elementary education articles 2022

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Our Best Education Articles of 2022

Our most popular education articles of 2022 explore how to help students feel connected to each other and cultivate character strengths like curiosity and humility, amid the many stressors and pressures that young people are facing today. They also offer support for educators’ and school leaders’ well-being, and reflect on hopes for transformative change in education. 

If you are looking for specific activities to support your students’ and colleagues’ social and emotional well-being in 2023, visit our  Greater Good in Education  website, featuring free research-based practices, lessons, and strategies for cultivating kinder, happier, and more equitable classrooms and schools. For a deeper dive into the science behind social-emotional learning, mindfulness, and ethical development, consider our suite of self-paced  online courses  for educational professionals, including our capstone course,  Teaching and Learning for the Greater Good . Or join one of our new communities of practice that focus on educator well-being, offering space for rest, reflection, togetherness, and hope—and some science, too!

Here are the 12 best education articles of 2022, based on a composite ranking of pageviews and editors’ picks.


Six Ways to Find Your Courage During Challenging Times , by Amy L. Eva: Courage doesn’t have to look dramatic or fearless. Sometimes it looks more like quiet perseverance.

Calm, Clear, and Kind: What Students Want From Their Teachers , by Jenna Whitehead: Researchers asked students what makes a caring teacher—and these same qualities may help support your well-being as an educator.

How to Help Teens Put Less Pressure on Themselves , by Karen Bluth: Self-compassion can help teens who are struggling with toxic perfectionism. Five Ways to Support the Well-Being of School Leaders , by Julia Mahfouz, Kathleen King, and Danny Yahya: Burnout rates are high among principals. How can we fight burnout and promote self-care?

How to Help Your Students Develop Positive Habits , by Arthur Schwartz: Small habits repeated regularly can help students cultivate character strengths like patience, gratitude, and kindness.

Can We Make Real, Transformative Change in Education? , by Renee Owen: A new program is preparing leaders to facilitate systemic change in education in order to better serve all students.

Five Ways to Help Students Feel Connected at School Again , by Jennifer de Forest and Karen VanAusdal: According to students themselves, they are yearning for opportunities to connect with friends and peers as they head back to school.

How to Prepare for the Stresses of College , by Erin T. Barker and Andrea L. Howard: Researchers explain the most common causes of stress and distress at college, and what students can do to thrive during a big life transition.

How Humility Can Make Your Students the Best People Ever , by Vicki Zakrzewski: Simple ways for educators to help students move from “me” to “we.”

Four Ways to Inspire Humble Curiosity in Your Students , by Amy L. Eva: Humility and curiosity can encourage students to be passionate about learning and open to others’ perspectives.

What Middle Schoolers Can Teach Us About Respect , by Sara E. Rimm-Kaufman and Lia E. Sandilos: Teens are developing a nuanced understanding of what respect means. Here are some ideas for cultivating more of it in the classroom.

Why Teachers Need Each Other Right Now , by Amy L. Eva: Here are four simple ways to find social support as an educational professional.

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Six Ways to Find Your Courage During Challenging Times

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Calm, Clear, and Kind: What Students Want From Their Teachers

Thought-Provoking Books for Educators in 2022

Our Best Education Articles of 2021

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The 10 Most Significant Education Studies of 2022

In our annual ritual, we pored over hundreds of educational studies and pulled out the most impactful—from a new study on the sneaky power of sketchnotes to research that linked relationships and rigor.

This past year didn’t feel normal, exactly, but compared with the last few trips around the sun, well—it sufficed. In 2021, when we sat down to write our annual edition of the research highlights, we were in the throes of postpandemic recovery and wrote about the impact of a grueling year in which burnout and issues of mental and physical health affected educators everywhere.

This year, we crossed our fingers and turned to best practices once again, reviewing hundreds of studies to identify the most impactful and insightful educational strategies we could find.

What turned up?

We found evidence that sheds new light on the misunderstood power of brain breaks, took a close look at research that finds a surprising—even counterintuitive—rationale for teachers to focus on relationships, and located both the humor and the merit in asking kids to slither like a snake as they learn about the “sss” sound of the letter S .

All that, and a lot more too, in our once-a-year roundup that follows.

1. There’s No Conflict Between Relationships and Rigor

Observers sometimes assume that teachers who radiate empathy, kindness, and openness are “soft” and can be taken advantage of by students. But new research shows that when you signal that you care about kids, they’re willing to go the extra mile, giving you the flexibility to assign more challenging school work.

That’s the main takeaway from a 2022 study that examined teaching practices in 285 districts, comparing relationship-building strategies with the flexibility that teachers had in assigning challenging and complex work. The researchers found that the most effective teachers build their classrooms by getting to know their students, being approachable, and showing that they enjoy the work—and then deftly translate emotional capital into academic capital.

“When students feel teachers care about them, they work harder, engage in more challenging academic activities, behave more appropriately for the school environment, are genuinely happy to see their teacher, and meet or exceed their teacher’s expectations,” the researchers conclude.

2. Highlighting Isn’t Very Effective Until Teachers Step In

Students often highlight the wrong information and may rely on their deficient highlighting skills as a primary study strategy, leading to poor learning outcomes, a new analysis of 36 studies suggests. As little as two hours of tutoring, however, can dramatically improve their capabilities.

The researchers determined that “learner-generated highlighting” tended to improve retention of material, but not comprehension. When students were taught proper highlighting techniques by teachers, however—for example, how to distinguish main ideas from supporting ideas—they dramatically improved their academic performance. Crucially, “when highlighting is used in conjunction with another learning strategy” like “graphic organizers or post-questions,” its effectiveness soars, the researchers said.

The need for explicit teaching may be linked to changing reading habits as students graduate from stories and fables to expository texts, which require them to navigate unfamiliar text formats, the researchers note. To bring kids up to speed, show them “examples of appropriate and inappropriate highlighting,” teach them to “highlight content relatively sparingly,” and provide examples of follow-on tactics like summarizing their insights to drive deeper comprehension.

3. A Landmark Study Strikes a Resounding Note for Inclusion

When the Individuals with Disabilities Education Act called for greater inclusion—mandating that students with disabilities receive support in the “least restrictive environment”—one goal was to ensure that educational accommodations didn’t interfere with the students’ social and emotional development in classrooms full of their peers. The law also confronted age-old prejudices and established a binding legal obligation in favor of inclusion.

But thus far, rigorous evidence of the academic benefits has been thin.

Now a new large-scale study appears to put the matter beyond dispute. When researchers tracked nearly 24,000 adolescents who qualified for special education, they discovered that spending a majority of the day—at least 80 percent—in general education classes improved reading scores by a whopping 24 points and math scores by 18 points, compared with scores of their more isolated peers with similar disabilities.

“Treat the general education classroom as the default classroom,” the researchers firmly state, and push for separate accommodations only when all other options have been exhausted.

4. Sketchnotes and Concept Maps Work—Even Better Than You Might Think

Simple concept maps, sketchnotes, and other annotated jottings—akin to doodling with a purpose—can facilitate deeper comprehension of materials than more polished drawings, a new study finds.

Representational drawings, such as a simple diagram of a cell, may help students remember factual information, the researchers explain, but they “lack features to make generalizations or inferences based on that information.” Organizational drawings that link concepts with arrows, annotations, and other relational markings give students a clearer sense of the big picture, allow them to visualize how ideas are connected, and provide a method for spotting obvious gaps in their understanding. On tests of higher-order thinking, fifth graders who made organizational drawings outperformed their peers who tried representational drawings by 300 percent.

To reap the benefits in class, have students start with simple diagrams to help remember the material, and then move them up to sketchnotes and concept maps as they tease out connections to prior knowledge.

5. Brain Breaks Are Misunderstood (and Underutilized)

Conventional wisdom holds that the development of a skill comes from active, repeated practice: It’s the act of dribbling a basketball that ultimately teaches the basketball star.

But recent studies reveal that the intervals between practice sessions are at least as crucial. In 2021, researchers used brain scans to observe neural networks as young adults learned how to type. During breaks, the brains of the participants appeared to head back to the keyboards, unconsciously replaying the typing sequences over and over again at high rates of speed as they flipped the material between processing and memory centers dozens of times in the span of 10 seconds. The researchers concluded that brain breaks play “just as important a role as practice in learning a new skill.”

In 2022, we learned that the kinds of breaks make a difference, too. One study compared in-classroom breaks like drawing or building puzzles with outdoor breaks like running or playing in sandboxes. In a nod to the power of movement—and free time—it was the kids playing outside who returned to class ready to learn, probably because indoor games, like indoor voices, required children to engage in more self-regulation, the researchers speculated. Meanwhile, an analysis examining “green breaks” —brief strolls in a park or visits to a school garden—concluded that students who partook in the activities performed better on tests of attention and working memory.

Depriving kids of regular breaks, it turns out, is a threat to the whole proposition of learning. To commit lessons to memory, the brain demands its own time—which it sets aside to clean up and consolidate new material.

6. On Classroom Design, an Argument for Caution—and Common Sense

When it comes time to decorate their classrooms, teachers often find themselves on the horns of a dilemma: Should they aim for Pinterest-worthy interior design or opt for blank walls on the strength of research that emphasizes the risks of distracting students?

A study published in February this year argues for minimalism. Researchers tracked the on-task behavior of K–2 students and concluded that visually ”streamlined” classrooms produced more focused students than “decorated” ones. During short read-alouds about topics like rainbows and plate tectonics, for example, young kids in classrooms free of “charts, posters, and manipulatives” were paying attention at significantly higher rates.

But it might not be a simple question of more or less. A 2014 study confirmed that posters of women scientists or diverse historical figures, for example, can improve students’ sense of belonging. And a recent study that observed 3,766 children in 153 schools concluded that classrooms that occupied a visual middle ground—neither too cluttered nor too austere—produced the best academic outcomes. A 2022 study reached similar conclusions.

Classroom decoration can alter academic trajectories, the research suggests, but the task shouldn’t stress teachers out. The rules appear to be relatively straightforward: Hang academically relevant, supportive work on the walls, and avoid the extremes—working within the broad constraints suggested by common sense and moderation.

7. For Young Children, the Power of Play-Based Learning

Children aren’t miniature adults, but a bias toward adult perspectives of childhood, with its attendant schedules and routines, has gradually exerted a stranglehold on our educational system nonetheless, suggests the author and early childhood educator Erika Christakis.

How can we let little kids be little while meeting the academic expectations of typical schools? A new analysis of 39 studies spanning several decades plots a middle path for educators, highlighting the way that play gently guided by adults, often called play-based learning, can satisfy both objectives.

Teachers of young students can have a “learning goal” in mind, but true play-based learning should incorporate wonder and exploration, be child-led when possible, and give students “freedom and choice over their actions and play behavior,” the researchers assert. Interrupt the flow of learning only when necessary: gently nudge students who might find activities too hard or too easy, for example. The playful approach improved early math and task-switching skills, compared with more traditional tactics that emphasize the explicit acquisition of skills, researchers concluded.

To get the pedagogy right, focus on relationships and ask questions that prompt wonder. “Rich, open-ended conversation is critical,” Christakis told Edutopia in a 2019 interview —children need time "to converse with each other playfully, to tell a rambling story to an adult, to listen to high-quality literature and ask meaningful questions.”

8. A Better Way to Learn Your ABCs

Getting young kids to match a letter to its corresponding sound is a first-order reading skill. To help students grasp that the letter c makes the plosive “cuh” sound in car , teachers often use pictures as scaffolds or have children write the letter repeatedly while making its sound.

A new study suggests that sound-letter pairs are learned much more effectively when whole-body movements are integrated into lessons. Five- and 6-year-olds in the study spent eight weeks practicing movements for each letter of the alphabet, slithering like a snake as they hissed the sibilant “sss” sound, for example. The researchers found that whole-body movement improved students’ ability to recall letter-sound pairings and doubled their ability to recognize hard-to-learn sounds—such as the difference between the sounds that c makes in cat and sauce —when compared with students who simply wrote and spoke letter-sound pairings at their desks.

The approach can make a big difference in the acquisition of a life-changing skill. Educators should “incorporate movement-based teaching” into their curricula, giving special consideration to “whole-body movement,” the researchers conclude.

9. Why Learners Push the Pause Button

Some of the benefits of videotaped lessons are so self-evident that they hide in plain sight.

When teaching students foundational concepts, a video lesson equipped with a simple pause button, for example, may allow students to reset cognitively as they reach their attentional limits, a 2022 study concluded. Pause buttons, like rewind buttons, are also crucial for learners who encounter “complex learning materials,” have “low prior knowledge,” or exhibit “low working memory capacities.”

Increasingly, the intrinsic value of targeted video lessons is borne out in research. In a feature on Edutopia , we looked at research suggesting that video learning supported self-pacing and flexible, 24/7 access to lessons; that questions embedded in videos improved academic performance, increased note-taking, and reduced stress (see these 2015 and 2020 studies); and that video versions of lectures tended to “make content more coherent ” to students.

To modernize their classrooms, teachers might record their most important lessons and make them available to students as study aids so they can pause, rewind, and review to their hearts’ content.

