The push for scientific literacy has grown, driven by increasing STEM career demands. However, persistent gender and racial/ethnic disparities in science proficiency remain a concern. In a new study, using national data from Grade 3 to Grade 8, researchers find substantial science score gaps among racial/ethnic groups and genders. While the Black-White gap stayed consistent, the Hispanic-White gap narrowed, and the Asian-White gap vanished by eighth grade. Gender gaps slightly decreased but remained present. Yet, controlling for socioeconomic status, prior math/reading achievement, and classroom factors significantly reduced all eighth-grade science gaps, making them statistically insignificant. Notably, the gender gap closely aligns with math differences, and by controlling for math and reading achievement, SES, and classroom aspects, eighth-grade disparities diminish. The study highlights the need for early interventions to bridge these gaps and suggests further research into factors influencing science disparities for future equitable opportunities in STEM fields.

In the drive to intensify middle school math education by augmenting eighth-grade Algebra enrollment, California led the charge, making Algebra the 8th-grade math benchmark in 2008. Over nearly a decade, California witnessed a doubling in eighth-graders taking advanced math, reaching approximately 65%. The initiative aimed to bolster learning in challenging academic settings, grounded in research linking rigorous curricula to higher achievement. A new study delves into this policy's broad-reaching impact, analyzing California's K–12 public school data. We explore how increased 8th-grade Algebra enrollment affects 10th-grade math performance (CAHSEE). The analysis portrays a  discouraging picture, contradicting earlier beliefs. Broad efforts to increase 8th-grade Algebra enrollment negatively impact student achievement in larger districts and show no benefits in smaller or medium districts. Across math domains, these effects persist, from elementary concepts to more advanced subjects like Measurement and Geometry or Algebra I.

The Head Start program, established in 1965, aims to enhance the school readiness of low-income children by providing comprehensive services, including education, health, and family support. This approach targets children’s cognitive and socio-emotional development, health, and family well-being. Researchers using the Head Start Impact Study (HSIS) examined if the program effectively supports at-risk children. By creating risk factors based on the program model, they aimed to determine if Head Start benefits children with higher risk profiles. Results showed a mix of outcomes: while there was no significant improvement in high-risk children’s pre-academic skills, teacher-reported behavior problems were slightly reduced, contrasting with maternal-reported behavior problems, which increased. This suggests Head Start might better address behavioral aspects than pre-academic readiness. The study highlighted the need for better tailoring services to high-risk children, especially in cognitive development, indicating the importance of ongoing research to enhance Head Start's responsiveness to individual needs for better outcomes in school readiness.

Researchers conducted an experiment to determine if incentives could improve low-income students' attendance in tutoring programs provided through Supplemental Education Services (SEdS). Three groups of 5th-8th graders were formed: one offered a $100 reward for regular attendance, another receiving certificates of recognition, and a control group without incentives. Surprisingly, the monetary reward didn't increase attendance, while the certificate group attended 40% more sessions than the control. This contrasts with past studies showing monetary incentives for improved test scores as ineffective, suggesting that mere rewards may not enhance skills without additional support. The certificate approach proved cost-effective, costing $9 per student versus $100 for the monetary incentive. However, wider implementation's effectiveness might diminish due to students' varied perceptions of recognition's value, related to existing academic achievements or repeated rewards. The study's success suggests non-monetary incentives are effective and inexpensive. Policymakers and educators seeking to boost student participation in underutilized programs should consider these findings, emphasizing nuanced research into varying incentives' effectiveness and cost-efficiency to motivate student engagement. Despite these promising results, a comprehensive solution requires a deeper understanding of how different incentives affect diverse student populations and their sustained impact over time.

A meta-analysis of 53 cases from 34 publications aimed to understand the impact of school suspensions on student outcomes. It found a consistent negative link between suspensions, particularly out-of-school ones, and academic achievement. Additionally, though data was limited, out-of-school suspension showed a positive association with dropout rates. Factors like gender, race, and socio-economic status influenced these relationships, indicating varied impacts on different groups. The study refrains from making causal conclusions, but it suggests that suspensions might contribute to lower achievement due to reduced learning opportunities and disengagement from school. Disproportionate suspension rates among low-income, urban, and minority students raise equity concerns. Encouragingly, California's limitations on suspension for minor disruptions might be a progressive step. The study advocates for evidence-based strategies focusing on behavior improvement, alternatives to suspension, better educator training, and consistent review of disciplinary data for informed decision-making to reduce suspension rates and their negative impacts on students.

