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A new report from the Thomas B. Fordham Institute found that nearly one-third of K-3 teachers still rely on reading instruction methods considered inconsistent with the science of reading, despite growing nationwide reforms promoting phonics-based literacy instruction. The survey of more than 1,200 K-3 educators conducted in fall 2025 found that 30% of teachers do not primarily favor phonics instruction, while many continue using “balanced literacy” approaches that encourage students to identify unfamiliar words through context clues or pictures, a practice known as cueing. Several states have already banned cueing methods. Researchers said about half of surveyed teachers use a “structured approach” focused on phonics, decoding, and related foundational reading skills, but nearly one in three continue using balanced literacy models. Another 30% reported supporting both phonics and cueing equally, while 2% favored cueing over phonics entirely. The report found that understanding and implementation of the science of reading were significantly lower in high-poverty schools, where teacher commitment to evidence-based literacy practices lagged by between nine and 15 percentage points compared to higher-resourced schools. Researchers warned that the disparity could worsen educational inequities if it persists. The science of reading framework emphasizes five pillars of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. However, much of the national debate has focused on phonics instruction and whether increased emphasis on decoding comes at the expense of comprehension and literature exposure. Some teachers interviewed for the report expressed concern that reading instruction reforms have shifted too heavily toward phonics and nonfiction texts, reducing time spent on literature and guided reading practices. Others said the science of reading has dramatically improved students’ reading progress, confidence, and overall learning experience. Fordham researchers recommended requiring science of reading-aligned instruction in teacher preparation programs, implementing reading-focused licensure exams, mandating K-3 literacy training within teachers’ first three years in the classroom, and creating approved curriculum lists to improve consistency in reading instruction nationwide.

 

The 74

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Mississippi public schools have lost nearly 70,000 students since 2013, with 113 school districts experiencing enrollment declines, some as steep as 40%, raising concerns about future funding cuts, staff reductions, and school consolidations across the state. District leaders warned that a state “hold harmless” funding provision protecting schools from enrollment-related budget reductions expires in July 2027, potentially forcing districts to cut personnel, close schools, or consolidate operations as federal pandemic aid also disappears. Jackson Public Schools has lost roughly half its student population over the past decade, while smaller districts including Leland and Philadelphia are already reducing staffing and restructuring programs. Education experts linked the enrollment decline to Mississippi’s shrinking population, lower birth rates, pandemic-driven homeschooling growth, and ongoing outmigration of skilled workers. A handful of districts, including Oxford and Petal, have continued to grow by investing heavily in facilities, academics, and extracurricular programs, supported by stronger local economies and tax bases.

 

Governing

Connecticut Gov. Ned Lamont has appointed New Haven Mayor Justin Elicker to the Governor’s Blue-Ribbon Commission on K-12 Education Funding and Accountability, a panel tasked with overhauling how the state funds public schools to better reflect current municipal and student needs. Elicker used the announcement to renew calls for changes to Connecticut’s education funding formula, arguing that the state’s base education funding amount of $11,525 per student has remained unchanged since 2013 despite significant inflation and rising education costs over the past 13 years. In a statement, Elicker said New Haven officials, students, parents, educators, and community advocates have spent several legislative sessions urging state leaders to update the formula to provide more equitable funding for high-need students. He also highlighted that the city has increased its local contribution to New Haven Public Schools by more than 65% over the last six years. The mayor credited Connecticut legislative leaders, including Senate President Martin Looney, House Speaker Matt Ritter, and Gov. Lamont, for securing additional education funding during the 2026 legislative session, which he said will provide millions of dollars in support for the next school year. Elicker said the commission’s work now needs to focus on delivering a permanent, long-term solution that modernizes the state’s education funding system and ensures it keeps pace with inflation and evolving student needs.