10. An Authoritative Study of Two High-Impact Learning Strategies

Spacing and retrieval practices are two of the most effective ways to drive long-term retention, confirms an authoritative 2022 review spanning hundreds of studies on the topic—and students should know how and why the strategies are effective.

In the review, researchers explain that students who prefer techniques like reading and rereading material in intense cram sessions are bound to fail. Instead, students should think of learning as a kind of “fitness routine” during which they practice recalling the material from memory and space out their learning sessions over time. Teaching kids to self-quiz or summarize from memory—and then try it again—is the crucial first step in disabusing students of their “false beliefs about learning.”

The effect sizes are hard to ignore. In a 2015 study , for example, third-grade students who studied a lesson about the sun and then reread the same material scored 53 percent on a follow-up test, the equivalent of a failing grade, while their peers who studied it once and then answered practice questions breezed by with an 87 percent score. And in a 2021 study , middle school students who solved a dozen math problems spread out across three weeks scored 21 percentage points higher on a follow-up math test than students who solved all 12 problems on the same day.

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The Evolution of Technology in K–12 Classrooms: 1659 to Today

Alexander Huls is a Toronto-based writer whose work has appeared in  The New York Times ,  Popular Mechanics ,  Esquire ,  The Atlantic  and elsewhere.

In the 21st century, it can feel like advanced technology is changing the K–12 classroom in ways we’ve never seen before. But the truth is, technology and education have a long history of evolving together to dramatically change how students learn.

With more innovations surely headed our way, why not look back at how we got to where we are today, while looking forward to how educators can continue to integrate new technologies into their learning?

DISCOVER:  Special education departments explore advanced tech in their classrooms.

Using Technology in the K–12 Classroom: A History

1659: magic lantern.

• Inventor:  Christiaan Huygens
• A Brief History:  An ancestor of the slide projector, the magic lantern projected glass slides with light from oil lamps or candles. In the 1680s, the technology was brought to the education space to show detailed anatomical illustrations, which were difficult to sketch on a chalkboard.
• Interesting Fact:  Huygens initially regretted his creation, thinking it was too frivolous.

1795: Pencil

• Inventor:  Nicolas-Jacques Conté
• A Brief History : Versions of the pencil can be traced back hundreds of years, but what’s considered the modern pencil is credited to Conté, a scientist in Napoleon Bonaparte’s army. It made its impact on the classroom, however, when it began to be mass produced in the 1900s.
• Interesting Fact:  The Aztecs used a form of graphite pencil in the 13th century.

1801: Chalkboard

• Inventor:  James Pillans
• A Brief History:  Pillans — a headmaster at a high school in Edinburgh, Scotland — created the first front-of-class chalkboard, or “blackboard,” to better teach his students geography with large maps. Prior to his creation, educators worked with students on smaller, individual pieces of wood or slate. In the 1960s, the creation was upgraded to a green board, which became a familiar fixture in every classroom.
• Interesting Fact:  Before chalkboards were commercially manufactured, some were made do-it-yourself-style with ingredients like pine board, egg whites and charred potatoes.

1888: Ballpoint Pen

• Inventory:  John L. Loud
• A Brief History:  John L. Loud invented and patented the first ballpoint pen after seeking to create a tool that could write on leather. It was not a commercial success. Fifty years later, following the lapse of Loud’s patent, Hungarian journalist László Bíró invented a pen with a quick-drying special ink that wouldn’t smear thanks to a rolling ball in its nib.
• Interesting Fact:  When ballpoint pens debuted in the U.S., they were so popular that Gimbels, the department store selling them, made $81 million in today’s money within six months.

LEARN MORE:  Logitech Pen works with Chromebooks to combine digital and physical learning.

1950s: Overhead Projector

• Inventor:  Roger Appeldorn
• A Brief History:  Overhead projects were used during World War II for mission briefings. However, 3M employee Appeldorn is credited with creating not only a projectable transparent film, but also the overhead projectors that would find a home in classrooms for decades.
• Interesting Fact:  Appeldorn’s creation is the predecessor to today’s  bright and efficient laser projectors .

1959: Photocopier

• Inventor:  Chester Carlson
• A Brief History:  Because of his arthritis, patent attorney and inventor Carlson wanted to create a less painful alternative to making carbon copies. Between 1938 and 1947, working with The Haloid Photographic Company, Carlson perfected the process of electrophotography, which led to development of the first photocopy machines.
• Interesting Fact:  Haloid and Carlson named their photocopying process xerography, which means “dry writing” in Greek. Eventually, Haloid renamed its company (and its flagship product line) Xerox .

1967: Handheld Calculator

• Inventor:   Texas Instruments
• A Brief History:  As recounted in our  history of the calculator , Texas Instruments made calculators portable with a device that weighed 45 ounces and featured a small keyboard with 18 keys and a visual display of 12 decimal digits.
• Interesting Fact:  The original 1967 prototype of the device can be found in the Smithsonian Institution’s  National Museum of American History .

1981: The Osborne 1 Laptop

• Inventor:  Adam Osborne, Lee Felsenstein
• A Brief History:  Osborne, a computer book author, teamed up with computer engineer Felsenstein to create a portable computer that would appeal to general consumers. In the process, they provided the technological foundation that made modern one-to-one devices — like Chromebooks — a classroom staple.
• Interesting Fact:  At 24.5 pounds, the Osborne 1 was about as big and heavy as a sewing machine, earning it the current classification of a “luggable” computer, rather than a laptop.

1990: World Wide Web

• Inventor:  Tim Berners-Lee
• A Brief History:  In the late 1980s, British scientist Berners-Lee created the World Wide Web to enable information sharing between scientists and academics. It wasn’t long before the Web could connect anyone, anywhere to a wealth of information, and it was soon on its way to powering the modern classroom.
• Interesting Fact:  The first web server Berners-Lee created was so new, he had to put a sign on the computer that read, “This machine is a server. DO NOT POWER IT DOWN!”

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What Technology Is Used in Today’s K–12 Classrooms?

Technology has come so far that modern classrooms are more technologically advanced than many science labs were two decades ago. Students have access to digital textbooks,  personal devices , collaborative  cloud-based tools , and  interactive whiteboards . Emerging technologies now being introduced to K–12 classrooms include voice assistants, virtual reality devices and 3D printers.

Perhaps the most important thing about ed tech in K–12 isn’t what the technology is, but how it’s used.

How to Integrate Technology into K–12 Classrooms

The first step to integrating technology into the K–12 classroom is  figuring out which solution to integrate , given the large variety of tools available to educators. That variety comes with benefits — like the ability to align tech with district objectives and grade level — but also brings challenges.

“It’s difficult to know how to choose the appropriate digital tool or resource,” says Judi Harris, professor and Pavey Family Chair in Educational Technology at the William & Mary School of Education. “Teachers need some familiarity with the tools so that they understand the potential advantages and disadvantages.”

Judi Harris Professor and Pavey Family Chair in Educational Technology, William and Mary School of Education

K–12 IT leaders should also be careful not to focus too much on technology implementation at the expense of curriculum-based learning needs. “What districts need to ask themselves is not only whether they’re going to adopt a technology, but how they’re going to adopt it,” says Royce Kimmons, associate professor of instructional psychology and technology at Brigham Young University.

In other words, while emerging technologies may be exciting, acquiring them without proper consideration of their role in improving classroom learning will likely result in mixed student outcomes. For effective integration, educators should ask themselves, in what ways would the tech increase or support a student’s productivity and learning outcomes? How will it improve engagement?

Integrating ed tech also requires some practical know-how. “Teachers need to be comfortable and confident with the tools they ask students to use,” says Harris.

Professional development for new technologies is crucial, as are supportive IT teams, tech providers with generous onboarding programs and technology integration specialists. Harris also points to initiatives like YES: Youth and Educators Succeeding, a nonprofit organization that prepares students to act as resident experts and classroom IT support.

KEEP READING:  What is the continued importance of professional development in K–12 education?

But as educational technology is rolled out and integrated, it’s important to keep academic goals in sight. “We should never stop focusing on how to best understand and help the learner to achieve those learning objectives,” says Harris.

That should continue to be the case as the technology timeline unfolds, something Harris has witnessed firsthand during her four decades in the field. “It’s been an incredible thing to watch and to participate in,” she notes. “The great majority of teachers are extremely eager to learn and to do anything that will help their students learn better.”

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Schools May Be Back, But Many Parents Educating at Home

Schoolhouses have opened, but many parents are saying “no thanks” and continuing to keep educating their children at home.

Home schooling numbers this year dipped from last year’s all-time high but are still significantly above pre-pandemic levels, according to data obtained and analyzed by the Associated Press.

In 18 states that shared data through the current school year, the number of home schooling students increased by 63 percent in the 2020-21 school year, then fell by only 17 percent in the 2021-22 school year.

The rising numbers have cut into public school enrollment in ways that affect future funding and renewed debates over how closely home schooling should be regulated. Proponents of more oversight point to the potential for undetected cases of child abuse and neglect while others argue for less in the name of parental rights. The new surge has led state legislatures to consider easing regulations or imposing new ones.

What remains unknown is whether this year’s small decrease signals a step toward pre-pandemic levels or home schooling is becoming more mainstream.

Black families make up many of the home school converts. The proportion of Black families home schooling their children increased from 3.3 percent to 16.1 percent, from spring 2020 to the fall, while the proportion about doubled across other groups, according to U.S. Census surveys.

Boston University researcher Andrew Bacher-Hicks said data show that while rates rose across the board last school year, the increase was greater in districts that reverted to in-person learning, perhaps before some parents were ready to send their children back.

He said the same health concerns that drove those increases are likely behind the continued elevated rates, despite additional upheaval in schools as parents and policymakers debate issues surrounding race and gender and which books should be in libraries.

“It’s really hard to disentangle those two things because all of this is kind of happening at the same time,” he said. “But my my guess would be that a large part of the decisions to exit from the system do have to do with COVID-related issues as opposed to political issues, because those things come up frequently, and we’ve never seen an increase in home schooling rates like this before.”

Book Bans in Schools Spread Across U.S., Targeting LGBTQ Protagonists, Those of Color, and Race Topics

Looks like a lot of bestsellers could be cropping up based on all the books that have been banned from classrooms and libraries.

In 86 districts, 2 million students across the land have had their access to books restricted this school year, finds a new report by PEN America, a free-speech advocacy organization. As widespread as those numbers seem, they represent only a fraction of the nation’s 50 million schoolchildren in its 13,452 districts.

What’s not surprising is the subject matter of those books. Those with protagonists of color accounted for 41 percent of banned books. And those that are explicitly about LGBTQ topics or have LGBTQ protagonists or prominent characters account for 33 percent. Rounding out the most-banned topics were books about race and racism, coming in at 22 percent.

What is somewhat surprising, though, is who’s pulling the books. Of all the bans, just 4 percent came from formal challenges filed by parents or community members. Instead, a vast majority were removed by school administrators or board members. Those actions were often taken after officials listened to comments from community members during public meetings.

Between July 2021 and March 2022, books had been outlawed in 2,899 schools. PEN America also found 1,586 decisions to ban a book from a library, classroom, or curriculum.

“Because of the tactics of censors and the politicization of books, we are seeing the same books removed across state lines: books about race, gender, LGBTQ+ identities, and sex most often,” said Jonathan Friedman, the director of PEN America’s Free Expression and Education program and the report’s lead author. “We are witnessing the erasure of topics that only recently represented progress toward inclusion.”

Texas has the most districts enacting bans, 713 titles in 16 districts. Pennsylvania and Florida follow, with 456 and 204 bans, respectively. Pennsylvania’s Central York district had the distinction of prohibiting the most books, 441. But after students protested and the action attracted national attention, the school board reversed its decision.

And the book most often banned: Maia Kobabe’s Gender Queer: A Memoir . The graphic novel is about the author’s struggle with and explanation of gender identity.

Although the Federal Law Has Moved the Needle, Title IX Has Not Meant Equality for Girls’ Sports

Lawmakers across the land are so worried about transgender youth taking advantage of girls in sports that they’re outlawing children born male from joining girls’ teams. Yet, they don’t seem to be doing much to bring equality to girls’ sports anyway.

Nearly 50 years after Congress passed Title IX, the sweeping law that guarantees equity in “any education program or activity receiving federal financial assistance,” girls are stuck in an imperfect system that continues to favor boys.

In schools across the country, boys’ teams wear nicer uniforms, play on better fields, are led by more experienced coaches, have their practices scheduled at more desirable times, play with newer equipment, and dress in better-equipped locker rooms. All are potential violations of Title IX.

Those are findings from a four-month investigation by the Shirley Povich Center for Sports Journalism and the Howard Center for Investigative Journalism at the University of Maryland.

“We still estimate that the majority of schools are likely out of compliance with the law,” said Sarah Axelson, the vice president of advocacy at the Women’s Sports Foundation.

The investigation also found that:

• While Title IX has made a difference—girls’ participation in high school sports rose from 7 percent to 43 percent in the last 50 years—it is still not equal.
• The onus to report violations of Title IX is often left to teenagers and their parents, who know little about the law.
• Enforcement by the U.S. Department of Education’s office for civil rights is cumbersome and slow-moving. A review of 39 complaints to OCR since 2008 that had both filing and resolution dates showed that it took an average of 700 days to resolve the cases. That means girls who suffered unequal treatment often graduated before they saw results.

