain's Fear Memory Control

8:00 PM   

Understanding Fear Extinction and Its Neural Basis

Fear is a natural response that helps humans and animals avoid danger. However, when fear becomes excessive or persistent, it can lead to phobias or anxiety disorders. The process of learning to suppress these fearful memories—known as fear extinction—is crucial for adapting to changing environments. Recent research has shed light on the brain mechanisms involved in this process, offering new insights into potential therapeutic strategies.

The Role of Context in Fear Extinction

Extinction learning occurs when an individual learns that a previously feared stimulus is no longer dangerous. For example, someone might initially associate a toaster with danger due to a past negative experience. However, if they later encounter a toaster in a safe environment, they may learn that it is not always a threat. This shift in perception is called extinction learning.

Studies have shown that extinction learning is highly dependent on context. The same stimulus can be perceived as threatening in one setting but safe in another. However, the exact neural mechanisms behind this process were not fully understood until recently.

Research Findings from a Multinational Team

A team of researchers from Ruhr University Bochum, Paris Brain Institute, and other institutions conducted a study to explore how the brain processes fear extinction. Their findings, published in Nature Human Behavior, reveal that this process involves stable and context-specific neural representations across multiple brain regions, including the amygdala and hippocampus.

Nikolai Axmacher, senior author of the study, explained that extinction learning allows individuals to adapt to their surroundings. He highlighted that even after learning that a stimulus is safe, the original fear memory may resurface in different contexts—a phenomenon known as the "return of fear."

Methodology: Using Intracranial Electrodes

One of the challenges in studying fear extinction is the difficulty of accessing deep brain structures like the amygdala and hippocampus. To overcome this, the researchers used intracranial electrodes implanted in the brains of epilepsy patients. These electrodes allowed them to record neural activity directly from specific brain regions.

Participants were shown images of electric devices, such as toasters, hair dryers, fans, and washing machines. Some images were followed by an aversive stimulus, such as a fearful face and a scream. Over time, some devices that were initially associated with danger became safe, allowing the researchers to observe the process of extinction learning.

Key Neural Patterns Identified

The study found that the amygdala, traditionally linked to fear responses, showed unexpected activity related to the safety of stimuli. Additionally, the prefrontal cortex, which is involved in decision-making and behavior control, played a key role in modifying context-specific representations during extinction.

The researchers also observed that if the neural representations of different contexts varied significantly, the extinction learning did not generalize to new environments. This means that participants might no longer fear a toaster in one setting but still perceive it as dangerous in another. This finding highlights the importance of context in shaping fear responses.

Implications for Future Research

The results of this study could pave the way for further research into the neural underpinnings of fear and its extinction. Axmacher and his colleagues plan to adapt their experiments to better reflect real-world situations. They are particularly interested in using technologies like Virtual Reality to create immersive environments that mimic everyday experiences.

This approach could help researchers understand how fear and safety associations change over time and how they are influenced by different contexts. It also raises intriguing questions about whether extinction learning creates new memory traces that suppress rather than replace existing ones.

Conclusion

Understanding the brain’s ability to reframe fear is essential for developing effective treatments for anxiety disorders. By uncovering the neural mechanisms behind fear extinction, researchers are taking a significant step toward improving therapeutic interventions. As technology advances, future studies may provide even deeper insights into how the brain adapts to changing environments and manages emotional responses.

Test or not test? The kindergarten dilemma

Test or not test? The kindergarten dilemma

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A New Approach to Kindergarten Education

Several weeks before the official start of the coming school year, 18 kindergartners-to-be arrived at Maria Surface’s classroom at Beaverton’s Vose Elementary School wearing big-kid backpacks. This was more than just a trial run—it was an opportunity for these young students to begin learning the rules that would shape their next 13 years of education. From raising hands to asking questions, to properly using a gluestick and turning pages gently, the children were being introduced to the expectations of school life.

What they didn’t realize, however, was that the teacher was also learning about them. The experience highlighted a broader conversation in Oregon about how the state's youngest public school students should be assessed. This debate has significant implications for education policy, particularly regarding the balance between testing and developmentally appropriate practices.

The Debate Over Testing in Kindergarten

This year, Governor Tina Kotek issued a rare veto on Senate Bill 302, which aimed to require the Oregon Department of Education to audit assessments given to kindergartners across the state. The bill, sponsored by state Senator Lew Frederick, was supported largely along party lines but faced objections from some legislators, including House Speaker Julie Fahey and Senator Janeen Sollman.

If passed, the bill would have mandated a report on the types of assessments used in kindergarten classrooms. Unlike older students, who are subject to statewide standardized tests, kindergartners in Oregon do not face such exams. Instead, individual school districts design their own methods for evaluating student progress. Some, like Portland Public Schools, use the MAP test to gauge reading levels, while others, such as Beaverton, employ tools like Star Early Literacy to check progress three times a year.

The Push for Play-Based Learning

The bill was backed by the Oregon Public Education Network (OPEN), a group advocating for play-based learning in early childhood education. OPEN argues that standardized testing can negatively impact instruction time, curriculum choices, and the social-emotional well-being of young students. They also raise concerns about the costs associated with testing companies.

The push for a more flexible, play-based approach has been growing in recent years. Oregon had previously stopped requiring one-on-one assessments for incoming kindergartners in 2020, moving away from a system that tested basic skills like letter recognition and counting. Now, many districts assess students throughout the year using a mix of teacher observations, formal online assessments, and developmental checklists.

Balancing Accountability and Development

Governor Kotek, who has focused on improving academic outcomes, especially in early reading and writing, emphasized the need for baseline data from standardized tests for third through eighth graders. However, she vetoed the kindergarten testing audit bill, citing administrative costs and concerns over the shift toward play-based education.

At Vose Elementary, teacher Maria Surface uses her own methods to track student progress. She observes how students interact during play, follow instructions, and engage with learning materials. For example, during a read-aloud session of “The Very Hungry Caterpillar,” a student named Ezra noticed that the teacher missed a key item on the list, showcasing his attention to detail.

Surface also notes how students handle tasks like painting their names or playing with toys. These observations help her understand each child’s strengths and areas for growth. While she appreciates the district’s formal assessments, she believes that a system that supports both play and structured learning would be ideal.

The Role of Family Conversations

In addition to classroom assessments, some schools are exploring alternative approaches, such as “family conversations.” These informal meetings between teachers and families aim to provide insight into a child’s personality and background. Although not yet mandatory, this approach reflects a growing emphasis on understanding each student’s unique needs.

Principal Monique Singleton at Vose Elementary supports this philosophy, emphasizing the importance of empowering teachers rather than imposing mandates without adequate funding. She believes that combining district-mandated assessments with classroom observations allows for a more comprehensive view of student progress.

A Focus on Growth and Resilience

As the summer dress rehearsal came to an end, Surface gathered her students for a final reminder of the rules of school. She asked if it was okay to make mistakes and whether it was acceptable to say, “I’m not sure.” The children responded with a chorus of “yeses,” reinforcing the idea that trying again is part of the learning process.

Through her careful observations and thoughtful guidance, Surface is helping her students build the skills and confidence they will need for the school year ahead. Her approach reflects a broader movement in education—one that values both accountability and the developmental needs of young learners.