 

The Patch

Telo AI has profiled how its conversational artificial intelligence (AI) platform and classroom robot are helping English language learner (ELL) students become more confident speaking English in K-12 classrooms, while reducing pressure on teachers managing growing multilingual student populations. Founded by education specialist Alexis Jamin and robotics engineer Oliver Scott, the company combines conversational AI, classroom robots, teacher analytics, and browser-based learning tools to increase opportunities for individualized speaking practice. The concept emerged from discussions around a major challenge facing schools: how to provide more verbal interaction for multilingual learners without increasing teacher workloads. Early classroom pilots found that students, particularly shy learners, were more willing to speak English with the robot than in front of classmates. Teachers reported that some students voluntarily continued practicing English outside structured lessons, with younger learners treating the robot more like a companion than traditional educational software. The company said educators viewed the technology as more interactive and engaging than screen-based learning platforms because students participate in real-time conversations rather than completing static exercises. District leaders also expressed interest in the platform’s ability to address staffing shortages, improve participation, and fit within existing classroom workflows.

 

District Administration

School security experts are urging districts to adopt an “inside-out” approach to K-12 safety, prioritizing classroom protection over traditional perimeter-focused strategies, according to the newly released 7th Edition Safety and Security Guidelines from the Partner Alliance for Safer Schools (PASS). The updated guidelines are based in part on findings from the 2015 Sandy Hook Advisory Commission report, which stated that no active shooter event has involved a perpetrator breaching a locked classroom door. The PASS framework argues that schools should focus resources first on securing classrooms, where the highest concentration of students and staff is located. The guidelines introduce a tiered security roadmap ranging from foundational safety measures to fully integrated, technology-enabled systems. Central to the strategy is classroom door security, with PASS categorizing interior classroom locks into five types, including traditional mechanical locks, inside-activator systems using thumb turns or push buttons, and electronic hybrid systems capable of centralized lockdowns and remote monitoring. The report emphasizes that locks should include visible “locked/unlocked” indicators so teachers and students can confirm a room’s status without approaching the door. PASS also strongly discourages the use of aftermarket barricade devices, warning that they may violate ADA and fire safety codes, hinder emergency evacuations, and potentially block first responders from entering classrooms during emergencies. Beyond classroom security, the guidelines recommend strengthening building perimeters through secured vestibules, single-entry access points, patented key systems, electronic access controls, remote door release systems, and mobile credentials for emergency responders. The framework also highlights Crime Prevention Through Environmental Design principles, including lighting, landscaping, and clear sightlines to deter unauthorized activity across school campuses.

 

Campus Security Today

An ongoing debate over open enrollment is reshaping conversations around competitive balance, athlete mobility, and school identity in Iowa high school sports, as coaches and athletic officials grapple with the effects of student transfers between public school districts. Under Iowa’s open enrollment law, which began during the 1989-90 school year, students may transfer between public school districts, but varsity athletes who have already competed must typically sit out for 90 consecutive school days unless they qualify for exemptions, such as a change of residence, bullying concerns, or a waiver approved by both school boards involved. The issue has gained increased attention in recent years, particularly following the COVID-19 pandemic, when some students transferred to schools offering in-person activities. Iowa High School Athletic Association executive director Tom Keating said eligibility remains one of the most discussed topics among state athletic organizations nationwide, with transfer policies varying widely across the country. Iowa lawmakers recently passed legislation that would extend the ineligibility period for open-enrolled athletes from 90 school days to 140 calendar days, pending Gov. Kim Reynolds’ approval. The same bill would also allow eighth-grade students to participate in varsity sports across all sanctioned activities.