The centers found that violations have affected girls across the country. In Union City, N.J., for example, a highly publicized athletic field atop a $180 million high school building was mostly used by boys’ teams. For years, access for girls was limited.

In Ventura, Calif., girls on the softball team suffered injuries on a field that was poorly maintained, while the boys’ baseball team had a field that was better tended at a higher-quality stadium.

Fla. Educators Kept in Dark Over Rejection of Math Texts

Educators in Florida are scratching their heads over why state officials rejected dozens of math textbooks in the current adoption cycle. Trouble is, those officials won’t tell them why.

They aren’t the only ones being kept in the dark. Even the publishers whose texts were spurned haven’t been told.

The lack of information has left many local school officials scrambling for clarity as they prepare to select instructional materials for their classrooms. Districts don’t have to purchase books off the state-approved list, but they attempt to have materials that meet the state’s academic expectations.

According to Gov. Ron DeSantis, who’s been working overtime to ban a lot of topics from the classroom, the information is “proprietary.” But that explanation appears to clash with the intent of a measure that the Republican signed into law a few weeks ago that aims to bring more transparency into districts’ book-selection process. It says districts must provide access to all materials “before the district school board takes any official action on such materials.”

Meanwhile, the state education department did go so far as to say the books were rejected because they incorporated “indoctrinating concepts,” but it refused to offer examples.

Not sure how this would be incorporated into math, but at least one state official cited critical race theory. “What we’ve seen is a systematic attempt by these publishers to infiltrate our children’s education by embedding topics such as CRT,” said Lt. Gov. Jeanette Nuñez, who characterized the state’s book vetting process as “very transparent.”

That textbooks were under attack in Florida didn’t come as a surprise to some. “Textbook selection has always been a highly politicized area,” said Christopher Finan, the executive director of the National Coalition Against Censorship. “It just seems so bizarre that they managed to find CRT in math textbooks. It is direct from satire.”

District in Pennsylvania Policing Student Snacks

What’s happening in one Pennsylvania school district takes the concept of policing student behavior into a whole new realm.

At Aliquippa Junior/Senior High School, in the city of that same name about 20 miles northwest of Pittsburgh, officials are searching lunches that students bring to school for snacks. And, if staff members deem there’s too much junk food, it will be tossed.

And it’s not just lunches. The goodies will be trashed if they’re opened when students come into the building.

“Shopping bags full of chips,” candy, and an assortment of drinks have been brought into the school, and Aliquippa school district officials say they will not stand for it any longer.

“Beginning on Monday, April 4, 2022, each student will only be permitted one bag (up to 4 oz. in size) of such items as potato chips, Cheetos, Doritos, etc., and one bottled or canned beverage (up to 20 oz.),” the school system announced before the policy was put into effect.

The announcement set off an uproar of comments and shares on Facebook.

“You’re going to tell parents what they can and cannot send for their child to eat? That’s absurd! Maybe if school lunches weren’t so tiny and gross, they wouldn’t need to bring extra snacks,” one person commented on the Facebook announcement.

“Lunch Police,” another commenter added. “Maybe they should stay out of the parenting business and focus on giving our kids a quality education.”

Some, though, agreed with the policy.

“I don’t remember being allowed to have food outside of the cafeteria when I was in school, so I find it weird that the school district even has to request this,” one person said.

The school district had a message to all their commenters.

“Thank you all for your feedback. If you have children in the district, please contact your building principal,” the district wrote. “If you are an internet heckler, continue as you were.”

The Associated Press, Wire Service; Eesha Pendharkar, Staff Writer; and Tribune News Service contributed to this article. A version of this article appeared in the April 27, 2022 edition of Education Week as Briefly Stated

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Getting California kids to read: What will it take?

Elementary students are recovering faster from Covid learning loss, research shows

Researchers believe students are finally beginning to get back on track, but say there’s still a long road ahead..

Ali Tadayon

July 26, 2022.

Elementary students are regaining the ground they lost during the pandemic at a faster pace than older students, recent research shows, but K-12 students are still years away from a full recovery.

Comparing the most recent nationwide Measures of Academic Progress, or MAP, assessment  data from 8.3 million students in grades 3-8 in reading and math, researchers from the Northwest Evaluation Association testing group found that elementary school students had the most learning recovery last school year of any student group. Meanwhile, students in middle school either made slower progress recovering from learning loss or remained stagnant, NWEA researcher Karyn Lewis said in an interview with EdSource.

Lewis sees the data as a sign of hope for that group of younger students, who researchers initially anticipated would have the toughest time recovering from the pandemic’s disruption to schools. 

Schools and districts apparently kept that in mind when planning their learning recovery strategies.

“It was the group we were most worried about, and rightly so because our research and that of our colleagues have shown that that was the group that was hardest hit,” Lewis said. “I think this is probably due, in part, to that message getting out, and schools and districts taking a triage approach, focusing energy on our youngest learners.”

NWEA now anticipates that elementary students, on average, will fully recover from pandemic learning loss in three or more years. Older students are expected to recover in five or more years.

When the pandemic was raging in the fall of 2020, hundreds of thousands of families across the country opted not to enroll their children in public school, with the biggest groups being kindergartners, and students in grades one through three. Researchers, at the time, were concerned that those students would struggle most to adapt when returning to school.

California K-12 schools lost 271,000 students since Covid struck in spring 2020. Enrollment as of Census Day, always the first Wednesday of October, was 5.89 million students for the 2021-22 school year; five years ago, it was 6.23 million.

Learning loss was also a top concern of policymakers, which is why billions in federal American Rescue Plan funds have been earmarked specifically for schools to address the issue.

Lewis found that the range of abilities among students in the same grade had widened in the 2021-22 school year. Lewis attributed that to the pandemic’s uneven impact on students and said the spread was more dramatic among elementary students.

“Kids may be coming to the classroom at the same age, but they are not all stepping into the classroom with the same levels of preparation and readiness to take on grade-level content,” Lewis said.

That range of abilities will make teachers’ jobs’ “exponentially harder” than before, Lewis said.

Students across all grades had bigger gains in math than reading, according to the study. Prior research indicated that the pandemic has had larger negative impacts on math achievement compared with reading achievement.

Identifying the most effective methods and strategies used to get students back on track remains the “million-dollar question everyone is wondering right now,” Lewis said. NWEA, a not-for-profit organization that provides schools assessment options, research and professional development offerings, along with its partners, is researching what worked and what didn’t, but it’s “still too early to say,” she said.

A similar analysis by NWEA at the end of the 2020-21 school year painted a starker picture of the state of learning loss: Data indicated that across all grades, the amount of unfinished learning was growing, meaning students ended the year even further behind.

“At that point, it wasn’t even thinking about recovery, it was about stopping the bleeding,” Lewis said. “The good news is at the beginning of this school year, it does appear the bleeding has stopped, but it’s going to be a long road before being fully healed.”

The progress that students made last year was shared across income levels and ethnic groups, Lewis said.  But the achievement disparities affecting Latino, Black and American Indian or Native Alaskan students have only widened since the pandemic began, according to the NWEA’s research. The research also found that students experienced lower academic gains than a “typical year” prior to the pandemic, with students in high-poverty schools remaining disproportionately impacted.

The improvements that students made last year should be celebrated, Lewis said, but students — especially older students— still have a long road ahead to get back on track. Academic recovery among middle school students either remained stagnant or fell further back last year. For some students, full recovery would not be attainable before the end of high school, according to NWEA’s research.

Lewis was discouraged that NWEA’s estimated timeline of full recovery extends further than the deadlines for federal recovery funds. The $15 billion for schools and districts authorized by Congress in 2021 under the American Rescue Plan has a use-it-or-lose-it deadline of January 2025.

“This was such a challenging year. Schools are still taking an all-hands-on-deck approach to getting the supports and interventions in place, and there’s still a long way to go,” Lewis said. “So I’m worried that if we strip away those federal dollars while schools are still trying to get kids caught up, it will delay the process even further.”

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Best Education Articles of 2022: Our 22 Most Shared Stories About Students & Schools

Amid a fourth school year disrupted by covid, our 22 most discussed articles about learning loss, student safety, innovation, mental health & more.

Every December at The 74, we take a moment to recap and spotlight our most read, shared and debated education articles of the year. Looking back now at our time capsules from December 2020 and December 2021 , one can chart the rolling impact of the pandemic on America’s students, families and school communities. Two years ago, we were just beginning to process the true cost of emergency classroom closures across the country and the depth of students’ unfinished learning. Last year, as we looked back in the shadow of Omicron, a growing sense of urgency to get kids caught up was colliding with bureaucratic and logistical challenges in figuring out how to rapidly convert federal relief funds into meaningful, scalable student assistance. 

This year’s list, publishing amid new calls for mask mandates and yet another spike in hospitalizations, powerfully frames our surreal new normal: mounting concerns about historic test score declines; intensifying political divides that would challenge school systems even if there weren’t simultaneous health, staffing and learning crises to manage; broader economic stresses that are making it harder to manage school systems; and a sustained push by many educators and families to embrace innovations and out-of-the-box thinking to help kids accelerate their learning by any means necessary.

Now, 2½ years into one of the most turbulent periods in the history of American education, these were our 22 most discussed articles of 2022: 

The COVID School Years: 700 Days Since Lockdown  

Learning Loss: 700 days. As we reported Feb. 14, that’s how long it had been since more than half the nation’s schools crossed into the pandemic era. On March 16, 2020, districts in 27 states, encompassing almost 80,000 schools, closed their doors for the first long educational lockdown. Since then, schools have reopened, closed and reopened again. The effects have been immediate — students lost parents, teachers mourned fallen colleagues — and hopelessly abstract as educators weighed “pandemic learning loss,” the sometimes crude measure of COVID’s impact on students’ academic performance. 

With spring approaching, there were reasons to be hopeful. More children had been vaccinated. Mask mandates were ending. But even if the pandemic recedes and a “new normal” emerges, there are clear signs that the issues surfaced during this period will linger. COVID heightened inequities that have long been baked into the American educational system. The social contract between parents and schools has frayed. And teachers are burning out. To mark a third spring of educational disruption, Linda Jacobson interviewed educators, parents, students and researchers who spoke movingly, often unsparingly, about what Marguerite Roza, director of Georgetown University’s Edunomics Lab, called “a seismic interruption to education unlike anything we’ve ever seen.” Read her full report . 

• A 700-Day Parental Awakening : Marguerite Roza, of Georgetown’s Edunomics Lab, reflects on the past years
• 700 Days of Missed Opportunities — and Lingering Inequities : Robin Lake, of the Center on Reinventing Public Education, looks back (and forwards)
• 700 Days of Balancing Student Safety Against Keeping Classrooms Open : Superintendent Pedro Martinez reflects
• 700 Days in Pictures : 24 months inside one resilient school district
• The COVID School Years : See our special report, looking back on 700 days of the pandemic

Threatened & Trolled, School Board Members Quit in Record Numbers

School Leadership : By the time we published this report in May, the chaos and violence at big city school board meetings had dominated headlines for months, as protesters, spurred by ideological interest groups and social media campaigns, railed about race, gender and a host of other hot-button issues. But what does it look like when the boardroom is located in a small community, where the elected officials under fire often have lifelong ties to the people doing the shouting? Over the last 18 months, Minnesota K-12 districts have seen a record number of board members resign before the end of their term. As one said in a tearful explanation to her constituents, “The hate is just too much.” Beth Hawkins takes a look at the possible ramifications .  

• Million-Dollar Records Request : From COVID and critical race theory to teachers’ names & schools, districts flooded with freedom of information document demands

Nation’s Report Card Shows Largest Drops Ever Recorded in 4th and 8th Grade Math

Student Achievement : In a moment the education world had anxiously awaited, the latest round of scores from the National Assessment of Educational Progress were released in October — and the news was harsh. Math scores saw the largest drops in the history of the exam, while reading performance also fell in a majority of states. National Center for Education Statistics Commissioner Peggy Carr said the “decline that we’re seeing in the math data is stark. It is troubling. It is significant.” Even as some state-level data has shown evidence of a rebound this year, federal officials warned COVID-19’s lost learning won’t be easily restored. The 74’s Kevin Mahnken breaks down the results .

• Lost Decades : ‘Nation’s Report Card’ shows 20 years of growth wiped out by two years of pandemic
• Economic Toll : Damage from NAEP math losses could total nearly $1 trillion
• COVID Recovery : Can districts rise to the challenge of new NAEP results? Outlook’s not so good 

Virtual Nightmare: One Student’s Journey Through the Pandemic

Mental Health : As the debate over the lingering effects of school closures continues, the term “pandemic recovery” can often lose its meaning. For Jason Finuliar, a California teen whose Bay Area school district was among those shuttered the longest, the journey has been painful and slow. Once a happy, high-achieving student, he descended into academic failure and a depression so severe that he spent 10 days in a residential mental health facility. “I felt so worthless,” he said. It’s taking compassionate counselors, professional help and parents determined to save their son for Jason to regain hope for the future. Linda Jacobson reports .  