27 Must-Have Teacher Essentials Every Educator Loves

27 Must-Have Teacher Essentials Every Educator Loves

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Must-Have Teacher Essentials for a Smarter, More Comfortable School Year

Teaching can be both rewarding and exhausting, but with the right tools, it becomes more manageable and enjoyable. Whether you're looking to streamline your classroom setup or simply want to add a touch of comfort and style to your daily routine, there are plenty of products that can make a difference. Here’s a list of 27 must-have items that every teacher should consider adding to their collection.

Tech and Presentation Tools

A wireless presentation clicker and pointer is a game-changer for educators. It allows you to navigate through PowerPoint slides without constantly getting up from your chair, making presentations smoother and more efficient. The included laser pointer can also help manage student attention, guiding them toward focused learning rather than distractions.

For those who love to stay organized, a spiral academic year planner is an excellent choice. It helps keep track of both academic and social events in a cute, functional way, ensuring you stay on top of your schedule all year long.

A Bluetooth speaker is another essential item. It can provide background music during independent study sessions, play upbeat tunes between classes, or offer a better listening experience for podcasts when grading papers late into the night.

Comfort and Style

Comfortable footwear is crucial for teachers who spend long hours on their feet. Canvas slip-on sneakers and low chunky-heeled pumps are great options that offer both style and support. High-waisted pants with an elastic paperbag-style waist combine comfort with a chic look, making them ideal for long teaching days.

A relaxed off-the-shoulder jumpsuit is perfect for maintaining a professional appearance while staying comfortable. With stretchy fabric and adjustable features, it ensures a perfect fit for any body type.

A lightweight cardigan is a must-have for unpredictable classroom temperatures. It can be easily thrown on during cold spells, keeping you warm without the hassle of extra layers.

Organizational Tools

A thermal laminator is a useful tool for creating durable materials for classroom use. Having one in your own space means you don’t have to rely on shared equipment, saving time and ensuring consistency.

Storage clipboards and rotating pen holders help keep your essentials organized. They prevent the chaos of juggling multiple items and make it easier to carry everything you need in one go.

Double-sided mounting tape is a versatile solution for hanging posters, certificates, and other decorations. Its strong adhesive and easy removal make it ideal for temporary displays without damaging surfaces.

Classroom Decor and Ambiance

Globe string lights can transform the atmosphere of your classroom, adding a warm glow that makes even the most challenging lessons feel more inviting. A beanbag chair offers a cozy alternative to traditional desks, providing a comfortable spot for reading or quiet work.

A face-out bookshelf is a practical and aesthetic addition to any classroom. It allows students to see all the books at a glance, encouraging a love for reading and creating a welcoming library vibe.

Practical Accessories

A customized teacher lanyard is a go-to accessory that keeps your ID, keys, and other essentials within reach. Choosing a stylish design adds a personal touch to your professional look.

A BrüMate Era stainless-steel tumbler with a locking straw is perfect for keeping drinks secure during busy school days. Its durable construction ensures it won’t spill, even if accidentally knocked over.

A Hulken rolling tote bag is designed to make carrying your belongings easier. With steel wheels and a built-in cover, it’s a reliable companion for transporting your supplies to and from school.

A compartmentalized crossbody tote bag is ideal for quick access to your essentials, making it perfect for a grab-and-go lifestyle.

Fun and Educational Items

A Tapple word game is a fun and engaging way to pass time during slow periods. It encourages creativity and vocabulary development, making it a valuable addition to your classroom game shelf.

Felt-tip markers add a splash of color to your workspace, making grading and note-taking more enjoyable. Their vibrant hues can also inspire students and bring energy to your lessons.

A mini fridge is a small luxury that provides a refreshing treat during free periods. It allows you to enjoy a cold drink without leaving the classroom, making your day a little more pleasant.

Additional Must-Haves

A pack of punch cards and a hole puncher can be used to motivate students and track progress. These versatile tools can help monitor behavior, homework completion, and other classroom activities throughout the school year.

Baggy overalls offer a comfortable and fashionable option for all seasons. With adjustable straps and multiple pocket options, they provide both style and functionality.

A desk pad keeps your papers, keyboard, and other essentials in place, preventing them from sliding around. Its waterproof surface also protects against accidental spills.

With these 27 items, teachers can create a more organized, comfortable, and enjoyable environment for both themselves and their students. From tech tools to fashion accessories, each item serves a unique purpose, making the teaching experience a little smoother and more rewarding.

Back to School Books for 2025 TBR with Nostalgic Flair

Back to School Books for 2025 TBR with Nostalgic Flair

6:00 PM   

Back-to-School Vibes: A Curated List of Fall 2025 Reads

As the days grow shorter and the air turns cooler, the arrival of fall brings a unique sense of excitement. For many, it’s the time when school supplies are packed, classrooms are cleaned, and the anticipation of new beginnings fills the air. Even if you’ve long since left the halls of academia behind, there’s something undeniably magical about this season. It’s a time for fresh starts, new challenges, and the kind of inspiration that only comes with the turning of the year. If you’re feeling nostalgic for those back-to-school vibes, there’s no better way to embrace them than through a carefully curated list of books that capture the essence of the season.

Fall is a special time for book lovers, offering a shift from summer’s light reads to more immersive stories. Cozy mysteries, dark academia, and spine-tingling thrillers all find their place in the autumn reading lineup. Whether you're looking for a story that takes you back to the classroom or one that offers a different kind of academic setting, there’s something for everyone. Below are some standout titles that perfectly encapsulate the spirit of fall 2025.

A Deadly Education by Naomi Novik

For fans of magical boarding schools, Naomi Novik’s A Deadly Education is an absolute must-read. Set in the Scholomance, a school where students learn to survive against magical threats, the novel blends elements of dark academia, horror, and fantasy. The story follows El, a student navigating a world where death is a constant threat. While it shares similarities with the Harry Potter universe, A Deadly Education offers a darker, more intense take on the genre. The novel has sparked a lot of interest, with readers praising its intricate world-building and compelling characters. Fans of the series can continue the journey with The Last Graduate and The Golden Enclaves, making it a perfect choice for those who enjoy immersive, multi-book experiences.

The Secret History by Donna Tartt

Donna Tartt’s The Secret History is a modern classic that captures the essence of a college campus with its rich atmosphere and complex narrative. Set in a small New England college, the novel explores themes of beauty, classical scholarship, and the dangers of obsession. The story centers on Richard, a student drawn into a group of eccentric peers and a charismatic professor. As the plot unfolds, the idyllic setting gives way to a darker, more unsettling reality. The novel has become a favorite among BookTok users, with many creating aesthetic videos inspired by its lush descriptions of libraries, courtyards, and student life. Its timeless appeal makes it a great pick for anyone craving the charm of a college setting.

Babel by R.F. Kuang

R.F. Kuang’s Babel offers a unique blend of historical fiction, dark academia, and magical realism. Set in the mid-19th century, the novel follows Robin Swift, an orphan trained to become a translator at Oxford University’s Royal Institute of Translation. The story delves into themes of language, identity, and cultural conflict, making it both thought-provoking and engaging. BookTok users have embraced the novel, with many sharing aesthetic videos that reflect its warm, sepia-toned campus scenes. The novel’s emotional depth and vivid storytelling make it a standout choice for readers looking for a compelling academic experience.

