Great Lakes Center

How has school funding equity changed over the past 50 years?

A new Brookings analysis finds that spending has become more targeted toward high-poverty districts within many states. But large differences between states remain—and higher labor costs can offset funding advantages in predominantly nonwhite districts.

The findings show why per-pupil spending figures alone do not tell the full story about whether schools have the resources they need.

Read more:
https://www.brookings.edu/articles/school-spending-equity-since-1976/

Literacy challenges do not end after elementary school.

A new EdTrust in Massachusetts report finds that nearly 150,000 students in the state’s middle grades and grade 10 are not meeting English language arts expectations. The disparities are especially pronounced for Black and Latino students, multilingual learners, students with disabilities and students from low-income backgrounds.

The findings point to the need for sustained literacy support well beyond the early grades.

Read more:
https://edtrust.org/rti/beyond-the-early-grades-the-state-of-adolescent-literacy-in-massachusetts/

A new Center for American Progress report examines CTE policy across several states, identifying barriers that can limit access and advancement.

The analysis offers recommendations for helping more students connect classroom learning with credentials, employment opportunities and long-term economic mobility.

Read more:
https://www.americanprogress.org/article/career-and-technical-education-policy-a-multistate-case-study-on-employment-outcomes/

Debates over math instruction are often framed as a choice between opposing camps: conceptual understanding or procedural fluency, inquiry or direct instruction, productive struggle or support.

A new NEPC review supported by the Great Lakes Center finds that the disagreements are less polarized than public discourse suggests. Reviewer Deborah Loewenberg Ball concludes that a recent CRPE report offers a useful overview, but its “math wars” framing and broad instructional labels obscure important common ground and provide limited practical guidance.

Read the review:
https://nepc.colorado.edu/review/math-wars

Are schools preparing students to participate meaningfully in civic life?

A new CRPE brief finds that civic learning is widespread across school districts—but often lacks the depth, staffing and support needed to move students beyond basic knowledge toward discussion, participation and community engagement.

As we mark the nation's 250th anniversary, the findings highlight the need to strengthen both civic knowledge and civic practice.

Read more:
https://crpe.org/a-mile-wide-an-inch-deep-the-state-of-civic-learning-in-u-s-school-districts/

Federal changes to SNAP and Medicaid could have major consequences for school meal access.

A new Center for American Progress analysis finds that students may lose automatic eligibility for free meals even when their families’ financial circumstances have not improved. Schools could also lose access to the Community Eligibility Provision, which allows eligible schools to provide free meals to all students.

The consequences extend beyond family budgets: access to school meals supports student health, attendance and learning.

Read more:
https://www.americanprogress.org/article/congressional-republicans-big-beautiful-bill-threatens-access-to-free-school-meals/

Even well-designed education policies can fail when teachers are not given enough time to implement them.

A new Albert Shanker Institute paper examines how limited time for professional learning, collaboration and planning can undermine policy implementation—and contribute to frustration and burnout.

Meaningful reform requires more than adding new responsibilities. It also requires restructuring teachers’ working conditions so they have the time needed to succeed.

Read more:
https://www.shankerinstitute.org/page/clock-centrality-time-teacher-work

Mississippi’s improved fourth-grade NAEP scores have attracted national attention—but what actually drove the gains?

A new NEPC review supported by the Great Lakes Center finds that a Progressive Policy Institute report overstates the role of the state’s literacy reforms. Reviewer Gregory Camilli identifies other factors that deserve closer scrutiny, including increased testing, intensive third-grade test preparation and greater alignment between state assessments and NAEP.

Read the review:
https://nepc.colorado.edu/review/mississippi

What could expanded federal tax-credit vouchers mean for public schools?

Education writer Peter Greene examines how the structure of the new federal voucher program may affect public school funding and why public schools may see little direct benefit from the new funding stream.

Read more:
https://curmudgucation.substack.com/p/will-public-schools-benefit-from

Immigration enforcement does not affect only the students and families directly targeted.

A new Economic Policy Institute analysis describes how enforcement activity can spread fear throughout school communities, disrupt attendance and create additional challenges for educators and classmates.

The piece also examines renewed efforts to challenge Plyler v. Doe, the Supreme Court decision protecting undocumented children’s access to public education.

Read more:
https://www.epi.org/blog/immigration-enforcement-wont-just-hurt-immigrants-it-will-follow-their-classmates-into-public-schools-too/