16 Under 16: Meet The 74’s 2022 Class of STEM Achievers

This spring, we asked for the country’s help identifying some of the most impressive students, age 16 or younger, who have shown extraordinary achievement in the fields of science, technology, engineering and mathematics. After an extensive and comprehensive selection process, we’re thrilled to introduce this year’s class of 16 Under 16 in STEM. The honorees range in age from 12 to 16, specialize in fields from medicine to agriculture to invention and represent the country from coast to coast. We hope these incredible youngsters can inspire others — and offer reassurance that our future can be in pretty good hands. Emmeline Zhao offers a closeup of the 2022 class of 16 Under 16 in STEM — click here to read and watch more about them .

A ‘National Teacher Shortage’? New Research Reveals Vastly Different Realities Between States & Regions

School Staffing : Adding to efforts to understand America’s teacher shortages, a new report and website maps the K-12 teaching vacancy data. Nationally, an estimated 36,504 full-time teacher positions are unfilled, with shortages currently localized in nine states. “There are substantial vacant teacher positions in the United States. And for some states, this is much higher than for other states. … It’s just a question of how severe it is,” said author Tuan Nguyen. Marianna McMurdock reports on America’s uneven crisis . 

Meet the Gatekeepers of Students’ Private Lives

School Surveillance : Megan Waskiewicz used to sit at the top of the bleachers and hide her face behind the glow of a laptop monitor. While watching one of her five children play basketball on the court below, the Pittsburgh mother didn’t want other parents in the crowd to know she was also looking at child porn. Waskiewicz worked on contract as a content moderator for Gaggle, a surveillance company that monitors the online behaviors of some 5 million students across the U.S. on their school-issued Google and Microsoft accounts in an effort to prevent youth violence and self-harm. As a result, kids’ deepest secrets — like nude selfies and suicide notes — regularly flashed onto Waskiewicz’s screen. Waskiewicz and other former moderators at Gaggle believe the company helped protect kids, but they also surfaced significant questions about its efficacy, employment practices and effect on students’ civil rights. Eight former moderators shared their experiences at Gaggle with The 74, describing insufficient safeguards to protect students’ sensitive data, a work culture that prioritized speed over quality, scheduling issues that sent them scrambling to get hours and frequent exposure to explicit content that left some traumatized. Read the latest investigation by The 74’s Mark Keierleber . 

Students Continue to Flee Urban Districts as Boom Towns, Virtual Schools Thrive

Exclusive Data : A year after the nation’s schools experienced a historic decline in enrollment, data shows many urban districts are still losing students, and those that rebounded this year typically haven’t returned to pre-pandemic levels. Of 40 states and the District of Columbia, few have seen more than a 1% increase compared with 2020-21, when some states experienced declines as high as 5%, according to data from Burbio, a company that tracks COVID-related education trends. Flat enrollment this year “means those kids did not come back,” said Thomas Dee, an education professor at Stanford University. While many urban districts were already losing students before the pandemic, COVID “accelerated” movement into outlying areas and to states with stronger job markets. Experts say that means many districts will have to make some tough decisions in the coming years. Linda Jacobson reports . 

‘Hybrid’ Homeschooling Making Inroads as Families Seek New Models

School Choice : As public school enrollments dip to historic lows, researchers are beginning to track families to hybrid homeschooling arrangements that meet in person a few days per week and send students home for the rest of the time. More formal than learning pods or microschools, many still rely on parents for varying levels of instruction and grading. About 60% to 70% are private, according to a new research center on hybrid schools based at Kennesaw State University, northwest of Atlanta. Greg Toppo reports .

Educators’ ‘Careless’ Child Abuse Reports Devastate Thousands of NYC Families

Student Safety : Thousands of times every year, New York City school staff report what they fear may be child abuse or neglect to a state hotline. But the vast majority of the resulting investigations yield no evidence of maltreatment while plunging the families, most of them Black, Hispanic and low income, into fear and lasting trauma. Teachers are at the heart of the problem: From August 2019 to January 2022, two-thirds of their allegations were false alarms, data obtained by The 74 show. “Teachers, out of fear that they’re going to get in trouble, will report even if they’re just like, ‘Well, it could be abuse.’ … It also could be 10 million other things,” one Bronx teacher said. Read Asher Lehrer-Small’s report . 

The Contagion Effect: From Buffalo to Uvalde, 16 Mass Shootings in Just 10 Days

Gun Violence : May’s mass school shooting in Texas — the deadliest campus attack in about a decade — has refocused attention on the frequency of such devastating carnage on American victims. The tragedy unfolded just 10 days after a mass shooting at a supermarket in Buffalo, New York. It could be more than a coincidence: A growing body of research suggests these assaults have a tendency to spread like a viral disease. In fact, The U.S. has experienced 16 mass shootings with at least four victims in just 10 days. Read Mark Keierleber’s report . 

Teachers Leaving Jobs During Pandemic Find ‘Fertile’ Ground in New School Models

Microschools : Feeling that she could no longer effectively meet children’s needs in a traditional school, former counselor Heather Long is among those who left district jobs this year to teach in an alternative model — a microschool based in her New Hampshire home. “For the first time in their lives, they have options,” Jennifer Carolan of Reach Capital, an investment firm supporting online programs and ed tech ventures, told reporter Linda Jacobson. Some experts wonder if microschools are sustainable, but others say the ground is “fertile.” Read our full report . 

Facing Pandemic Learning Crisis, Districts Spend Relief Funds at a Snail’s Pace

School Funding : Schools that were closed the longest due to COVID have spent just a fraction of the billions in federal relief funds targeted to students who suffered the most academically, according to an analysis by The 74. The delay is significant, experts say, because research points to a direct correlation between the closures and lost learning. Of the 25 largest districts, the 12 that were in remote learning for at least half the 2020-21 school year have spent on average roughly 15% of their American Rescue Plan funds — and districts are increasing pressure on the Education Department for more time. Linda Jacobson reports .

Slave Money Paved the Streets. Now, This Posh Rhode Island City Strives to Teach Its Past  

Teaching History : Every year, millions of tourists marvel at Newport, Rhode Island’s colonial architecture, savor lobster rolls on the wharf and gaze at waters that — many don’t realize — launched more slave trading voyages than anywhere else in North America. But after years of invisibility, that obscured chapter is becoming better known, partly because the Ocean State passed a law in 2021 requiring schools to teach Rhode Island’s “African Heritage History.” Amid recent headlines that the state’s capital city is now moving forward with a $10 million reparations program, read Asher Lehrer-Small’s examination of how Newport is looking to empower schools to confront the city’s difficult past .  

Harvard Economist Thomas Kane on Learning Loss, and Why Many Schools Aren’t Prepared to Combat It  

74 Interview : This spring, Harvard economist Thomas Kane co-authored one of the biggest — and most pessimistic — studies yet of COVID learning loss, revealing that school closures massively set back achievement for low-income students. The effects appear so large that, by his estimates, many schools will need to spend 100% of their COVID relief to counteract them. Perversely, though, many in the education world don’t realize that yet. “Once that sinks in,” he said, “I think people will realize that more aggressive action is necessary.” Read Kevin Mahnken’s full interview . 

In White, Wealthy Douglas County, Colorado, a Conservative School Board Majority Fires the Superintendent, and Fierce Backlash Ensues

Politics : The 2021 election of four conservative members to Colorado’s Douglas County school board led to the firing in February of schools Superintendent Corey Wise, who had served the district in various capacities for 26 years. The decision, which came at a meeting where public comment was barred, swiftly mobilized teachers, students and community members in opposition. Wise’s ouster came one day after a 1,500-employee sickout forced the shutdown of the state’s third-largest school district . A few days later, students walked out of school en masse, followed by litigation and talk of a school board recall effort. The battle mirrors those being fought in numerous districts throughout the country, with conservative parents, newly organized during the pandemic, championing one agenda and more moderate and liberal parent groups beginning to rise up to counter those views. Jo Napolitano reports .

Weaving Stronger School Communities: Nebraska’s Teacher of the Year Challenges Her Rural Community to Wrestle With the World  

Inspiring : Residents of tiny Taylor, Nebraska, call Megan Helberg a “returner” — one of the few kids to grow up in the town of 190 residents, leave to attend college in the big city and then return as an adult to rejoin this rural community in the Sandhills. Honored as the state’s 2020 Teacher of the Year, Helberg says she sees her role as going well beyond classroom lessons and academics. She teaches her students to value their deep roots in this close-knit circle. She advocates on behalf of her school — the same school she attended as a child — which is always threatened with closure due to small class sizes. She has also launched travel clubs through her schools, which Helberg says has strengthened her community by breaking students, parents and other community members out of their comfort zone and helping them gain a better view of the world outside Nebraska while also seeing their friends and neighbors in a whole new light. This past winter, as part of a broader two-month series on educators weaving community, a team from The 74 made multiple visits to Taylor to meet Helberg and see her in action with her students. Watch the full documentary by Jim Fields, and read our full story about Helberg’s background and inspiration by Laura Fay . 

Other profiles from this year’s Weaver series: 

• Texas’s Alejandro Salazar : The band teacher who kept his school community connected through COVID’s chaos
• Hawaii’s Heidi Maxie : How an island teacher builds community bridges through her Hawaii school
• Georgia’s Allie Reeser : Living and learning among refugees in the ‘Ellis Island of the South’
• See the full series : Meet 12 educators strengthening school communities amid the pandemic

Research: Babies Born During COVID Talk Less with Caregivers, Slower to Develop Critical Language Skills

Big Picture : Independent studies by Brown University and a national nonprofit focused on early language development found infants born during the pandemic produced significantly fewer vocalizations and had less verbal back-and-forth with their caretakers compared with those born before COVID. Both used the nonprofit LENA’s “talk pedometer” technology, which delivers detailed information on what children hear throughout the day, including the number of words spoken near the child and the child’s own language-related vocalizations. It also counts child-adult interactions, called “conversational turns,” which are critical to language acquisition. The joint finding is the latest troubling evidence of developmental delays discovered when comparing babies born before and after COVID. “I’m worried about how we set things up going forward such that our early childhood teachers and early childhood interventionalists are prepared for what is potentially a set of children who maybe aren’t performing as we expect them to,” Brown’s Sean Deoni tells The 74’s Jo Napolitano. Read our full report . 

Minneapolis Teacher Strike Lasted 3 Weeks. The Fallout Will Be Felt for Years

Two days after Minneapolis teachers ended their first strike in 50 years this past May, Superintendent Ed Graff walked out of a school board meeting, ostensibly because a student protester had used profanity. The next morning, he resigned. The swearing might have been the last straw, but the kit-bag of problems left unresolved by the district’s agreement with the striking unions is backbreaking indeed. Four-fifths of the district’s federal pandemic aid is now committed to staving off layoffs and giving classroom assistants and teachers bonuses and raises, leaving little for academic recovery at a moment when the percentage of disadvantaged students performing at grade level has dipped into the single digits. From potential school closures and misinformation about how much money the district actually has to layoffs of Black teachers, a lack of diversity in the workforce and how to make up for lost instructional time, Beth Hawkins reports on the aftermath . 

After Steering Mississippi’s Unlikely Learning Miracle, Carey Wright Steps Down

Profile : Mississippi, one of America’s poorest and least educated states, emerged in 2019 as a fast-rising exemplar in math and reading growth. The transformation of the state’s long-derided school system came about through intense work — in the classroom and the statehouse — to raise learning standards, overhaul reading instruction and reinvent professional development. And with longtime State Superintendent Carey Wright retiring at the end of June, The 74’s Kevin Mahnken looked at what comes next .

As Schools Push for More Tutoring, New Research Points to Its Effectiveness — and the Challenge of Scaling it to Combat Learning Loss

Learning Acceleration : In the two years that COVID-19 has upended schooling for millions of families, experts and education leaders have increasingly touted one tool as a means for coping with learning loss: personalized tutors. In February, just days after the secretary of education declared that every struggling student should receive 90 minutes of tutoring each week, a newly released study offers more evidence of the strategy’s potential — and perhaps its limitations. An online tutoring pilot launched last spring did yield modest, if positive, learning benefits for the hundreds of middle schoolers who participated. But those gains were considerably smaller than the impressive results from some previous studies, perhaps because of the project’s design: It relied on lightly trained volunteers, rather than professional educators, and held its sessions online instead of in person. “There is a tradeoff in navigating the current climate where what is possible might not be scalable,” the study’s co-author, Matthew Kraft, told The 74’s Kevin Mahnken. “So instead of just saying, ‘Come hell or high water, I’m going to build a huge tutoring program,’ we might be better off starting off with a small program and building it over time.” Read our full report . 

Florida Teen Invents World’s First Sustainable Electric Vehicle Motor

STEM : Robert Sansone was born to invent. His STEM creations range from springy leg extensions for sprinting to a go-kart that can reach speeds of 70 mph. But his latest project aims to solve a global problem: the unsustainability of electric car motors that use rare earth materials that are nonrenewable, expensive and pollute the environment during the mining and refining process. In Video Director James Field’s video profile, the Florida high schooler talks about his creation, inspiration and what he plans to do with his $75,000 prize from the 2022 Regeneron International Science and Engineering Fair. Learn more right here , and watch our full portrait below: 

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Best of 2022: The Year’s Top Stories About Education & America’s Schools

By Steve Snyder

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America’s students are falling behind. Here’s how to reimagine the classroom

Psychologists have the research and expertise schools critically need right now

Vol. 55 No. 3 Print version: page 54

• Schools and Classrooms

It’s a familiar refrain: “America’s students are falling behind.”