The Broken Girls by Simone St. James

Simone St. James’s The Broken Girls is a chilling mix of mystery and horror set in a remote Vermont boarding school. The novel alternates between two timelines, following a journalist as she investigates the disappearance of her sister in the 1950s. With its eerie atmosphere and suspenseful plot, the book offers a fresh take on the boarding school genre. Readers will appreciate the atmospheric descriptions of Idlewild Hall, which add to the novel’s haunting tone. It’s a perfect choice for those who enjoy a little spooky energy during the fall months.

If We Were Villains by M. L. Rio

M. L. Rio’s If We Were Villains is a dark academia masterpiece that combines Shakespearean drama with a gripping mystery. The novel follows Oliver Marks, a former actor who is accused of murder and spends ten years in prison. Through his interactions with a detective, the story unravels the events that led to his downfall. The novel is set in a prestigious conservatory where students take their roles as actors very seriously, blurring the line between performance and reality. Fans of The Secret History will find much to love in this book, which is filled with literary references and a strong sense of atmosphere.

Methodology

Each book on this list was chosen based on its ability to evoke the back-to-school spirit and offer a compelling academic setting. All of the novels center around educational institutions, ensuring that readers looking for that vibe will find satisfaction. Additionally, each book received high praise from readers, with most earning four stars or higher on Goodreads. While A Deadly Education had a slightly lower rating, the overall success of the Scholomance trilogy justified its inclusion. The selection also aimed to provide a diverse range of genres, from magic and fantasy to literary fiction, ensuring there's something for every reader.

Will Detroit's School Enrollment Strategies Succeed?

Will Detroit's School Enrollment Strategies Succeed?

5:30 PM   

Detroit Public Schools Focuses on Retention and Enrollment Amid Challenges

Despite the summer heat, Toyia Diab brought her four grandchildren to the Summer on the Block event at Pulaski Elementary-Middle School to explore what the school had to offer. The family moved through a series of tables set up around the school’s lawn, where staff from the Detroit school district shared details about their resources while upbeat music played in the background.

This event was part of a broader effort by the Detroit Public Schools Community District (DPSCD) to attract and retain families. Over the past two decades, the district has lost more than 92,000 students, prompting officials to use the summer months to promote the benefits of attending local schools. This year, the district increased its outreach significantly, sending 40 people into communities and hosting 19 events—nearly double the number from previous years. Additionally, the district launched new initiatives such as billboards across the city, with a total marketing budget of around $3.5 million for this year.

Superintendent Nikolai Vitti emphasized that while recruitment efforts have been successful, the main challenge remains retaining students. He highlighted the importance of improving customer service and parent engagement to make families feel more welcome. “We fight harder to keep students at the schools they’re at rather than having an attitude of, ‘If you don’t like it here, then you can find another school,’” he said during a recent board meeting.

Sharlonda Buckman, assistant superintendent of family and community engagement, noted that the summer events have generated positive signs. Nearly 5,000 people attended the Summer on the Block events, which serve as both a recruitment tool and a way to connect families with free resources. These efforts resulted in 532 leads for enrollment, with around 80 students completing the process by mid-August.

While initial enrollment numbers show improvement, the full impact of these efforts will not be clear until the end of the 2025-26 school year. The district has faced several challenges over the years, including population decline, lower birthrates, state emergency management, and the pandemic. Additionally, competition from charter schools, where about half of Detroit's children attend, adds to the difficulty of maintaining enrollment.

Student mobility and chronic absenteeism also play a role in the district’s struggles. Enrollment dropped from over 156,000 in the 2002-03 school year to 49,000 last year. However, there has been some progress, with enrollment increasing to 50,890 students as of this month, according to Vitti.

The district has also focused on early enrollment, as the number of students recorded on "Count Day" is used to determine state funding. Early enrollment numbers often exceed official headcounts made in October.

Outreach Efforts and Community Engagement

Three days before the Summer on the Block event, more than 20 individuals gathered in a sunlit classroom at the Detroit School of Arts. They were part of a team contracted by the district to canvas homes in areas with low attendance compared to the number of school-aged children living there. This summer, canvassers visited over 78,000 homes to inform families about the district’s schools and programs.

At the event, participants received materials such as fliers listing Summer on the Block dates and pamphlets highlighting programs at application schools. Before heading out, they shared their experiences door-to-door, noting both positive responses and hesitations from residents. Laura Gomez, who has been canvassing for three years, mentioned that recent immigration-related issues, such as detentions and deportations, have affected some families’ willingness to engage with the district.

Tanya Shelton and her son David visited the Crary St. Mary’s neighborhood, where they asked families about their school districts and provided information about DPSCD. Many families were interested in the district’s free school lunches and academic support services. However, many doors went unanswered, and literature was left at numerous homes.

Families Consider Programming, Academics, and Transportation

At the Pulaski event, Alexa Franco-Garcia observed more students signing up for the school than in previous years. She noted that several families had already completed enrollment, while others left contact information to return later. Parents often asked about curriculum, extracurricular activities, class sizes, special education support, and transportation options.

Enrolling young learners remains a key strategy for the district, with 457 prekindergarten students enrolled by the beginning of August—an increase of about 10 compared to the same time last year. Diab, who brought four grandchildren to the event, learned about the district’s health hubs, parent academy, and mental health resources.

The event attracted more than 350 attendees, thanks to activities like fresh produce boxes, an ice cream truck, free books, and kids' activities. Linn Flake, the first second-grader to enroll at Pulaski, chose DPSCD over his previous charter school due to the availability of bus service. His mother, Roxanne Flake, appreciated the convenience of transportation, which she found essential without a car.

Diab said she would continue researching before making a final decision for her family. “We’re going to come here and figure everything out—ask questions, all of that stuff, and then if it’s the right fit for them, we’re gonna put them in,” she said.

Maine Schools Expand Preschool Special Ed to Meet Rising Demand

Maine Schools Expand Preschool Special Ed to Meet Rising Demand

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The Transition to Special Education Services for Preschoolers in Maine

The St. George Municipal School District superintendent, Mike Felton, spent considerable time considering whether to participate in a new program offered by the Maine Department of Education. This initiative aimed to shift the responsibility of providing special education services to preschool-aged children with disabilities from the state’s Child Development Services (CDS) to public school districts. As the first year of this program comes to a close, Felton reflects on the challenges and rewards of making this decision.

“We want to get kids in the door and invest in them as young as possible,” said Felton. “Every year you wait, it becomes harder and more expensive.” This sentiment echoes across the state, where the first year of a four-year plan to transition special education services has revealed both obstacles and opportunities.

The program involves transferring the provision of speech, physical, and occupational therapy services for children aged three to five from CDS to public schools. With 17 participating districts already navigating the initial phase and another 34 set to join next year, there is a mix of hope and uncertainty about the future of this system.

Challenges Faced During the First Year

While all eligible children received services, many school districts encountered significant challenges. One major issue was the unexpected number of students enrolled. The state had projected 189 students for the 17 districts, but they ended up serving 437. This overwhelming demand led to various logistical problems, including staffing shortages and transportation difficulties, especially in rural areas.