 

Des Moines Register

America’s growing political divide between young men and women is increasingly visible inside schools, according to educators, researchers, and students who say gender-based polarization is reshaping classroom discussions, friendships, activism, and even dating among Generation Z. The divide became especially clear during the 2024 presidential election, when young women strongly backed Democratic nominee Kamala Harris while young men leaned significantly more toward President Donald Trump. Teachers across the country said those divisions are now surfacing in classrooms. Some educators reported that girls speak openly about concerns surrounding safety, rights, and equality, while boys increasingly question whether gender inequality remains a significant issue. Others described growing defensiveness among male students during discussions about feminism and social justice. The divide is also affecting relationships and social interactions. Polling cited in the article found that Gen Z places greater importance on political compatibility in dating than older generations, while teachers observed girls becoming more hesitant to socialize romantically with boys holding opposing political views. Researchers cautioned that the long-term effects of the divide remain unclear. While many young men have moved away from the Democratic Party, analysts said that does not necessarily mean they fully embrace conservative ideology. Instead, many appear to feel politically homeless or disconnected from both parties.

 

The 74

Special education teachers across the United States are increasingly turning to artificial intelligence (AI) tools to manage mounting paperwork demands, as schools continue facing severe staffing shortages and educator burnout. According to a recent survey by the Center for Democracy and Technology, 57% of special education teachers said they used AI to help develop Individualized Education Programs (IEPs) during the 2024-25 school year, up from 39% the previous year. IEPs are federally required documents outlining the goals, services, and accommodations students with disabilities need to succeed in school. California special education teacher Mary Acebu, who says AI has dramatically reduced the amount of time she spends on administrative tasks, allowing her to focus more on direct student interaction. Acebu, who teaches at Riverview Middle School in Bay Point, California, said she previously spent long days handling paperwork but now uses district-approved AI tools to assist with tasks including drafting IEP goals, creating differentiated materials, and organizing student data. Acebu emphasized that AI is used as a support tool rather than a replacement for professional judgment. She said educators must carefully review all AI-generated content and maintain what she described as the “human touch” required for individualized instruction.

 

NPR / National Public Radio

The recent scoring issue with the spring online ACT exam has led to the reissuance of scores for affected students, with composite and section scores either remaining the same or increasing slightly. Wisconsin's state Superintendent Jill Underly expressed "extreme disappointment" regarding the test administration and scoring problems, particularly affecting students in Milwaukee Public Schools. The ACT organization notified school district test coordinators on May 13 about the score adjustments, which will be updated by June 2. Underly indicated that the Wisconsin Department of Public Instruction plans to engage in contract penalties due to the hardships caused by these scoring issues. She emphasized the significant impact of these decisions on schools and communities, stating: "I cannot overstate the impact these decisions are having on schools, students, and communities across our state." The scoring issue follows a recent change in the ACT's scoring methodology, which has raised concerns about the consistency of results.

 

Green Bay Press Gazette

A coalition of 23 Democratic-led states and the District of Columbia has sued the Trump administration over new federal student loan restrictions that could limit borrowing for students pursuing healthcare-related professional degrees, including nursing, physician assistant, and physical therapy programs. The lawsuit argues the U.S. Department of Education unlawfully narrowed the definition of “professional degree” programs eligible for higher federal loan caps under legislation passed alongside President Donald Trump’s tax and spending package. The states also claim the rule could remove protections for current borrowers who transfer schools or temporarily leave and later re-enroll, while the administration says the borrowing limits are intended to curb rising education costs and encourage universities to control tuition.

 

Reuters

Several Indian states have announced early or extended summer vacations for schools as severe heatwave conditions continue to intensify across the country, with temperatures surpassing 45 degrees Celsius in many areas. Authorities said the closures are intended to protect students from prolonged exposure to dangerous heat and rising health risks. States including Delhi, Uttar Pradesh, Rajasthan, Haryana, Bihar, Punjab, Telangana, Andhra Pradesh, Odisha, Chhattisgarh, and West Bengal have revised school calendars for both government and private institutions. Many education departments have also issued advisories instructing schools to suspend outdoor activities, provide adequate drinking water, shift to morning schedules, and take precautions against heat-related illnesses. The revised schedules come as the India Meteorological Department continues issuing warnings about severe heatwave conditions affecting northern, central, and eastern India. Officials across multiple states said the measures are aimed at safeguarding students and reducing the risk of heat-related illnesses during one of the hottest periods of the year.

 

The Indian Express