Academic progress stalled during the pandemic and has yet to recover. But historic declines in test scores and growing achievement gaps are just part of the problem. Youth mental health issues surged ; behavioral problems increased ; and more teachers left the profession —creating a situation many are calling alarming.

“It should have been obvious to all of us that after a highly disruptive year, kids would come back with issues. But unfortunately, teachers often did not get the resources they needed, such as increased mental health support, to be able to respond to those issues,” said Russell Skiba, PhD, a professor of school psychology at Indiana University Bloomington and an expert in classroom management. One result was a return to more punitive discipline policies in some schools—policies researchers have long known to be ineffective, he added.

But the prospects for U.S. students are not all bleak. Researchers, practitioners, and policymakers are on the scene with creative solutions—more rigorous ways to evaluate student progress, different approaches to teaching and learning, and collaborations that make career training possible from an early age. They are also delivering on-the-ground support, including trauma-informed care and interventions designed to improve school belonging and discipline—using science to get student and educator well-being back on track.

[ Related: Schools in crisis: Here are science-backed ways to improve schools now ]

More progress is needed in guiding educators toward science-backed innovations. “The biggest thing that needs to change is that we need engagement with what the evidence says, in conversation with researchers,” said educational psychologist Francesca Lopez, PhD, a professor of education at Penn State.

To that end, psychologists are touching every part of the school experience, from big ideas about how to reimagine the classroom to targeted interventions that help students and teachers thrive each day. And it is not just about inventing something new. Some are leveraging research insights along with lived expertise to return to doing the basics well.

“What are the strategies that will work to help kids recover and thrive, based upon what we know about kids, education, and the science behind it?” said Randi Weingarten, JD, president of the American Federation of Teachers (AFT).

Skills for today and tomorrow

Among the most exciting changes in education is personalized learning backed by sound science, with the goal of making learning more effective for each student.

In some districts, learning is no longer confined to the walls of an individual school. Denver Public Schools allows middle and high school students to customize their curriculum with a combination of virtual and in-person courses across the entire district. That setup allows more students to access specialized opportunities, including instruction in cybersecurity, nursing, and psychology.

“One school doesn’t have to offer everything to every student. Instead, we can think about the expertise across the district and create more personal learning pathways for kids,” said educational psychologist Nicole Barnes, PhD, who is the senior director for APA’s Center for Psychology in Schools and Education as well as a former elementary school teacher.

A 2015 RAND Corporation study of 62 public schools found that personalized learning approaches improved academic progress. But research also suggests that teachers in schools that already perform well on standardized tests do a better job of implementing personalized learning than those in lower-performing schools ( Lee, D., et al., Education Technology Research and Development , Vol. 69, No. 2, 2021 ). Psychological science is helping educators better parse those findings, Barnes said, by accounting for the way school context interacts with student outcomes.

In a growing number of schools, those personalized pathways also increasingly include career-focused options alongside traditional academic routes. That emphasis is fueled by partnerships with local universities and community organizations: In Washington, DC, Anacostia High School and the University of the District of Columbia joined forces to teach students about environmental science and justice. Students in the program attend conferences, participate in internship programs , and learn essential science, technology, engineering, and math (STEM) skills, including how to collect and analyze data. It can also be woven into the design of an institution: The Alabama School of Cyber Technology and Engineering prepares students for roles in high-demand STEM fields, including with the Department of Defense and military contractors.

AFT is also working with 10 school districts across New York state to strengthen career and technical education (CTE) for careers in the semiconductor industry. Ninety-four percent of students enrolled in CTE programs graduate, compared with just 85% of students at traditional high schools ( “CTE Works!” Fact Sheet, Association for Career and Technical Education, 2022 ). CTE students are also more likely to attend postsecondary school and to have a higher median income 8 years later, so weaving technical skills training into K–12 education should be a priority, Weingarten said.

“With the world of artificial intelligence we’re walking into, we need application, not memorization,” she said. “These are not soft skills—they’re the skills of today and tomorrow.”

Psychologists are among those exploring how to best teach the skills of tomorrow, including critical thinking and information literacy skills. For example: What is real and what is written by Russian bots? How can you trust something you read online? How can you tell when a politician uses manipulation or scare tactics?

“We know from research that this kind of education needs to start early ,” said Susan A. Nolan, PhD, a professor of psychology at Seton Hall University in New Jersey, adding that research suggests belief in conspiracy theories starts around age 14 ( Jolley, D., et al., British Journal of Developmental Psychology , Vol. 39, No. 3, 2021 ).

At Arizona State University, the Center on Reinventing Public Education is exploring how school districts are already using AI and how they can step up their game . Teachers across the nation are experimenting with ways to embrace AI tools , including encouraging its use for outlining papers and challenging students to compare ChatGPT’s outputs with their own ( Zhang, P., & Tur, G., European Journal of Education , online first publication, 2023 ).

While the standard curriculum is still adapting to the advent of ChatGPT, the role of educators is already beginning to shift, Barnes said. Instead of a “sage on the stage” delivering lectures, some schools are shifting teachers into facilitator roles to better support students in developing critical thinking, communication, and relationship-building skills.

Educators are also rethinking how to evaluate students. The nonprofit Mastery Transcript Consortium has developed a new approach to grading: Rather than evaluating students in snapshots when a grading period ends, they learn at their own pace and are rated continually on their progress and mastery of specific skills. That approach is based on research by psychologists and others showing that competency-based learning can boost test scores, improve self-efficacy, and more.

Experts say these shifts are poised to better prepare students for careers of the future, but their implementation varies significantly from one school, district, and state to the next, with most U.S. schools still following a more traditional model. AFT is one example of an organization working to enact broader change through its Real Solutions for Kids and Communities campaign. The multistate effort focuses on providing schools with training and resources to address learning loss, improve student mental health, and provide direct support to help families thrive.

A key tenet of the plan is to increase the number of community schools , which deliver medical, dental, and mental health care to families. A 2023 Department of Education survey of more than 1,300 public schools found that 60% partnered with one or more community organizations to provide noneducational services, up from 45% the year prior ( School Pulse Panel, National Center for Education Statistics, 2023 ).

“If schools can become true centers of community, that is, in our view, the most efficacious and economic way of addressing loneliness and boosting mental health,” Weingarten said.

Enhancing instruction

Psychological research is central to efforts to improve education, starting at the most basic level: pedagogy itself.

Broadly, research on how we learn supports a shift away from direct instruction (the “sage on the stage” model) to experiential, hands-on learning—often called guided play—especially in early education ( Skene, K., et al., Child Development , Vol. 93, No. 4, 2022 ). Active Playful Learning , an evidence-based program developed by psychologists Roberta Golinkoff, PhD, of the University of Delaware, and Kathy Hirsh-Pasek, PhD, of Temple University in Philadelphia, leverages those research insights with the goal of bringing joy back into the classroom for both students and teachers ( Theory Into Practice , Vol. 62, No. 2, 2023 ).

“With guided play, teachers actually collaborate with students to work toward a learning goal they have in mind,” said Golinkoff, who is also a member of the National Academy of Education. “If this happened more, teachers would be happier, and kids would feel more valued as agents of their own learning.”

For example, a first-grade geometry direct instruction lesson might start with a teacher explaining the names and properties of squares, circles, and triangles and finish with a worksheet where students identify and draw each shape. In a guided play lesson, students might visit stations around the classroom where they build structures using specific geometric shapes, receiving feedback from their teacher along the way. Pilot studies in Pennsylvania, New Hampshire, and Michigan show promising results, and Golinkoff and her colleagues received $20 million from the LEGO Foundation to expand tests of the program to schools throughout the country.

Educational psychologists are helping teachers explore how their own beliefs, emotions, and identities may influence their effectiveness in the classroom. Dionne Cross Francis, PhD, a professor of education at the University of North Carolina at Chapel Hill, works with elementary school mathematics teachers to explore how their past experiences and beliefs about math may influence the way they teach ( Frontiers in Psychology , Vol. 11, 2020 ).

“Many bring some degree of negative emotions, dispositions, and even trauma from their own experiences of mathematics in school to the classroom,” said Cross Francis, who is president of APA’s Division 15 (Educational Psychology) . “If that’s not resolved, they can easily pass on those anxieties to their students.”

Cross Francis’s six-step coaching model starts with extensive data collection, including surveys, an hour-long interview, and a video of the subject teaching. Using that data, she delivers individualized coaching, which may include mastery experiences to boost self-efficacy or a critical look at teaching practices that are not working well.

By making teaching more effective, such efforts also help address the growing issue of teacher retention. Large international surveys across both Eastern and Western societies indicate that teachers’ job satisfaction is linked to the quality of instruction they provide ( Harrison, M. G., et al., British Educational Research Journal , Vol. 49, No. 3, 2023 ).

“My approach is directly designed to support teacher retention,” Cross Francis said. “If they feel validated and empowered in their work, that ultimately improves well-being.”

Supporting teachers

Teacher well-being is undoubtedly suffering, with frequent job-related stress about twice as common as it is in the general population, according to a survey by the RAND Corporation ( Restoring Teacher and Principal Well-Being Is an Essential Step for Rebuilding Schools, RAND, 2022 ). More than half of educators polled in a 2022 National Education Association (NEA) survey said they were thinking about leaving the profession ( Poll Results: Stress and Burnout Pose Threat of Educator Shortages, NEA, 2022 [PDF, 344KB] ).

In addition to their teaching responsibilities, many have spent the postpandemic years fielding emotional and behavioral outbursts and other problems they are often ill-equipped to manage ( Baker, C. N., et al., School Psychology Review , Vol. 50, No. 4, 2021 ). They are also facing unprecedented levels of violence on the job. An APA survey of more than 15,000 teachers and school staff across the country found that 54% were threatened at work in the year preceding July 2021 ( Violence Against Educators and School Personnel: Crisis During Covid , APA, 2022 [PDF, 206KB]) .

“Psychologists have a really important role to play in addressing teacher well-being, the violence teachers experience, and the record rates of burnout,” said Stacy Overstreet, PhD, a professor of psychology at Tulane University.

At Tulane, the nationally funded Coalition for Compassionate Schools (CCS) unites government, community, and educational organizations to support 17 schools in New Orleans. In addition to several programs focused on students, CCS dispatches a team to schools after a crisis occurs (for example, the death of a student or the permanent closure of a school in the district) that is specifically focused on supporting educators. The center is also creating a series to educate teachers about secondary traumatic stress, an indirect result of supporting students who have faced trauma, as well as strategies for addressing it.

Basic stress-reduction techniques can make a big difference for both teachers and students. Delaying school start times so that teachers can get more sleep helps improve their daytime functioning ( Wahlstrom, K. L., et al., Journal of School Health , Vol. 93, No. 2, 2023 ). Plenty of research shows that starting school later would benefit students , too, but policymakers and school boards rarely make changes.

Mind-body interventions, which have a growing evidence base, are increasingly used in schools and can benefit students and teachers, said Melissa Bray, PhD, a professor and the director of the school psychology program at the University of Connecticut. Examples include breathing exercises, relaxation and guided imagery, yoga, and nature-based therapies, such as taking a mindful walk outside ( Cozzolino, M., et al., Human Arenas , Vol. 5, 2022 ).

CCS trains educators on trauma-informed approaches to working with students and helps schools develop an action plan to improve behavior and well-being across the board. For example, teachers learn to build safe and supportive classrooms using rituals and routines that create a sense of predictability and trust. A “calm down corner” gives students agency in controlling their emotions, and morning community building circles provide an opportunity to discuss experiences that affect the whole group. CCS also helps teachers develop their own emotion regulation skills and enhance teacher-student relationships using the Search Institute’s Developmental Relationships Framework . Outcomes include improved student engagement and fewer class disruptions, as well as more proactive classroom management efforts by teachers (2015–2022 Impact Report, 2022).

Such programs could be crucial because postpandemic behavioral challenges have led some schools to reinstate discipline policies known to be ineffective—even harmful. The so-called zero-tolerance approach, common in the 1990s, involves mandatory penalties (such as a suspension or arrest) for students caught with drugs or weapons.

“Coercive and punitive approaches are ineffective and especially harmful to Black and brown students,” Skiba said. “We know that they have both short- and long-term negative effects and do nothing to increase the safety of schools.”

Skiba and other psychologists have helped develop, test, and promote research-backed alternatives to zero tolerance, including social-emotional learning, restorative justice practices, and Positive Behavioral Interventions and Supports (PBIS) . PBIS, which is used in more than 25,000 schools across the country, is linked with reductions in out-of-school suspensions and other improvements in school climate.

“We need order in schools, but our attempts to bring order must be grounded in building relationships with children and showing them that we care about their future,” Skiba said.

One relationship-building intervention shows particular promise in an area where many other classroom management approaches have fallen short: reducing racial disparities in discipline. Empathic discipline , developed by Jason Okonofua, PhD, an assistant professor of psychology at the University of California, Berkeley, helps teachers develop a growth mindset toward their students and the capacity for an improved teacher-student relationship, as well as gain perspective about each student’s experience. Studies of empathic discipline show that it can reduce racial disparities in school suspension by up to 50% ( Science Advances , Vol. 8, No. 12, 2022 ; PNAS , Vol. 113, No. 19, 2016 ).