Kittery Superintendent Eric Waddell noted that the reality of the program was more complex than initially anticipated. “It’s a bigger undertaking than was presented to us a year ago,” he said. The increased number of students meant that some districts had to add extra classrooms or adjust their schedules mid-year.

In addition to these logistical hurdles, school staff faced new responsibilities, such as potty-training and diaper-changing, which are not typically part of elementary school job descriptions. Despite these challenges, most districts managed to provide services within the legally mandated timeframe, a stark contrast to the long waitlists experienced by CDS.

The Role of Community and Collaboration

Community support played a crucial role in overcoming these challenges. Teachers and providers like Janet Schoff at Learning Tree Preschool stepped in to help where they could. However, Schoff emphasized the limitations of individual efforts. “We can’t give one child with extreme needs all the time and energy they require,” she said.

The transition also required educators to obtain additional certifications and adapt to new roles. Jessica Berry, special education director for the St. George School District, highlighted the dedication of her staff. “If we didn’t, it would be a problem,” she said.

Despite the difficulties, the success of the pilot program has been encouraging. Many school districts were prepared for the transition due to existing pre-K programs and strong community ties. However, not all districts are equally equipped, and some lack full-day pre-K or even basic pre-K programs.

Future Concerns and Funding Issues

While the initial results are promising, concerns remain about the sustainability of the program. The 2024 legislation mandates that the state cover 100% of “reasonable and necessary” costs for school districts providing services to preschoolers with disabilities. Last year, the state allocated over $7 million, but there are fears that increasing costs and shifting federal priorities could affect this commitment.

Eric Waddell warned that if the state fails to meet its funding obligations, the burden could fall on local taxpayers. “It would be catastrophic to have to absorb these costs,” he said. The state has committed $39 million for this fiscal year, and efforts are underway to reduce costs through Medicaid billing. However, only one of the 17 schools billed MaineCare last year, and potential federal cuts could complicate this approach.

Looking Ahead

Despite these uncertainties, district leaders remain optimistic about the long-term benefits of the program. They recognize the importance of early intervention and the potential for growth in young children. “You do see incredible growth with the three and four-year-olds. It’s amazing how fast they grow and learn,” said Felton.

While the road ahead is challenging, the transition represents a critical step toward a more effective and equitable system for preschoolers with disabilities. With continued support and collaboration, the hope is that this new model will ultimately provide better outcomes for the children of Maine.

Danbury Schools Ready for 2025-26: What's New This Year

Danbury Schools Ready for 2025-26: What's New This Year

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Danbury Area Schools Prepare for 2025-26 Academic Year

Schools across the Danbury area are gearing up for the start of the 2025-26 academic year, welcoming students back with new staff, updated strategic plans, and significant changes in infrastructure. This year brings a mix of excitement and transformation as several districts introduce new initiatives aimed at enhancing student learning and development.

One of the most notable developments is the opening of the new Danbury High School West, which marks a major milestone for the district. This new facility is expected to provide modern learning environments and support the district’s long-term educational goals. Other school districts are also working on renovations and improvements to their existing buildings, reflecting a broader commitment to upgrading facilities for students and staff.

In addition to physical changes, many schools are implementing strategic plans that focus on student progress and future readiness. These include programs such as the Vision of a Learner or Portrait of a Graduate, which aim to define the skills and qualities that students should develop throughout their education. These frameworks help guide curriculum design and instructional practices to ensure that students are well-prepared for life after school.

Bethel Public Schools

The first day of school in Bethel is set for Wednesday, August 27. With a projected enrollment of 3,160 students, the district is adding 13 new teachers this year. The Bethel Public Schools will launch a new strategic plan that includes the Vision of a Learner initiative. This plan emphasizes preparing students for their futures, fostering digital literacy, and supporting all learners, whether they need extra assistance or are ready for advanced challenges.

Danbury Public Schools

Danbury’s first day of school is scheduled for Tuesday, August 26. The district anticipates an enrollment of 11,333 students. While the district is still actively hiring, it has already secured 95 certified staff members, 56 non-certified staff members, and 20 substitutes. The opening of Danbury High School West is a key highlight of the year, alongside a focus on the "backward design" approach. This strategy centers on the Portrait of a Graduate skills, pre-academy experiences in middle schools, and increased investments in STEM education and the arts at the elementary level. Additional changes include a “no cellphone” policy, higher academic expectations, and reinforced behavioral standards.

Brookfield Public Schools

Brookfield’s first day of school is set for Tuesday, September 2. The district expects 2,430 students and has added 14 new staff members, including an interim superintendent, Vonda Tencza, who will lead the district from September 8, 2025, through June 30, 2026. The district continues its strategic plan focused on the Portrait of a Learner, aiming to cultivate a world-class school system that fosters learning, growth, and critical thinking.

New Fairfield Public Schools

New Fairfield’s first day of school is scheduled for Thursday, August 28. The district expects 2,013 students and has added 22 new staff members. The district is focusing on innovative science programs and expanding its strings program to include high school students. Middle school students will also benefit from group music lessons. Infrastructure improvements include the completion of the high school stadium’s turf and track replacement, as well as the replacement of the middle school’s underground oil tank.

New Milford Public Schools

New Milford’s first day of school is set for Monday, August 25, with an enrollment of 3,500 students. The district has added 22 new teachers. Superintendent Janet Parlato was not immediately available for comment on upcoming changes.

Newtown Public Schools

Newtown’s first day of school is also set for Monday, August 25. However, the district did not provide information on projected enrollment or new staff.

Region 9: Easton and Redding

Region 9’s first day of school is scheduled for Wednesday, August 27. The district has added 16 certified staff and nine noncertified staff. At Joel Barlow High School, upgrades include new athletic bathrooms, team rooms, and improved internet wiring. A future STEM space is also in the planning stages. Redding Elementary School has new classroom furniture, painted hallways, and upgraded air conditioning. John Read Middle School and Helen Keller Middle School have also received updates to their facilities.

Region 12: Bridgewater, Roxbury, and Washington

Region 12’s first day of school is set for Monday, August 25. As of last week, the district had 817 students enrolled, with 11 more registering. The district has added 25 new staff members. Region 12 Superintendent Donald Schels emphasized a focus on student engagement through increased choice, project-based learning, and a renewed emphasis on relationships, relevance, and rigor.

Ridgefield Public Schools

Ridgefield’s first day of school begins on Tuesday, August 26, for grades K-9 and Wednesday, August 27, for grades 10-12. The district expects 4,336 students and has added 43 new teachers. New initiatives include a director of special education, a counseling supervisor, and expanded Spanish language instruction for younger students. The district is also introducing a new physical education program and a technology curriculum at the middle school level.

Sherman Public Schools

Sherman’s first day of school is delayed due to ongoing renovations. Students in grades K-8 will begin on Monday, September 8, while Pre-K students will start on Monday, September 15, at the Sherman Church. The district has added an occupational therapist, social worker, board clerk, and director of facilities. All physical education classes will be held outside, and the school band will meet at Charter Hall during the renovation period.

