PHOENIX – Un estudio realizado en Arizona para evaluar la efectividad de los programas de alfabetización en estudiantes de tercer grado, detectó que los infantes que viven en la pobreza o que asisten a escuelas rurales, libran una batalla cuesta arriba para poder leer a un nivel adecuado a su edad.
El reporte evaluó qué tan efectivos son los programas para enseñar a leer a los estudiantes de tercer nivel, con base en una batería de mediciones clave derivadas de la prueba AzMERIT, examen que mide el aprendizaje en Arizona.
El autor del estudio, Robert Vagi, investigador de la Universidad de Minnesota, dice que los factores económicos y geográficos juegan un papel significativo en la capacidad de un estudiante para lograr el nivel de alfabetismo acorde con su edad.
“Lo que encontramos es que los factores escolares del contexto como nivel de pobreza escolar y nivel distrital de pobreza en nuestras escuelas, o las rurales – estaban todos muy vinculados al éxito de los estudiantes.”
Vagi estudió datos derivados de programas centrales y herramientas de selección usadas por 953 escuelas de Arizona. El estudio, ordenado por la Legislatura de Arizona, examina la aplicación que hacen las escuelas de los principales programas de literalidad, los efectos que tienen las herramientas universales de medición y otras variables en las escuelas individuales y en los distritos, factores como la pobreza, el estatus de minoría o la ubicación y su efecto en las habilidades lectoras en el tercer nivel.
Vagi dice que el estudio encontró que el mayor impacto que sufre la literalidad se debe a la ubicación de la escuela.
"Incluso luego de que tomamos en cuenta la pobreza, las escuelas rurales siguen mostrando un nivel más bajo. Creo que eso revela que las comunidades rurales enfrentan retos únicos. Creo que es ciertamente válido diversificar recursos y energía en comprender cómo podemos servir mejor a los estudiantes de esas comunidades."
Vagi agrega que piensa que el reporte les dará a educadores y legisladores la información que necesitan para mejorar el alfabetismo entre los estudiantes de Arizona.
"Son cosas que suceden muy específicamente en escuelas de Arizona y que permiten a quienes hacen las políticas, a quienes toman decisiones y a las partes interesadas en todo nivel, revisar a fondo estos problemas, puesto que se relacionan con los pequeños de Arizona."
El reporte fue producido en mancuerna con el Departamento de Educación y por “Read On Arizona”.
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Educators and public school advocates are pushing back on a measure which would consolidate state-funded services that have been an important part of schools in rural Iowa for generations. Some state lawmakers said the funding could be used more efficiently.
Area Education Agencies have been the go-to place for educators in rural Iowa when they need state services at the local level, in all 99 Iowa counties. House Bill 2612 would consolidate the agencies, outsource some of their services and give the state oversight of them.
Mike Owen, deputy director of the group Common Good Iowa, said the agencies have been critical resources for generations.
"The Area Education Agencies have been a very valuable regional system that helps school districts, large and small, with various services that they can't really do on their own," Owen explained. "From special education to media services, to professional development of teachers."
Gov. Kim Reynolds, who signed the measure, said it will provide a more efficient way to spend the state's education dollars. It is scheduled to take effect July 1.
The battle over public school funding has been playing out on a variety of fronts in Iowa, which enjoys a reputation for some of the best-quality public education in the nation. The state recently enacted a private school voucher program, paid for with state dollars.
Owen sees consolidating the Area Education Agencies and outsourcing some of the services they provide as another step in the wrong direction for Iowa's K-12 classrooms.
"It's total disrespect to locally elected decision-makers for schools," Owen contended. "One more example of how education, unfortunately, is being used to pit people against one another, when it is really a unifying value for Iowans."
There are nine Area Education Agencies in Iowa. The State Department of Education will assume oversight of all of them.
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The solar eclipse has sparked more interest in science and technology, especially among young people.
But the saying, 'You can't be what you don't see,' is a reality for youth of color considering a Science, Technology, Engineering, and Math career.
A 2024 Black Girls and STEM Report indicates this demographic aspires to become astronauts, engineers and more -- but a lack of Black representation can dampen their enthusiasm.
Crystal Morton is the founder and director of the Girls STEM Institute, which offers courses for girls ages 7 to 18.
She said the emphasis is on relevant cultural content and careers for girls who might not otherwise have access to these experiences.
"That might be doing a session on the science of Black hair," said Morton, "looking at different products to understand the science behind how that product is made, and what's in that product or how it may be impacting them. So, we make our own products. You can be able to look at a label and say, 'Hey, I should be able to pronounce what I'm putting on my skin, or in my hair.'"
She said the students quickly get the connections.
The National Center for Science and Engineering Statistics says about one-third of STEM workers are women. But Black workers make up only 18% of the 35 million people employed in STEM fields.
Morton said the Institute's Saturday programs are in partnership with the Indiana University, Indianapolis School of Education. And in the summer, volunteers engage with students about careers in aviation and medicine.
As a former math teacher, Morton said she believes early exposure to this information is key, and said kids begin showing their curiosity as early as third grade.
"Understanding how things happen with technology, that they all need to have different mathematical levels of understanding," said Morton. "They need to have computational thinking skills, because that's the way this world is moving. And I believe that they do have it -- if you just sit back and watch them play, you see the problem solving happen."
A report on Indiana's STEM education priorities shows the number of undergraduate degrees is up since 2015, but the number of STEM-related degrees awarded hasn't moved much.
Hispanic and Black students earn between 3% and 5% of those STEM degrees. They make up 6% and 9% of the state's population, respectively.
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In the past four years, the way New Mexico children are taught to read has undergone a major shift. Following passage of a state law in 2019, the state's elementary teachers have received training in "structured literacy" and the science of reading.
Research shows kids learn to read when they are able to identify letters or combinations of letters and connect those letters to sounds. But teaching that skill is not always intuitive.
Severo Martinez, Literacy and Humanities director, said there are more than 500 elementary schools in the state, and the two-year training occurs while teachers continue working in the classroom.
"Teachers of any discipline, they're teaching literacy skills, still -- even if they're a math teacher, if they're a science teacher, if it's social studies -- if you can't read, you can't do any of the assignments in any of those classes," Martinez explained.
In addition to boosting the number of students achieving reading proficiency, the program aims to reduce the number of students who require special education services.
This school year, the Public Education Department launched a reading challenge -- encouraging students to become "Superhero Readers" and "level up" their reading scores. Martinez even wrote a book for students focusing on the rich cultural diversity and history of New Mexico. He hopes it will all combine to make them proud adults -- eager to make a positive contribution to the world.
"With the Level Up Reading Challenge, we want to motivate students and supporting them in understanding the 'why' it is so important to learn to read and write - because that's going to open up a world of possibilities for them into the future," Martinez continued.
To catch common disabilities that stall reading proficiency, Martinez says New Mexico now requires that first-grade students receive screenings for dyslexia by the 40th day of the school year. Starting this summer, the Public Education Department will also offer tutoring to make sure all students achieve reading competence.
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