Shifting the overall culture in schools from a fixed to a growth mindset—including via informal messages adults send children, as well as formal learning opportunities such as the ability to revise an assignment for additional credit—could even be a means of reducing educational disparities around the world ( npj Science of Learning , Vol. 8, 2023 ). These “tier 1” supports that teachers can learn and use with all students are where psychologists hold the most power to improve the context of education, said David Yeager, PhD, an associate professor of psychology at the University of Texas at Austin and author of 10 to 25: The Science of Motivating Young People .

“Empowering teachers with concrete, evidence-based advice for busy professionals, whose main job is not to provide psychological help, is a place where our field could make a really big difference,” said Yeager, who is the coprincipal investigator of the National Study of Learning Mindsets and the Texas Mindset Initiative.

Promoting belonging in school

When students feel they are accepted, supported, and valued at school, they do better academically, socially, and behaviorally ( Korpershoek, H., et al., Research Papers in Education , Vol. 35, No. 6, 2020 ). But for students from marginalized groups, a sense of belonging at school could even be lifesaving. In a 2023 study of more than 4,000 Black adolescents, a decrease in school belonging was associated with a 35% increased risk for suicidal thoughts and attempts ( Boyd, D. T., et al., Journal of Racial and Ethnic Health Disparities , 2023 ).

Part of belonging at school is being able to seek support from a trusted source, such as an adult from the same racial or ethnic background. In Seattle, Janine Jones, PhD, a professor of school psychology at the University of Washington, has launched a project that will increase the number of Black male psychologists in the district from 1 to 12.

“Across the country, our school workforce is not as diverse as our population of students,” she said. “Through this project, 20% of the district’s school psychologists will be people who are more representative of who they’re serving.”

Students also benefit when they take classes with others who look like them, especially in advanced placement and STEM courses ( Educational Psychology Review , Vol. 34, No. 4, 2022 ; Bowman, N., et al., AERA Open , online first publication, 2023 ). Sandra Graham, PhD, a professor of human development and psychology at the University of California, Los Angeles, who has led research on that link, said it suggests a major downside of academic tracking, which separates students based on ability level, for young people from underrepresented groups.

“When you see other people like you in your classes, you feel more like you belong, and belonging is related to academic achievement,” Graham said.

Her research shows that increased school diversity can benefit all students. Higher diversity is linked to lower rates of bullying, due in part to shifts in power dynamics, and can improve adolescents’ attitudes toward people from other racial and ethnic groups ( Development and Psychopathology , Vol. 35, No. 5 , 2023 ; Educational Psychologist , Vol. 53, No. 2, 2018 ).

“We have the science behind us to say that we need to promote diversity in schools because it makes school a better place for everybody,” Graham said.

Culturally responsive education practices, including policies that provide adequate sociocultural education for teachers working with bilingual students, are a scientifically sound way to increase school belonging, said Lopez, of Penn State. But educational gag orders and book bans in at least 22 states often paint culturally responsive education as a means of scapegoating students from historically dominant groups ( Educational Censorship, PEN America, 2023 ). Lopez is working with Aspen Institute’s Education and Society Program to create user-friendly policy briefs that summarize research showing the contrary.

“We know that educational gag orders and book bans are making many marginalized students feel like their very identity is threatened, which is why it’s so important to counter the harmful misinformation surrounding them,” she said.

Increasing the school psychology workforce

Big-picture goals for the future should include broader efforts to influence the school context—for example by improving school belonging and mindset culture—rather than a focus on individual student-level interventions, Yeager said. Such programs have received less attention to date, he said, partly because it is difficult to randomize entire schools to test them.

Even if the overall school context gets healthier, there will always be kids who need extra support, and there are still far too few school psychologists to help them. Bray said we know what interventions work, but we often do not have the resources to implement them at scale.

“We need more school psychologists—there’s a dire shortage in the nation. More professionals would allow us to spend more time on interventions and less time on paperwork,” she said. But some hopeful changes, including increased funding from the U.S. Department of Education and more flexible training programs, are starting to boost the ranks of school psychologists.

[ Related: There’s a strong push for more school psychologists ]

Outside the school walls, AFT, APA, and others are committed to challenging social media companies to protect young people. The joint Likes vs. Learning report points to the risks of harm and ways to mitigate them, including limiting feed scrolling for teenagers during the school day or providing a hotline schools can call when bullying happens.

“We did this to show just how easy it is for these companies to change things,” Weingarten said. “There are things they could do—they just choose not to.”

Educational quality in the United States is still largely determined by ZIP code, which will remain the case as long as schools are funded at the local level, Golinkoff said. Changing that model would be a powerful way to reduce disparities, but plenty of other things can happen in the meantime.

“There are big things that have to change around education,” she said. “But we can make education better now. We don’t need to wait for those things to change.”

Information and resources

Learn more about the current state of education, challenges schools are facing, and promising psychological research on education:

Making the case: Compelling data on competency-based teaching and learning Knowledge Works, 2024

Education’s long Covid Lewis, K., & Kuhfeld, M., Center for School and Student Progress, 2023

The alarming state of the American student in 2022 Lake, R., & Pillow, T., The Brookings Institution, 2022

What does the research say about the effectiveness of zero-tolerance school discipline policies? Institute of Education Sciences, 2020

United we learn: Honoring America’s racial and ethnic diversity in education Aspen Institute, 2021

Learning through play: A review of the evidence (PDF, 5.54 MB) Zosh, J. M., et al., The LEGO Foundation, 2017

Continued progress: Promising evidence on personalized learning Pane, J. F., et al., RAND Corporation, 2015

Further reading

Making schools work: Bringing the science of learning to joyful classroom practice Hirsh-Pasek, K., et al., Teachers College Press, 2022

College is not the only answer: 7 policy recommendations to help youth succeed Lammers, J., The 74, 2023

Psychologists highlighting the urgent need to reduce violence against teachers Stringer, H., Monitor on Psychology , September 2022

Boys are facing key challenges in school. Inside the effort to support their success Abrams, Z., Monitor on Psychology , April/May 2023

ChatGPT and the future of education: Learner-centered approaches leading the way Sam, S., Education Reimagined, 2023

Recommended Reading

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Educating for our new normal: how the end of illiteracy can begin now.

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Richard Carranza is Chief of Strategy and Global Development at IXL Learning .

Educators can give their communities a powerful tool that will help alleviate entrenched socioeconomic disparities. The resource is important for maintaining self-esteem, sharpening problem-solving abilities and honing conflict management skills. It is essential for high school graduation and crucial for success in secondary education. The benefits it provides are intergenerational, passed down from educators to their students and their students' children.

This tool is vital for maintaining a functioning society. Governments use it to assist citizens in voting, following medical instructions and even navigating around town.

The tool is literacy, and unfortunately, far too many people do not have enough of it.

If you can easily understand this sentence, then you can do something that one in five American adults struggle with. Roughly 48 million of your neighbors—the populations of Oregon, Washington, Georgia, Pennsylvania, Michigan, Nebraska and Delaware combined—have difficulty with everyday tasks because of their inability to read. Many can't read at all.

To prevent the pool of adults who struggle with reading and writing from expanding, we need to employ new technology, updated research and modern teaching methods to address the problem where it begins—early childhood.

A Pendulum Swing Toward Science-Based Reading

According to the National Center for Education Statistics, the average fourth-grade NAEP reading score in 2022 sank to a point "lower than all previous assessment years going back to 2005 and was not significantly different in comparison to 1992."

We are in a crisis of academic stagnation, but the worst could be yet to come. If students cannot read proficiently by the third grade, they may be held back , struggle to catch up and become four times less likely to graduate from high school. This would jeopardize the lives of millions of soon-to-be adults who would have to navigate the world without fundamental skills for success.

As schools grapple with declining reading scores, the pendulum of instruction recently swung toward " structured literacy ," which emphasizes the systematic and explicit teaching of literacy components. Structured literacy is based on the science of reading , a body of research about what matters and works in literacy instruction.

Forty-five states and Washington, D.C., have now passed at least one bill related to reforming reading instruction, with many of them emphasizing the science of reading. However, many educators are not fully trained on how to instruct using the latest research-based practices and are usually juggling competing priorities that make it difficult to quickly get up to speed.

Edtech has emerged as an innovative tool to structure learning, improve teaching with evidence-based practices and ensure that academic stagnation is no longer an unavoidable tragedy.

Transforming Literacy Instruction With Edtech

In a traditional classroom, educators were often unable to meet the daily needs of every student, especially while addressing learning loss. However, in our "new normal" era, technology has emerged as a powerful tool to align instruction with the science of reading and boost achievement.

When learners struggle with reading or writing, it can be challenging for teachers to untangle the problem and provide the right support. This is why formative adaptive assessments are critical to learning recovery strategies. They help educators evaluate skill levels, pinpoint knowledge gaps across the science of reading's pillars and provide personalized instruction that builds reading skills more effectively.

Assessments should also be used to help children who have suffered the most. Until recently, remedies for learning disabilities were only available to those with time and money, but the proliferation of edtech is changing that paradigm. Educators and lawmakers are increasingly mandating and providing millions of dollars of funding for digital assessments like dyslexia screeners because they have incredible potential to identify at-risk students.

Other tools like reading modes , multi-sensory lessons and personalized activities help students with learning differences grow their reading skills by reducing their cognitive load. Moreover, AI is becoming an incredible partner for teachers, as it automates time-consuming tasks such as assigning skills and grading assignments. This frees up educators to spend quality time with students and accelerate reading and writing performance.

Holistically Revamping Literacy Education

These innovative resources support students in building knowledge and fluency at their own pace, enabling teachers to provide individualized, explicit and systematic instruction to all learners. However, innovation alone is not enough. The decline in early literacy scores is a complex issue that spans K-12 education, college courses, teacher preparation and professional development. That means we need a holistic strategy. Isolated changes, like replacing one bald tire on a car with all of them worn out, will not be effective.

A national commission with representation from all levels of education could provide guidance on how to teach children how to read, highlight research-based edtech tools, and recommend how to integrate the science of reading into teacher preparation programs and professional development. We should also reorient our relationship toward technology in the classroom (to think that teachers once suspended students for using devices in school!) and implement it to teach in a multi-dimensional way.

Additionally, universities and teacher preparation programs should require mandatory coursework on reading instruction rooted in the latest research. These steps are important because educators often enter the profession without the necessary training in science-based reading instruction. Local conversations between school districts, superintendents, teacher associations and unions are also essential for this to work, and states should play a leading role in determining necessary credentialing requirements for educators.

By merging innovation, research and pedagogy, we can transform the way we teach and learn how to read. The combination has the potential to jump-start a new era of academic achievement. It could also be the beginning of the end of illiteracy.

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Global education trends and research to follow in 2022

Subscribe to the center for universal education bulletin, emily gustafsson-wright , emily gustafsson-wright senior fellow - global economy and development , center for universal education helen shwe hadani , helen shwe hadani former brookings expert kathy hirsh-pasek , kathy hirsh-pasek senior fellow - global economy and development , center for universal education maysa jalbout , maysa jalbout nonresident fellow - global economy and development , center for universal education elizabeth m. king , elizabeth m. king nonresident senior fellow - global economy and development , center for universal education jennifer l. o’donoghue , jennifer l. o’donoghue deputy director - center for universal education , senior fellow - global economy and development brad olsen , brad olsen senior fellow - global economy and development , center for universal education jordan shapiro , jordan shapiro nonresident fellow - global economy and development , center for universal education emiliana vegas , and emiliana vegas former co-director - center for universal education , former senior fellow - global economy and development rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development.

January 24, 2022

• 12 min read

As the third calendar year of the pandemic begins, 2022 promises to be an important one—especially for education. Around the world, education systems have had to contend with sporadic closures, inequitable access to education technology and other distance learning tools, and deep challenges in maintaining both students’ and teachers’ physical and emotional health. At the same time, not all of the sudden changes precipitated by the pandemic have been bad—with some promising new innovations, allies, and increased attention on the field of global education emerging over the past three years. The key question is whether 2022 and the years ahead will lead to education transformation or will students, teachers, and families suffer long-lasting setbacks?

In the Center for Universal Education, our scholars take stock of the trends, policies, practices, and research that they’ll be closely keeping an eye on this year and likely in the many to come.

More than ever, in 2022 it will be critical to focus on strengthening the fabric of our global education system in order to achieve positive outcomes—particularly through an increased focus on data-informed decisionmaking. We have seen a renewed focus on different forms of data that are critical to enhanced education outcomes, such as real-time performance data, which allow teachers and other decisionmakers to course-adjust to the needs of learners to better support their educational journeys. Additionally, high-quality program cost data are needed for decisionmakers to plan, budget, and choose the most cost-effective interventions.

One way we are seeing these areas strengthened is through innovative financing for education, such as impact bonds , which require data to operate at full potential. This year, pooled funding through outcomes funds—a scaled version of impact bonds—should make a particularly big splash. The Education Outcomes Fund organization is slated to launch programs in Ghana and Sierra Leone, and we also expect to see the launch of country-specific outcomes funds for education such as OFFER (Outcome Fund For Education Results) in Colombia, the Back-to-School Outcomes Fund in India, and another fund in Chile. At the Center for Universal Education, we will be following these innovations closely and look forward to the insights that they will bring to the education sector.