Philly's School Year Kicks Off with SEPTA Cuts and PFT Deadline Pressure

Philly's School Year Kicks Off with SEPTA Cuts and PFT Deadline Pressure

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A New School Year Amid Uncertainty

As the first day of school approaches, teachers and students across Philadelphia are facing a mix of excitement and anxiety. For Nicole Wyglendowski, a special-education teacher at Steel Elementary in Nicetown, the start of the school year feels more ominous than usual. She is worried about whether her supplies are ready, if she has connected with all the parents, and most importantly, if she is prepared for a new group of students.

Wyglendowski’s concerns are shared by many educators in the Philadelphia School District, which serves over 117,000 students. The district is grappling with multiple challenges that threaten to disrupt the academic year. One of the biggest issues is the ongoing funding crisis affecting SEPTA, the transit system that transports more than 50,000 students and thousands of employees to school and work each day.

SEPTA Cuts and Their Impact

The budget standoff in Harrisburg has led to significant cuts in SEPTA service, set to take effect just as students return to class. These changes will have an immediate impact on students who rely on public transportation to get to school. For some, this means longer commutes and potential delays, which could affect their ability to attend classes on time.

Superintendent Tony B. Watlington emphasized the importance of every minute of instruction, noting that the SEPTA cuts could hinder the district’s efforts to accelerate academic improvement. “We need every day, every hour, and every minute of instruction,” he said during a recent meeting with the school board.

Real-Life Challenges for Students

Three local students are already feeling the effects of these changes. Journey Singleton, a freshman at the Arts Academy at Benjamin Rush, is struggling with a drastically altered commute. What was once a one-hour bus ride has now become a 90-minute journey involving two trains and a walk. Even the best-case scenario results in her arriving just two minutes late for first period.

Geneya Singleton, Journey’s mother, is considering selling their West Philadelphia home to move closer to the school. While this would reduce the commute to about 20 minutes, it will take time to complete the process, leaving Journey with a long commute for at least two months.

Sophia Kilbride, a senior at Rush Arts, is also affected by the SEPTA cuts. Her daily commute involves taking the 66 bus and then transferring to the 84, both of which are being impacted. She worries about increased crowding and less frequent service, which could make it harder for her and her peers to get to school on time.

Christine Savard, whose son Lincoln will be starting ninth grade at the Philadelphia High School for Creative and Performing Arts, is facing another challenge. The 27 bus route, which she relied on, will be shortened, making Lincoln’s commute significantly longer. This change adds another layer of difficulty for Lincoln as he transitions to high school.

Struggles Beyond Transportation

The challenges extend beyond transportation. The contract for 14,000 teachers, counselors, nurses, secretaries, and paraprofessionals expires on August 31, and negotiations are moving slowly. The Philadelphia Federation of Teachers has authorized a strike, and preparations for a possible work stoppage are underway.

Additionally, the district’s facilities planning process may lead to school closures and forced building colocations. Announcements are expected this fall, with a final decision scheduled for the end of the year. These changes could further complicate the lives of students and families.

The Long-Term Consequences

For vulnerable students, the impact of these disruptions could be even more severe. At Steel Elementary, many students face housing insecurity and rely on SEPTA to get to school. Wyglendowski notes that while the district prioritizes attendance, the SEPTA cuts could lead to learning loss. “We can excuse them, but we can’t get that hour of learning back,” she said.

As the school year begins, the challenges facing students, teachers, and families are clear. From transportation issues to potential strikes and facility changes, the road ahead is uncertain. However, many are determined to find solutions and support their communities through these difficult times.

Dear Parents, Here's What Teachers Want You to Know Before Back to School

Dear Parents, Here's What Teachers Want You to Know Before Back to School

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Preparing for the New School Year: Teacher Tips for Parents

As September approaches, it's time to gear up for the return to school. For many families, this means a mix of excitement and anxiety as children prepare to start a new academic year. Teachers across the country are reminding parents that their involvement can make a big difference in helping students transition smoothly into the school environment.

Early Years: Building Independence

For young children entering school for the first time, teachers emphasize the importance of developing independence. Sarah Holyoake, Head of Early Years at Stephen Perse Cambridge, highlights that teaching kids to complete basic tasks on their own—like dressing themselves, managing their coats, and using the toilet independently—can reduce feelings of overwhelm when they arrive at school.

Recognizing their name is another essential skill. Many daily routines, such as identifying their personal items or seat, rely on this ability. Additionally, practicing social skills like sharing and taking turns with friends can help children navigate classroom interactions more confidently.

All Ages: Establishing Routines and Communication

Steven Britton, a mathematics tutor, suggests that parents should begin establishing consistent routines before the school year starts. This includes setting a regular bedtime and wake-up time to help children adjust to the school schedule. If kids have been sleeping in during the summer, getting them used to waking up early will ease the transition.

Once school begins, clear communication with teachers is crucial. Parents should ensure all forms, permission slips, and payments are submitted on time. It’s also important to inform educators about any changes in contact information, custody arrangements, or learning and health needs. Sharing concerns about a child's anxieties or challenges at home allows teachers to provide tailored support.

Britton also encourages parents to foster independence by letting children carry their bags, pack homework, and manage their own timetables where appropriate. Creating a tidy homework space and supporting learning at home without doing the work for them can also be beneficial. Asking open-ended questions, such as “How did you figure that out?” instead of just checking answers, helps build critical thinking skills.

Celebrating Effort and Modeling Positivity

Teachers also recommend celebrating a child's effort rather than just focusing on results. This approach helps build resilience and a growth mindset. Modeling a positive attitude toward school is equally important. Children who hear adults complaining about teachers or school rules may struggle to respect the learning environment.

Secondary School: Navigating the Transition

The shift from primary to secondary school can be particularly challenging. Chris McNab, headteacher at Overton Grange School, advises parents to discuss secondary school in a positive light. Focusing on the opportunities it brings—such as new subjects, friendships, and greater independence—can help ease fears.

Practicing the journey to school together before the term starts can also be helpful. Parents should time the trip, discuss safety, and plan for unexpected situations. Familiarity with the route builds confidence, especially on the first day.

Getting organized ahead of time is key. Secondary school often involves more responsibilities, including timetables, homework, and subject-specific equipment. Helping children practice packing their bags and reviewing their schedules can reduce stress on the first day.

Encouraging responsibility through small tasks, like making lunch or setting an alarm, can boost confidence. It’s normal for children to feel anxious about navigating a larger school environment. McNab reassures parents that secondary schools are well-equipped to support new students, and staff are available to guide them.

Supporting Emotional Growth

Parents should remain available to listen and help their children talk through challenges, such as changing friendships or managing homework. However, it’s also important to encourage children to find their own solutions rather than fixing everything for them. Balancing support with independence is a vital part of building confidence.

Staying informed through school emails and newsletters is another way to stay involved. These resources keep parents updated on important information and events.

With the start of the school year bringing both challenges and opportunities, parents play a crucial role in helping their children adapt and thrive. By fostering independence, maintaining open communication, and modeling a positive attitude, families can set the stage for a successful academic year.