Schools face the dual responsibility of educating children and providing health services to over a million students in California with special health care needs (SHCN). These students are at higher risk of academic struggles and absenteeism. However, schools often lack awareness of these students’ conditions, neglecting their unique health needs. The absence of specific regulations leaves decisions about health services and staffing to individual districts. Alarmingly, 57% of districts in 2013 had no school nurses, while those with nurses had ratios far exceeding recommended levels. In the absence of nurses, unlicensed staff handle critical health procedures. The lack of state guidance and dedicated funding exacerbates these challenges. To address this, California should mandate systematic identification and care for students with SHCN, track health emergencies, monitor attendance and educational outcomes, and ensure standardized training for all staff delivering health services. These steps could safeguard the health and academic success of all students, aligning with the proven link between health and academic performance.

Test-based accountability has become standard in education, with 16 states and the District of Columbia mandating the retention of third-grade students falling below reading benchmarks. Grade retention has been debated for years; supporters argue it boosts future achievement, while critics highlight its emotional toll. In “Hold Back to Move Forward? Early Grade Retention and Student Misbehavior,” I delve into an often-overlooked aspect: the impact of retention on disruptive behavior. Determining causality in retention policies is complex, as decisions aren’t random but based on unobservable student traits. To tackle this, I leverage Florida’s policy, analyzing students just below and above the promotion cutoff in a regression framework. A new study reveals short-term effects of retention on increased misbehavior, rising by 40% in the two years post-retention, predominantly among economically disadvantaged and male students. However, these effects fade after three years. Despite short-term academic gains, retention bears the cost of escalated misbehavior. These findings prompt a reevaluation of test-based retention policies that offer instructional support, like California’s, weighing their benefits against the behavioral implications.

School districts have adopted the four-day school week to curb budget deficits, particularly in rural regions like Colorado and Wyoming, with around 10 districts in California following suit by 2011. This schedule change raises questions about its impact on academic performance. Longer class periods allow varied teaching methods and teacher planning, possibly improving student morale and behavior. Yet, concerns arise about teacher stress, student retention, and increased fatigue, especially for younger students. Evaluating this shift rigorously is vital, but few studies exist. Using a difference-in-differences regression and data from Colorado’s CSAP, researchers analyzed 4th-grade reading and 5th-grade math scores in districts that switched to a four-day week against those on standard schedules. Over a third of Colorado districts adopted this schedule. The results showed a significant increase in math scores post-switch, and while reading scores also rose, the change wasn’t statistically significant. The findings suggest no harm to student performance and even hint at improved attendance rates, though they apply primarily to smaller, rural districts, warranting caution in applying these findings more broadly.

Amid budget constraints and the need for a skilled workforce, policymakers explore ways to increase post-secondary education. Barriers for low-income students include achievement, financial, and informational hurdles. Previous research tackled financial obstacles, but recent attention focuses on information barriers. Researchers analyzed if ACT score reports, signaling college readiness in subjects, influenced college enrollment decisions among Colorado students. By comparing those near readiness cutoffs, we assessed the impact of this information. Surprisingly, they found no influence on college enrollment. This could stem from the students' status (near readiness thresholds) or the information’s lack of application guidance. Possible reasons for this could be students already knowing their readiness, the information not being highlighted, or coming too late for impactful changes. These findings suggest the need for clearer, timely, and supported information interventions to drive students’ college-going decisions.

In the U.S., school performance is a pressing concern, leading to policies like grade retention for struggling students. Several factors influence retention, including poverty, behavioral issues, and academic struggles. However, methodological flaws in previous studies have hindered a clear understanding of these predictors. A new study used robust methods and data from the Early Childhood Longitudinal Study–Kindergarten Cohort to analyze grade retention predictors. It found that academic readiness, particularly in reading, math, and general knowledge, strongly influenced retention, surpassing previously identified risk factors like ethnicity, English proficiency, and poverty. Interestingly, once readiness was considered, these traditional risk factors showed no significant influence. Notably, grade retention tended to occur most often by third grade. Researchers provide crucial insights for educators and policymakers to identify and support at-risk students earlier, emphasizing the importance of academic readiness in preventing grade retention.