As we look ahead to 2022, one continued challenge for many families is navigating the uncharted territory of supporting children’s learning with a growing number of school closures . But while the pandemic forced an abrupt slowdown in modern life, it also provided an opportunity to reexamine how we can prioritize learning and healthy development both in and out of school. Moreover, the cascading effects of the pandemic are disproportionally affecting families living in communities challenged by decades of discrimination and disinvestment—and are very likely to widen already existing educational inequities in worrisome ways.

One innovative approach to providing enriching learning opportunities beyond school walls that address the inequities in our current systems is Playful Learning Landscapes (PLL) —installations and programming that promote children and families’ learning through play in the public realm. A current focus for PLL at Brookings is measuring the impact of these spaces to show that PLL works and to garner greater investment in them. To that end, Brookings and its partners developed a framework and an initial set of indicators from both the learning science and placemaking perspectives to help assess the positive effects of PLL on learning outcomes , as well as its potential to enhance social interaction and public life in revitalized spaces. The framework will continue to evolve as we learn from communities that are testing the expansion and adaptation of PLL—this important work is just beginning.

The pandemic highlighted several trends in education that promise to be the focus of future policy and practice in 2022 and beyond: the importance of skills that supplement the learning of content, systemic inequities in education systems, and the role of digital technology in the education of the future. It has become increasingly clear that the memorization of content alone will not prepare children for the jobs and society of the future. As noted in a Brookings report “ A new path for education reform, ” in an automated world, manufacturing jobs and even preliminary medical diagnoses or legal contracts can be performed by computers and robots. Students who can work collaboratively—with strong communication skills, critical thinking, and creative innovation—will be highly valued. Mission statements from around the globe are starting to promote a “whole child” approach to education that will encourage the learning of a breadth of skills better aligning the education sector with needs from the business sector.

The past year also demonstrated weaknesses and inequalities inherent in remote learning that I’ll be closely tracking in the years to come. In fact, the Centers for Disease Control and Prevention suggested that virtual learning presents risks to social-emotional learning . Further, research suggests that academic progress during the pandemic slowed such that students demonstrated only 35 to 50 percent of the gains they normally achieve in mathematics and 60 to 68 percent in reading. The losses are not experienced uniformly , with children from underresourced environments falling behind their more resourced peers.

The failure of remote learning also raises questions about the place of digital learning in the classroom. Learning will become more and more hybrid over time, and keeping an eye on advances in technology—especially regarding augmented reality and the metaverse—will be particularly important, as both have real consequences for the classrooms.

In 2022, I’ll be focusing on one group of children in particular–refugees–who are among those children who have historically had the least access to preprimary education. The pandemic has affected them disproportionally , as it pushed them and their families into poverty and deprived them from most forms of education during the school closures.

While much more investment in early childhood education research and evaluation is needed to improve evidence and channel scarce resources effectively, there are a few important efforts to watch. A report commissioned by Theirworld last year provided an overview of the sector and focused on a critical gap and opportunity to address the inequity of access to early childhood education in refugee settings by better supporting teachers and community workers. This year, Theirworld and partners will pursue two of the report’s recommendations–making the science of early childhood brain development widely accessible in refugee communities and building the evidence base on what works in supporting early childhood education teachers and the young refugee children they teach.

The report was informed by existing initiatives including Ahlan Simsim, which in 2017 received the largest known grant to early education in a humanitarian context. While the evaluation of Ahlan Simsim will not be complete until two more years, the Global Ties for Children research center, Sesame Workshop, and the International Rescue Committee will share critical insights into their learning to date in a forthcoming episode of the podcast the Impact Room .

This coming year I’ll be focused on how education systems can prepare for future disruptions, whatever the cause, with more deliberateness. The past two years of the COVID pandemic have seen education systems throughout the globe struggle to find ways to continue schooling. Additionally, there have been other public health crises, natural disasters such as earthquakes, floods, and severe storms, and wars and terrorism in different parts of the world that have gravely tested school systems’ ability to minimize the cost of catastrophes on students and teachers. Finding safer temporary learning places outside the school and using technologies such as radio, TV broadcasts, and online learning tools have helped, but quick fixes with little preparation are not effective approaches for sustaining and advancing learning gains.

In the age of broadcast and digital technologies, there are many more ways to meet the challenges of future emergency situations, but life- and education-saving solutions must be part of the way school systems operate—built into their structures, their staffing, their budgets, and their curricula. By preparing for the emergencies that are likely to happen, we can persevere to reach learning goals for all children.

By the close of 2021, a number of studies began to document the impact of COVID-19 on girls’ educational trajectories across the Global South. These studies point to promising trends –lower than expected dropout rates and reenrollment rates similar to (if not greater than) those of boys–while still highlighting the particular challenges faced by adolescent girls and girls living in poverty , conflict, and crisis .

In 2022, it will be critical to continue to generate more nuanced evidence—carefully considering questions such as “for which girls,” “where,” “when,” and “why.” And then we must put this knowledge to use to protect and promote girls’ and young women’s rights not just to education, but to participate and thrive in the world around them. Ensuring that marginalized girls and young women become transformative agents in improving their lives and livelihoods—as well as those of their families and communities—requires us to develop new strategies for learning and acting together.

At the Center for Universal Education, this means strengthening our work with local leaders in girls’ education: promoting gender-transformative research through the Echidna Global Scholars Program ; expanding the collective impact of our 33 Echidna alumni; and co-constructing a learning and action community to explore together how to improve beliefs, practices, programs, and policies so that marginalized adolescent girls’ can develop and exercise agency in pursuing their own pathways.

Going into year three of COVID-19, in 2022 I’m interested to see whether countries will transform their education systems or largely leave them the way they are. Will leaders of education systems tinker around the edges of change but mostly attempt a return to a prepandemic “normal,” or will they take advantage of this global rupture in the status quo to replace antiquated educational institutions and approaches with significant structural improvement?

In relation to this, one topic I’ll be watching in particular is how countries treat their teachers. How will policymakers, the media, parent councils, and others frame teachers’ work in 2022? In which locations will teachers be diminished versus where will they be defended as invaluable assets? How will countries learn from implications of out-of-school children (including social isolation and child care needs)? Will teachers remain appreciated in their communities but treated poorly in the material and political conditions of their work? Or will countries hold them dear—demanding accountability while supporting and rewarding them for quality work?

I’m interested in learning more about how pandemic lockdowns have impacted students. So far, we’ve only gotten very general data dealing with questions that are, in my opinion, too simple to be worthwhile. It’s all been about good and bad, positive and negative, learning loss and achievement. But I’ll be watching for more nuanced studies, which ask about specific ways increased time away from school has impacted social-emotional development. How do those results differ between gender, race, socioeconomic status, and geographic location? I suspect we’re going to learn some things about the relationship between home environment and school environment that will challenge a lot of our taken-for-granted assumptions.

In 2022, I’ll be tracking emerging evidence on the impact of the COVID-19 school closures on children and youth. Several researchers, including my co-authors and me , have provided estimates of the school closures’ impact on student learning losses, unemployment, future earnings, and productivity globally. But only recently are researchers analyzing actual evidence of learning losses , and an early systematic review finds that “Although robust and empirical research on COVID-19-related student learning loss is limited, learning loss itself may not be.”

Likewise, there is little rigorous reviews of remote learning tools’ and platforms’ impact on student learning during the school closures. After the pandemic, it is almost certain that remote and hybrid learning will continue—at a minimum occasionally and often periodically—in primary, secondary, and post-secondary education. It is urgent that we build the evidence base to help education decisionmakers and practitioners provide effective, tailored learning experiences for all students.

Finally, a key issue for education is how to redesign curricula so that this generation (and future generations) of students gain a key set of skills and competencies required for technologically-advancing labor markets and societies. While foundational literacy and numeracy skills continue to be essential for learning, a strong foundational knowledge of science, technology, engineering, and mathematics is ever more important in the 21st century, and I look forward to contributing research this year to help make the case for curricula redesign efforts.

I will be interested to see how parent-teacher relationships progress after the pandemic has (hopefully) faded into the background. COVID-19 has had an inescapable impact on the way we deliver education globally, but none more so than on how education leaders and teachers interact with students and their families.

For the past three years, I have been studying family-school collaboration. Together with my colleagues and partners, we have surveyed nearly 25,000 parents and 6,000 teachers in 10 countries around the world and found that the vast majority of teachers, parents, and caregivers want to work together more closely. Quality family-school collaboration has the potential to significantly improve educational outcomes, spur important discussions on the overall purpose of school, and smooth the path for schools and families to navigate change together. From community schools in New Mexico  to text message updates from teachers in India , new innovations are popping up every day—in every corner of the world. I’m excited to see what the future holds for family-school collaboration!

Education Technology Global Education

Global Economy and Development

Center for Universal Education

August 2, 2024

Modupe (Mo) Olateju, Grace Cannon, Kelsey Rappe

July 29, 2024

Sweta Shah, Donald Wertlieb, Charlotte Vuyiswa McClain-Nhlapo, Ruchi Kulbir Singh, Kathy Hirsh-Pasek

July 24, 2024

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UKnowledge > Graduate School > Master's Theses > 18

University of Kentucky Master's Theses

Critical geopolitics of islam in astrakhan, russia: mosque construction and community building.

Meagan Lucinda Todd , University of Kentucky Follow

Date Available

Year of publication, degree name.

Master of Arts (MA)

Document Type

Arts and Sciences

First Advisor

Dr. Patricia Ehrkamp

This thesis examines how and under what influences communities of Islamic faith have developed in post-Soviet Russia. My arguments are based on research conducted in Astrakhan, Russia in the summer of 2009. Astrakhan is the capital of Astrakhan Oblast in southwest Russia and has a reputation for being a multi-confessional and multi-ethnic city. Astrakhan is home to Russians, Tatars, Kazakhs, Kalmyks, and many other nationalities. I draw from interviews and newspaper analysis to examine what the local landscape of Islam looks like in Astrakhan, how has it changed since the collapse of the USSR, and what future trends are emerging. Mosque renovations and demolitions are the center of my analysis.

Drawing on scholarship in critical geopolitics and critical geographies of religion, this paper seeks to understand how the Kremlin and other levels of government influence the development of Islam locally within Astrakhan. Interviews are used to study local understandings of the changing forms of Islam in Astrakhan, and to see if locals believe that the state has been supportive to the Islamic community. My research contributes to wider scholarship on the importance of the relationship between the state and local Islamic communities for Islamic nation-building in the Russian Federation.

Recommended Citation

Todd, Meagan Lucinda, "CRITICAL GEOPOLITICS OF ISLAM IN ASTRAKHAN, RUSSIA: MOSQUE CONSTRUCTION AND COMMUNITY BUILDING" (2010). University of Kentucky Master's Theses . 18. https://uknowledge.uky.edu/gradschool_theses/18

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‘I don’t want to die,’ Uvalde student told 911 dispatcher during mass shooting

The uncle of the Uvalde school shooter who killed 19 students and two teachers begged police to let him try to talk his nephew down. In a 911 call released Saturday, the uncle told police he might be able to get him to stop shooting.

FILE - In this photo from surveillance video provided by the Uvalde Consolidated Independent School District via the Austin American-Statesman, authorities respond to the shooting at Robb Elementary School in Uvalde, Texas, on May 24, 2022. (Uvalde Consolidated Independent School District/Austin American-Statesman via AP, File)

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FILE - A woman cries as she leaves the Uvalde Civic Center after shooting a was reported earlier in the day at Robb Elementary School, Tuesday, May 24, 2022, in Uvalde, Texas. (William Luther/The San Antonio Express-News via AP)

FILE — Law enforcement personnel stand outside Robb Elementary School following a shooting, Tuesday, May 24, 2022, in Uvalde, Texas. (AP Photo/Dario Lopez-Mills, File)

FILE - Law enforcement, and other first responders, gather outside Robb Elementary School following a shooting, Tuesday, May 24, 2022, in Uvalde, Texas. (AP Photo/Dario Lopez-Mills)

FILE - Law enforcement personnel walk outside Uvalde High School after shooting a was reported earlier in the day at Robb Elementary School, Tuesday, May 24, 2022, in Uvalde, Texas. (William Luther/The San Antonio Express-News via AP)

FILE - In this image from surveillance video provided by the Uvalde Consolidated Independent School District via the Austin American-Statesman, a gunman carrying an AR-15 style rifle enters and walks down a hallway at Robb Elementary School in Uvalde, Texas, Tuesday, May 24, 2022. (Uvalde Consolidated Independent School District/Austin American-Statesman via AP, File)

DALLAS (AP) — As law enforcement officers hung back outside Khloie Torres’ fourth-grade classroom in Uvalde, Texas, she begged for help in a series of 911 calls, whispering into the phone that there were “a lot” of bodies and telling the operator: “Please, I don’t want to die. My teacher is dead. Oh, my God.”

At one point, the dispatcher asks Khloie if there are many people in the room with the 10-year-old, who ultimately survived.