Children's IQ Self-Estimates Improve With Age—But Only Up to a Point

Children's IQ Self-Estimates Improve With Age—But Only Up to a Point

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Understanding the Development of Self-Perceived Intelligence in Children

A recent study published in a leading journal on cognitive development has revealed that children under the age of 10 are not very accurate at judging their own intelligence. Researchers from Estonia found that younger children’s self-assessments of how smart they are often have little to do with their actual performance on standardized IQ tests. However, around the age of 10, this begins to change. At that point, children’s self-perceived intelligence starts to reflect their measured cognitive abilities more reliably—though the two never fully align.

Intelligence is generally defined as the ability to think abstractly, solve problems, learn quickly, and adapt to new situations. Psychologists often measure intelligence using standardized tests, such as the Raven Standard Progressive Matrices, which assess pattern recognition and reasoning without relying on language. While these tests are widely accepted among researchers, people’s everyday understanding of intelligence tends to be broader. Many individuals, especially children, may associate being “smart” not only with academic performance but also with traits like being well-behaved, popular, or confident.

The mismatch between scientific and lay definitions of intelligence has raised questions about whether simply asking people how intelligent they think they are can serve as a useful substitute for formal testing. Prior research has found that people’s self-reported intelligence usually has only a weak relationship with their actual IQ scores. This gap has limited the usefulness of self-reported intelligence in psychological research and education, but little was known about how this relationship develops over the course of childhood.

The Study and Its Goals

The goal of the current study was to pinpoint the age at which children begin to form a meaningful understanding of their own intelligence. Researchers Jüri Allik and Helle Pullmann aimed to determine when self-reported intelligence starts to reflect measured cognitive ability and how stable these self-assessments are over time. The work was part of a broader effort to understand how intelligence, personality, and academic performance are linked during childhood and adolescence.

This study also builds on a long tradition of intelligence research in Estonia. In the early 20th century, Estonian school principal Juhan Tork conducted pioneering work on children’s cognitive ability that was later suppressed during Soviet occupation. After Estonia regained independence, researchers sought to revisit and expand upon these early studies using modern methods.

Methodology and Findings

The study used data from thousands of Estonian schoolchildren between the ages of 7 and 18, drawn from two related samples. The first group included 2,712 adolescents in Grades 6, 8, 10, and 12 who were assessed in 2001, with a follow-up conducted in 2003 that included 1,681 students from the same schools. A second group consisted of 1,832 younger children in Grades 2, 3, and 4 from across Estonia, with ages ranging from 7 to 11.

Participants completed the Raven Standard Progressive Matrices, a nonverbal test of fluid intelligence that requires identifying patterns in visual matrices. Children also rated their own intelligence using age-appropriate self-report items. For students in Grades 1 through 4, a simplified three-point scale was used in response to the statement “I am very smart, and I understand everything immediately.” Older students (Grade 6 and above) used a 10-point scale to assess how their cognitive abilities compared to others.

Key Results

The results indicate that young children are not particularly good at evaluating their own intelligence. Among children aged 7 to 9, those who rated themselves as very smart actually scored lower on IQ tests than their peers with more modest self-assessments. This suggests that self-perceived intelligence during early childhood may reflect wishful thinking, confidence, or self-esteem rather than actual cognitive ability.

But starting around age 10, this pattern begins to shift. From that point onward, children’s self-reported intelligence begins to track more closely with their measured IQ scores. The correlation between the two measures becomes increasingly consistent with age, peaking at a correlation of about 0.41 in 11-year-olds. This pattern suggests that by age 10, children begin to develop the cognitive and social maturity needed to make more accurate judgments about their own abilities.

Importantly, this shift happens before the self-report format changes from the simpler version used in early grades to the more nuanced scale used in older students. This rules out the possibility that the change in response format is driving the improvement in accuracy.

Limitations and Future Research

While the study provides valuable insights into how children’s understanding of intelligence develops, it has some limitations. The researchers focused on Estonian students, and while previous comparisons suggest their developmental trajectory is similar to children in other countries, cultural differences could still affect how children think about intelligence. Future research might explore how these patterns play out in other cultural settings or in children with different educational experiences.

Another open question is how children’s concepts of intelligence evolve beyond adolescence. While this study tracked students into late high school, it’s possible that their self-assessments change again in early adulthood, particularly as they gain more life experience and academic or occupational feedback.

State Uncovers Systemic Issues in Soda Springs Special Education

State Uncovers Systemic Issues in Soda Springs Special Education

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Systemic Issues in Special Education Programs Highlighted in New Report

A recent investigation by the Idaho Department of Education has uncovered serious systemic problems within the special education programs of the Soda Springs Joint School District. The findings reveal that the district is not meeting the necessary standards to support students with disabilities, raising concerns about the quality of services provided and the overall structure of the program.

The investigation was initiated in April following four separate complaints from parents and students. After a thorough review, the department released a report last month that confirmed three major allegations against the district. These findings have prompted the district to implement a corrective action plan aimed at addressing these issues and ensuring compliance with federal regulations.

Key Findings from the Investigation

One of the primary issues identified was the lack of proper qualifications among classroom personnel, related service providers, and paraprofessionals. Many staff members were found to be providing services without the necessary credentials, which directly impacts the quality of support students receive.

Another significant concern was the failure to provide special education services in accordance with individualized education programs (IEPs). The report noted that many IEPs were not in effect as required, and service providers were not adequately informed of their responsibilities regarding specific accommodations and modifications.

Additionally, there was a widespread lack of documentation in student files, which made it difficult to track progress and ensure that services were being delivered as outlined in each student’s IEP. This issue was attributed to insufficient staffing, limited training for paraprofessionals, and an overwhelming number of students requiring support.

Challenges at Each School Level

The investigation examined the situation at all three schools within the district—elementary, middle, and high school—and found consistent challenges across all levels.

At the elementary school, some students’ special education programs did not align with their eligibility reports, and several files lacked required progress reports. There was also a general absence of documentation, which was linked to staffing shortages and inadequate time for training.

The learning lab, designed to support students with IEPs, faced a shortage of paraprofessionals. Lesson plans were often created but rarely delivered to students, and the high turnover rate among staff further complicated the situation.

At the middle school, similar issues were observed. The resource room was managed by an interim teacher who had limited experience and no mentorship. Paraprofessionals in the room received minimal training, and the classroom size was often too large for effective instruction.

The high school also struggled with understaffing and a lack of curriculum resources. Special education teachers were forced to create lesson plans from scratch, leading to inconsistencies in instruction. Additionally, students without formal IEPs sometimes used the resource room for testing purposes, further straining the system.

Corrective Action Plan

In response to the findings, the district must now follow a comprehensive corrective action plan to return to compliance with the Individuals with Disabilities Education Act (IDEA). This includes forming a team consisting of key district officials and working closely with an Idaho Special Education Support and Technical Assistance coordinator.

The team is required to develop and submit an action plan by August 22, with monthly check-ins throughout the 2025-26 school year. The district must also finalize a staffing plan by August 1 to ensure the recruitment and retention of qualified special education personnel.

Training outlines, protocols, and a letter of assurance from the school board chair are also required by September 1. The district will need to document its hiring efforts on a monthly basis until the corrective action plan is fully implemented.

Once the Idaho Department of Education receives the necessary documentation and confirms that the district has met all requirements, the case will be formally closed.

Ongoing Concerns and Future Implications

The findings from this investigation highlight the urgent need for systemic improvements in the district’s special education programs. While the current staff is doing their best with limited resources, the lack of support, mentorship, and training continues to hinder their ability to meet the needs of students with disabilities.

As special education becomes a central topic in upcoming legislative discussions, the district’s challenges underscore the broader funding and resource gaps that many schools across the state face. Addressing these issues will require sustained effort, investment, and collaboration between educators, administrators, and policymakers.

Lessons from the Military to Fix North Carolina's Child Care Crisis

Lessons from the Military to Fix North Carolina's Child Care Crisis

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The U.S. Military’s Child Care Crisis and Lessons for Today

The U.S. military faced a significant challenge to national security in the late 20th century, one that was not related to traditional threats like war or terrorism. Instead, it stemmed from a lack of affordable, accessible, and high-quality child care. This issue impacted the recruitment and retention of service members, ultimately affecting the military's ability to defend the nation.

Following the end of the Vietnam War, the military transitioned from a conscription-based system to an all-volunteer force. This shift led to a growing number of service members with families, many of whom had young children. The increase in dual-income households created a surge in demand for child care services, but the existing infrastructure struggled to meet this need.

The child care crisis of the 1970s and 1980s mirrored the challenges faced by civilians today. Families found themselves on long waitlists for child care, often resorting to less reliable options that lacked proper standards for safety, teacher training, and curriculum. Educators were underpaid, leading to high turnover and further destabilizing the system.

Recognizing the threat to the future of the nation, elected officials took action. Congress passed the Military Child Care Act of 1989, which prioritized affordability, accessibility, and quality in child care for service members. This legislation laid the foundation for a robust child care system that continues to serve military families today.

A Historical Perspective: The Lanham Act of 1940

The military’s leadership in child care is not a new phenomenon. During World War II, as women entered the workforce in large numbers, the need for child care became evident. In response, Congress enacted the Lanham Act of 1940, creating a nationwide, universal child care system to support working families with children through age 12.

Federal grants were provided to communities that demonstrated a need for child care related to parents working in the defense industry. Between 1943 and 1946, over $1.4 billion (in 2025 dollars) was distributed to more than 600 communities across 47 states. These funds supported the construction and maintenance of child care facilities, teacher training, and student meals.

Research by Chris M. Herbst of Arizona State University showed that the Lanham Act increased maternal employment and improved outcomes for children. The program succeeded due to broad support from parents, educators, and employers who recognized the importance of child care for the collective future.

The Modern Military Child Care Model

Since the passage of the Military Child Care Act of 1989, the military has developed a widely acclaimed model for publicly subsidized early care and learning. This system serves approximately 200,000 children each year and includes four main types of child care:

• Child Development Centers (CDCs): Provide care for infants, toddlers, and preschoolers during standard work hours.
• Family Child Care (FCC): Offered by qualified professionals in their homes, with flexible care options.
• 24/7 Centers: Designed for shift workers, providing care during non-traditional hours.
• School Aged Care (SAC): Facility-based care for children from kindergarten through seventh grade.

Military-operated child care programs are subject to stringent requirements, often exceeding state standards. Many are accredited by organizations such as the National Association for the Education of Young Children (NAEYC). In North Carolina, only 110 programs are NAEYC-accredited out of about 5,300 licensed programs.

Fees for military child care are based on income, ranging from $45 to $224 per week. This model ensures that most families pay less than the national average for higher-quality care. The Department of Defense budgets around $1.8 billion for child care in 2024, representing 0.2% of its total budget.

Child Care in North Carolina

In addition to military-operated programs, service members may be eligible for the Military Child Care in Your Neighborhood (MCCYN) program, which subsidizes child care in civilian communities. North Carolina is one of 19 locations where the MCCYN-PLUS program expands access to high-quality care through state or local Quality Rating and Improvement Systems (QRIS).

However, North Carolina faces a child care shortage, with nearly 6% of licensed programs closing since February 2020. The state hosts 12 military bases and over 130,000 active-duty service members, making child care access a critical issue.

Lessons from Military Child Care

Policymakers can learn valuable lessons from the military’s approach to child care. Key takeaways include:

1. Do Not Be Daunted by the Task: Change is possible, and progress starts with a clear goal.
2. Acknowledge the Seriousness of the Problem: Recognize the consequences of inaction and the link between child care and workforce participation.
3. Improve Quality: Establish and enforce comprehensive standards, provide training, and ensure fair compensation for educators.
4. Keep Parent Fees Affordable: Use subsidies to make high-quality child care accessible to all.
5. Expand Availability: Continuously assess unmet needs and take action to address them.
6. Commit the Resources Necessary: Investing in child care is essential for long-term success.

These lessons, highlighted in reports from the National Women’s Law Center and other organizations, remain relevant today. As North Carolina and other states grapple with child care shortages, the military’s model offers a proven path forward.

New Guidance for Educators in the Age of AI

New Guidance for Educators in the Age of AI

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Massachusetts Takes a Thoughtful Approach to AI in Education

Artificial intelligence (AI) is no longer a futuristic concept—it is already present in classrooms and shaping the educational landscape. In response, Massachusetts education officials have released comprehensive guidance aimed at helping schools integrate AI responsibly. The goal is to ensure that the technology supports learning while addressing concerns around equity, transparency, and academic integrity.

The Department of Elementary and Secondary Education (DESE) has introduced two key resources: an AI Literacy Module for Educators and a Generative AI Policy Guidance document. These materials are designed to provide schools with a consistent framework for using AI in ways that are safe, ethical, and instructionally meaningful. The guidance was developed following recommendations from a statewide AI Task Force and aims to help educators make informed decisions about when, how, and why to use AI in their teaching practices.

The DESE emphasizes that the guidance is not meant to promote or discourage AI use but rather to encourage critical thinking. It highlights the importance of understanding how AI systems operate and how they can influence individuals and society. According to the module, AI is already embedded in the devices and applications that students use daily, making it essential for educators to teach students how to navigate these tools responsibly.

A Balanced Approach to AI Development

One notable aspect of the AI Literacy Module is that its initial draft was written without the use of generative AI. The authors intentionally avoided relying on AI-generated content to prevent potential biases and ensure that the resource reflects the best thinking of educators and experts. However, the final version was reviewed using large language models like ChatGPT-4o or Claude Sonnet 4 to check for clarity and accessibility. This approach underscores the importance of maintaining human oversight while leveraging AI’s capabilities.

In Massachusetts classrooms, AI is already being used in various ways. Teachers are experimenting with tools like ChatGPT to create lesson plans, rubrics, and instructional materials. Students are using AI to draft essays, brainstorm ideas, and translate text for multilingual learners. Beyond teaching, districts are also exploring AI for scheduling, resource allocation, and adaptive assessments.

However, the guidance warns that AI is not a neutral tool. It can produce responses that are grammatically correct but factually incorrect, reinforcing user assumptions or creating “cognitive debt”—a situation where users become overly reliant on machine-generated content and lose the ability to think independently.