“No, it’s just me and a couple of friends. A lot of people are,” she says, pausing briefly, “gone.”

Calls from Khloie and others, along with body camera footage and surveillance videos from the May 24, 2022, shooting at Robb Elementary School, were included in a massive collection of audio and video recordings released by Uvalde city officials on Saturday after a prolonged legal fight.

The Associated Press and other news organizations brought a lawsuit after the officials initially refused to publicly release the information. The massacre, which left 19 students and two teachers dead, was one of the worst school shootings in U.S. history.

The delayed law enforcement response to the shooting has been widely condemned as a massive failure: Nearly 400 officers waited more than 70 minutes before confronting the gunman in a classroom filled with dead and wounded children and teachers. Families of the victims have long sought accountability for the slow police response in the South Texas city of about 15,000 people 80 miles (130 kilometers) west of San Antonio.

Brett Cross’ 10-year-old nephew, Uziyah Garcia, was among those killed. Cross, who was raising the boy as a son, was angered that relatives weren’t told the records were being released and that it took so long for them to be made public.

“If we thought we could get anything we wanted, we’d ask for a time machine to go back ... and save our children, but we can’t, so all we are asking for is for justice, accountability and transparency, and they refuse to give this to us,” he said.

Jesse Rizo, whose 9-year-old niece Jacklyn Cazares was killed in the shooting, said the release of information Saturday reignited festering anger because it shows “the waiting and waiting and waiting” of law enforcement.

“Perhaps if they were to have breached earlier, they would have saved some lives, including my niece’s,” he said.

The police response included nearly 150 U.S. Border Patrol agents and 91 state police officials, as well as school and city police. While terrified students and teachers called 911 from inside classrooms, dozens of officers stood in the hallway trying to figure out what to do. Desperate parents who had gathered outside the building pleaded with them to go in.

AP AUDIO: Uvalde: 911 call reveals uncle begged to talk gunman out of shooting

Sound of 911 call on May 24th, 2022, from Armando Ramos, the uncle of the Uvalde school shooting suspect, asking the emergency dispatcher to let him speak with his nephew in the hopes of stopping the shooting.

The gunman, 18-year-old Salvador Ramos, entered the school at 11:33 a.m., first opening fire from the hallway, then going into two adjoining fourth-grade classrooms. The first responding officers arrived at the school minutes later. They approached the classrooms, but then retreated as Ramos opened fire.

At 12:06 p.m., much of the radio traffic from the Uvalde Police Department was still focused on setting up a perimeter around the school and controlling traffic in the area, as well as the logistics of keeping track of those who safely evacuated the building. They’ve had trouble setting up a command post, one officer tells his colleagues, “because we need the bodies to keep the parents out.”

“They’re trying to push in,” he says.

At 12:16 p.m., someone with the Texas Department of Public Safety, the state law enforcement agency, called police to let them know a SWAT team was en route from Austin, about 162 miles (100 kilometers) away. She asked for any information the police could give about the shooting, the suspect and the police response.

AP AUDIO: Uvalde school shooter’s uncle tried to intervene, but his call came 10 minutes after gunman was dead

AP correspondent Julie Walker reports on the frantic 911 calls during the Uvalde school shooting.

“Do you have a command post? Or where do you need our officers to go?” the caller asks.

The police representative responds that officers know there are several dead students inside the elementary school and others still hiding. Some of the survivors have been evacuated to a building nearby. She doesn’t know if a command post has been set up.

At 12:50 p.m., a tactical team enters one of the classrooms and fatally shoots Ramos.

Among criticisms included in a U.S. Justice Department report released earlier this year was that there was “no urgency” in establishing a command center, creating confusion among police about who was in charge.

Multiple federal and state investigations have laid bare cascading problems in law enforcement training, communication, leadership and technology, and questioned whether officers prioritized their own lives over those of children and teachers.

Some of the 911 calls released were from terrified instructors. One described “a lot, a whole lot of gunshots,” while another sobbed into the phone as a dispatcher urged her to stay quiet. “Hurry, hurry, hurry, hurry!” the first teacher cried before hanging up.

Just before arriving at the school, Ramos shot and wounded his grandmother at her home. He then took a pickup from the home and drove to the school.

Ramos’ distraught uncle made several 911 calls begging to be put through so he could try to get his nephew to stop shooting.

“Everything I tell him, he does listen to me,” Armando Ramos said. “Maybe he could stand down or do something to turn himself in,” he added, his voice cracking.

He said his nephew, who had been with him at his house the night before, stayed with him in his bedroom all night, and told him that he was upset because his grandmother was “bugging” him.

“Oh my God, please, please, don’t do nothing stupid,” the man says on the call. “I think he’s shooting kids.”

But the offer arrived too late, coming just around the time that the shooting had ended and law enforcement officers killed Salvador Ramos.

Two of the responding officers now face criminal charges. Former Uvalde school Police Chief Pete Arredondo and former school officer Adrian Gonzales have pleaded not guilty to multiple charges of child abandonment and endangerment. A Texas state trooper in Uvalde who had been suspended was reinstated to his job earlier this month.

In an interview this week with CNN, Arredondo said he thinks he’s been “scapegoated” as the one to blame for the botched law enforcement response.

Some of the families have called for more officers to be charged and filed federal and state lawsuits against law enforcement , social media, online gaming companies , and the gun manufacturer that made the rifle the gunman used.

Associated Press journalists Rebecca Boone in Boise, Idaho; Anthony Izaguirre in Albany, New York; Jim Vertuno in Austin; David Fischer in Miami; Gabe Stern in Reno, Nevada; and Michael Balsamo and Julie Walker in New York contributed to this report.

After Uvalde city officials end battle over shooting records, victims’ families say other agencies need to follow suit

The city’s release ends a legal battle with news outlets, but other government agencies are withholding materials.

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Police video, audio, texts and emails released Saturday by Uvalde city officials offer new details about the Robb Elementary school shooting while also largely reaffirming reporting about law enforcement’s failure to engage a gunman who killed 19 children and two teachers.

In one report, a Uvalde municipal police officer said that law enforcement had to rely on a parent to use bolt cutters to break the locks to the gated fence the shooter had scaled to enter the school. That same officer also indicated in his report that he overheard a female relative of the shooter discuss how he’d expressed suicidal thoughts the night before the May 24, 2022, massacre. And in a 911 call, the shooter’s uncle pleaded with police to speak to the teenager, saying he believed he could talk him down. The call, however, came six minutes after law enforcement killed the gunman.

Text exchanges between Uvalde officers also provide insight into their frustrations after Department of Public Safety Director Steve McCraw blamed local police in the days following the shooting.

Related Story

“someone tell me what to do”.

Dec. 5, 2023

A Texas House of Representatives report released two months later , by contrast, spread blame onto the scores of local, state and federal law enforcement officers — including McCraw’s at least 91 DPS troopers — who also responded to the scene and failed to take charge.

The day after McCraw’s public comments, Uvalde Police Lt. Javier Martinez, who was shot within the first few minutes of the response, said that he had received a call from U.S. Sen. John Cornyn, a Texas Republican.

In a text detailing the conversation, Martinez said the senator told him McCraw “should NOT have done that.” Martinez said he told Cornyn that McCraw had “screwed us all” and that the local officers were all receiving death threats.

“He has a battle rifle”: Police feared Uvalde gunman’s AR-15

March 20, 2023

Cornyn’s spokesperson declined to comment, while McCraw did not immediately respond. An attorney for Martinez and the Uvalde police officers said that he was not aware of the text exchange. Martinez did not respond to a message inquiring about it.

Most other records released by the city, such as body camera footage and audio of 911 calls from children inside the classrooms, were detailed in previous reporting from The Texas Tribune, ProPublica and FRONTLINE after the news organizations independently obtained hundreds of hours of investigative material through a confidential source.

The Saturday release is the first major disclosure of documents by a government agency involved in the flawed response to the deadliest school shooting in Texas history. It was part of a settlement agreement in a lawsuit between the city and the news organizations. Three other government agencies — the Texas Department of Public Safety, the Uvalde Consolidated Independent School District and the Uvalde County Sheriff’s Office — continue fighting not to release any records.

Former Uvalde Mayor Don McLaughlin, who is now a Republican candidate for the Texas House, said in a phone interview Saturday that the other government entities in the lawsuit should follow the city’s example.

A year before Uvalde shooting, gunman had threatened women, carried around a dead cat and been nicknamed “school shooter”

July 17, 2022

“The only way we’re going to know what truly happened is for everybody to release their records, put them out there,” McLaughlin said. “Mistakes were made. There’s no denying that. Take your lumps.”

By now, law enforcement’s failures during the response to the Uvalde shooting are well documented, including the fact that officers wrongly treated the shooter as a barricaded subject, rather than an active threat, and failed to confront him for 77 minutes. No officer took control of the response, which prevented coordination and communication between agencies. According to records released Saturday, for example, a DPS aircraft official struggled to coordinate logistics for two helicopters, SWAT team members and the San Antonio Police Department because they couldn’t reach an incident commander.

The newsrooms published 911 calls that showed the increasing desperation of children and teachers pleading to be saved and revealed how officers’ fear of the shooter’s AR-15 prevented them from acting more quickly. In a collaboration with FRONTLINE that included a documentary , the newsrooms also showed that while the children in Uvalde were prepared, following what they had learned in their active shooter drills , many of the officers who responded were not.

The U.S. Justice Department later published a report that heavily criticized the delayed response and said that some victims would have survived had officers followed their training.

According to the records released Saturday, Uvalde municipal police officer Bobby Ruiz Sr. said in an incident report after the shooting that law enforcement had to rely on a parent to cut a lock on the gates of a fence around the school. Once the gate was open, students and teachers began running toward the opening.

“I ran up along with two other male individuals in which we hurried the students and school staff behind cover,” the officer said.

Ruiz was then sent to the nearby house where the gunman lived with his grandparents. The teenager had shot his grandmother in the face and taken his grandfather’s truck to the school. Ruiz said that while at the house, he overheard a relative say they’d stayed up with the gunman the night before after he expressed a desire to die by suicide.

In one 911 call, the shooter’s uncle, Armando Ramos, urged police to let him speak with the shooter, confident he could persuade him to stop.

“Everything I tell him, he does listen to me,” a distraught Ramos said. “Maybe he could stand down … or turn himself in.”

But his nephew was already dead, killed minutes earlier by police after he emerged from a classroom closet and fired at them.

An attorney for the news agencies as well as the uncle of one of the children killed at Robb Elementary said information about the shooting — and law enforcement’s response — helps grieving relatives get closure and will better prepare authorities for future massacres. They pushed other agencies to follow the city’s move and release records.

Jesse Rizo’s 9-year-old niece Jackie Cazares was one of the fourth graders killed. He was elected to the Uvalde school board in May and has pushed the district to release information the news organizations have requested. He said the piecemeal nature the public releases is spurring residents to suspect government officials are involved in a cover-up.

“And then we begin to lose faith and trust,” he said. “And the longer that things get delayed getting made public, then the more of a lack of trust we have.”

Brett Cross, the father of 10-year-old Uziyah Garcia, who was also killed that day, said that he is infuriated that the city released information to media organizations through the settlement without first notifying families. He demanded more documents be released.

“They need to show everything, the world, how this actually is,” Cross said. “This isn’t something that we can just turn off. The world gets to turn off the TV and walk away. We don’t get to. We have to live this daily.”

Two state district judges in Texas have ordered the county, DPS and the school district to release records related to the shooting. All three have appealed the decisions.

Only the city has settled with the news organizations, saying in a statement Saturday that it wished to comply with the court order and end a legal battle.

DPS representatives and a school district spokesperson did not immediately return calls or emails Saturday. Uvalde County Sheriff Ruben Nolasco said in a statement that the potential release of records was “under the purview” of the office’s attorney.

Only a handful of responding officers have been publicly disciplined and no trial date has been set for the two who were indicted by a grand jury in June. Those two men — Pete Arredondo and Adrian Gonzales — pleaded not guilty . An attorney for Gonzales called the charges “unprecedented.”

Uvalde city officials chose to release records against the longstanding wishes of District Attorney Christina Mitchell, who is preparing to prosecute those two school district officers, including the agency’s former chief, for alleged inaction. Mitchell has argued that releasing records will interfere with those cases.

Attorneys representing the news organizations have said there is no proof to support her claims and that agencies cannot withhold the records under state laws.

Laura Prather, a media law chair for Haynes Boone who represented the news agencies in the legal fight for the records, called the city’s release a “step toward transparency,” though she noted the legal battle continues.

“Transparency is necessary to help Uvalde heal and allow us all to understand what happened and learn how to prevent future tragedies,” Prather said.

The full program is now LIVE for the 2024 Texas Tribune Festival , happening Sept. 5–7 in downtown Austin. Explore the program featuring more than 100 unforgettable conversations on topics covering education, the economy, Texas and national politics, criminal justice, the border, the 2024 elections and so much more. See the full program.

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Information about the authors

Zach Despart

Politics reporter.

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@zachdespart

Terri Langford

Health and human services editor.

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General Assignment Reporter

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Reporter, ProPublica/Texas Tribune investigative unit

[email protected]

Lexi Churchill

Research reporter, propublica/texas tribune investigative unit.

[email protected]

@LChurchilll

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