Key Values for Ethical AI Use

To address these challenges, the guidance outlines five core values that schools should prioritize when adopting AI tools:

• Data Privacy and Security: Districts are encouraged to vet AI tools through formal data privacy agreements and educate students on how their data is used.
• Transparency and Accountability: Schools should inform parents about AI use in classrooms, maintain public lists of approved tools, and explain how each tool is utilized.
• Bias Awareness and Mitigation: AI systems trained on human data may carry harmful biases, so educators and students should examine how AI responses vary.
• Human Oversight and Educator Judgment: Teachers must review and adjust AI outputs to ensure they align with individual student needs.
• Academic Integrity: Schools are moving away from outright prohibitions on AI and instead promoting disclosure to maintain academic honesty.

For example, teachers might use AI to draft a personalized reading plan but adapt it to reflect a student’s interests, such as sports or graphic novels. Students are encouraged to include an “AI Used” section in their work, clarifying how and when they used AI tools.

Preparing Students for the Future

Beyond classroom rules, the guidance emphasizes the importance of AI literacy as a civic and personal skill. Students need to understand how AI works, how it can mislead, and how to evaluate its impact. This includes reflecting on digital footprints, data permanence, and the environmental costs of AI, such as energy use and e-waste.

The DESE states that AI integration in education is not about replacing teachers but empowering them to create rich, human-centered learning experiences. As AI becomes more prevalent, schools must prepare students to navigate this evolving ecosystem responsibly.

Broader Statewide AI Strategy

Massachusetts Governor Maura Healey has played a significant role in shaping the state’s AI strategy. Last year, she launched the AI Hub, positioning Massachusetts as a leader in both developing and regulating AI. Education officials view their new resources as part of this broader initiative, ensuring that students gain equitable access to AI education.

At the same time, there are ongoing debates about technology in classrooms. While some lawmakers are pushing to limit student cellphone use, schools are navigating the challenge of integrating AI tools responsibly. This period of flux highlights the need for clear policies and continued dialogue about the role of technology in education.

"Stranger Danger" Is Out. Experts Advise New Safety Lessons for Parents

"Stranger Danger" Is Out. Experts Advise New Safety Lessons for Parents

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Teaching Kids to Stay Safe Without Instilling Fear

Balancing safety education with a child's sense of security is a challenge many parents face. From learning to look both ways before crossing the street to recognizing when something feels off, developing situational awareness is crucial for children. However, it's equally important to maintain their confidence and trust in the world around them.

Experts are now shifting away from traditional "stranger danger" warnings, emphasizing instead the importance of teaching kids how to recognize and respond to unsafe situations. As children grow, they encounter various real-world risks, such as getting lost in a crowd or dealing with peer pressure at a sleepover, along with digital challenges like managing social media and online interactions. While these scenarios vary, the underlying skills remain consistent.

Children who learn to trust their instincts, pause before reacting, and rely on trusted adults are better equipped to navigate both physical and digital environments with confidence and care.

Fear Isn’t the Goal

According to Titania Jordan, an online safety expert and chief parenting officer at Bark Technologies, the goal is to empower rather than alarm. She suggests using short, calm, and actionable scripts such as, “Pay attention to what’s around you and who’s around you,” or, “If something doesn’t feel right, you don’t need to explain — just move away and come find me.”

Jordan also emphasizes the importance of discernment, both online and offline. Teaching kids to ask themselves questions like “Does this feel right?” or “Do I have enough information?” helps build a strong internal compass that supports thoughtful decision-making in different environments.

In the digital world, situational awareness is just as vital. Jordan encourages parents to help kids develop their own “gut checks” online. “Trust that little voice that says something feels off. And remember, not everyone online is who they say they are,” she said. Role-playing online scenarios, like handling requests for personal information, can help kids identify red flags before they occur.

Media literacy is another key component of safety. Teaching kids to verify information through trusted sources lays a foundation for safe and confident decision-making in both digital and real-world spaces.

Moving Away from Stranger Danger

Many experts now believe that the traditional “stranger danger” message is outdated and potentially harmful. Dr. Funda Bachini, division chief of psychiatry at Phoenix Children’s, explains that teaching kids to fear all strangers can increase social anxiety and hinder their ability to form healthy relationships.

Instead, she recommends focusing on behavior rather than identity. Safe adults, she notes, do not ask kids to keep secrets, break rules, or ignore their discomfort or the word “no.” Regular, short conversations integrated into daily life are more effective than one-time lectures. These discussions should encourage children to express their perspectives while also addressing any concerns parents might have.

Dr. Jacqueline Nesi, a clinical child psychologist and assistant professor at Brown University, adds that these lessons work best when part of an ongoing, open dialogue. Having a plan that can be revisited as new challenges arise helps create a baseline framework for safety and expectations.

Keeping It Age-Appropriate

Safety guidance naturally evolves as children grow. For younger kids, Kelsey Mora, a dual-certified child life specialist and licensed therapist, recommends keeping instructions simple and concrete. Involving children in everyday situations, such as ordering food or answering the door, helps foster independence and confidence.

As children reach school age, safety conversations expand to include topics like body autonomy, consent, and identifying “tricky people.” Rosalia Rivera, a consent educator and child sexual abuse prevention specialist, suggests the Trusted Adult Network approach: teaching kids to identify and build relationships with multiple safe adults rather than fearing all strangers.

For teenagers, the focus shifts from direct supervision to open communication, creating a partnership rather than a monitoring dynamic. Discussions about social media, consent, and peer pressure become more relevant as teens spend more time away from parental oversight.

Addressing Individual Needs

Not all children learn the same way. For those with developmental or social learning differences, safety education should be tailored to individual needs. Alisha Simpson-Watt, executive clinical director and founder of Collaborative ABA Services, emphasizes the effectiveness of direct instruction, visual support, and repetitive practice.

Tools like video modeling, social stories, and visual cues can reinforce concepts such as personal space, recognizing unsafe situations, and understanding consent. The goal is to help children apply these skills across different settings, including home, school, and the community.

Common Mistakes and Misconceptions

One major misconception is that safety comes from perfection. Devorah Heitner, author of “Screenwise: Helping Kids Thrive (and Survive) in Their Digital World,” highlights that mistakes are part of the learning process. The most important thing is ensuring children feel safe coming to parents when something feels wrong.

Punitive responses often backfire, as taking away a phone after a mistake can prevent children from seeking help in the future. Instead, fostering open communication and a culture of curiosity is more effective. Kelsey Mora advises asking questions and reinforcing that parents are a safety net, not a judge.

Another dangerous mindset is believing, “It won’t happen to my kid.” Jordan has seen cases where children were targeted despite being considered “good” or “smart.” Overprotection is another common challenge. Dr. Bachini admits it’s hard to let go, but kids must experience real situations within safe parameters to learn how to handle them.

Building Resilience, Awareness, and Confidence

Teaching children to stay safe without instilling fear is a delicate balance. From early lessons about boundaries and body autonomy to navigating peer pressure and digital challenges in adolescence, safety skills develop gradually through consistent practice and open, honest conversations.

With patience, clear guidance, and ongoing dialogue, parents can help children grow into cautious, confident, and resilient individuals. Jordan suggests using a simple script to show kids that we’re on their team: “Fear can be paralyzing, but wisdom gives you power. Let’s explore and learn together.”

The messages we send our children matter. When rooted in calm, consistent empowerment, they create a strong foundation for lifelong safety and self-assurance.