Meet Lauren, Our Newest Intern

November 16, 2018 – Hello!! I am beyond excited to be spending my final year of Graduate School at Michigan’s Children. Come May 2019, I will be receiving my Masters in Social Work with a concentration in Organizational and Community Leadership from Michigan State University, GO GREEN!

I started my journey at Michigan State in 2012 and have been here way too long (with a few degree changes) but, I have gained an incredible amount of knowledge and skills. In December, 2016 I completed my Interdisciplinary Studies in Social Sciences undergraduate degree which guided me to pursue an MSW degree.

When I was a little kid, I always wanted to be like my grandparents and my mom… a teacher. But, as time went on and I witnessed the difficulties my mom had in the public school system and I knew that teaching wasn’t the best route for me to take. I tried many different directions but ultimately end up with the same passion – to serve the children of our world. Because I have never pursued a teacher career path, I have instead interned at an after-school program, assistant taught summer school, and did community service coordination for high school students. Through all of these experiences, I have loved working with students.

So why am I working in public policy, and am I liking it? First, I am loving it! Second, you can advocate for the best interest in children by working directly with them, and we need to improve the systems that serve them through policy advocacy and change. It is critical to understand and relate to the populations you are advocating for. At Michigan’s Children – we are working to change the odds for children. In the future, I hope to take my experience in direct care and in advocacy to continue to better the lives of children and families.

This year at Michigan’s Children I have the great opportunity to learn about election advocacy and legislative advocacy. So far this year, much of our energy has been focused election advocacy and hosting NINE amazing candidate forums around the state. These forums bring students, young adults, community members, and adults out to ask their candidates for legislative office questions about issues that they care about most. At these forums, I found myself awestruck. The personal stories, questions, and answers all drive me to continue to do this work and it is truly amazing what you can learn once you open the floor to others and listen intently. It was truly empowering to watch citizen involvement in the political process and if those who asked the impressive questions are our future leaders, I am ecstatic and ready!

A couple others things I have focused on include the Raise The Age campaign, foster care research, early childhood advocacy, third grade reading research, and our social media networks (T: @MichChildren F: Michigan’s Children).

With the elections changing our state legislature and Governor, things are changing in our office. With these changes, Michigan’s Children will focus on educating policymakers on issues that matter most and continually encouraging others to get involved in the political process. This next phase will be incredible and I can’t wait to see what I can learn!

Lauren Starke is an intern at Michigan’s Children in her final year of graduate school at Michigan State University where she is pursuing her master’s degree in social work.

Boosting Michigan’s Literacy: No Time Like the Present

July 29, 2016 – This week, Governor Snyder signed an Executive Order creating the Michigan PreK-12 Literacy Commission. Like many previous efforts, this Commission is charged over the next two years with assisting the K-12 system to improve student literacy skills. The group will be determined through appointments by the Governor, the Superintendent and legislative leadership from both parties.

The focus on literacy is warranted, and clearly not new. It is obviously a gateway skill – that is, the poorer your reading skills, the harder all classes are for you as you progress through the grades. Michigan students don’t test well on literacy compared to their peers in other states; in fact, at the same time that the nation as a whole has improved on 4th grade reading tests, Michigan’s performance worsened, resulting in a national rank on that indicator that places us solidly below 42 other states. And, some specific populations of kids continue to test more poorly than others – Black and Hispanic kids, kids from low-income or homeless families.

It isn’t as if we have not acted at all on this situation. There have been numerous initiatives within our K-12 system and the state Department of Education, including current Top 10 in 10 efforts. In the current legislature there has definitely been increased attention to the problem, and we even saw some investment in the last two state budgets, driven by concerns and efforts around improving our status. This investment was not enough, and some of it could have been better focused, as we’ve talked about before. Now we have yet another effort tasked with pinpointing strategies.

For candidates in this election year, for new legislators in 2017, for the Governor and for the new Commission members, here are some key facts. They are well known, and well researched.

Fact One: Gaps in literacy emerge as early as nine months. Some kids have stronger nutrition and better health, some kids are ready to more often, some kids are spoken to more often, some kids experience more stress and trauma in their early years. All these things impact literacy skill-building, and their impact starts right away. Efforts to support families early are critical to the state’s literacy success.

Fact Two: There is ample evidence (and common sense) that says that the educational success of parents has everything to do with the literacy success of their children. Family literacy efforts targeted toward building the skills of parents and other caregivers are critical to the state’s literacy success.

Fact Three: The 6,000 hour learning gap, experienced between lower income children and their financially more better off peers, contributes to a variety of skill gaps, including literacy, by the time young people are in middle school. As I’ve already stated, starting early and maintaining opportunities that expand learning through elementary, middle and high school are critical to the state’s literacy success.

Fact Four: Kids have to be in school in order to take advantage of even the most effective school-based literacy programming. Making sure barriers to attending school are addressed for families and young people, including unsafe streets, unsupportive school climates and exclusionary school discipline practices are critical to the state’s literacy success.

We have many effective strategies at our disposal inside and outside the school building to improve literacy, and it never hurts to focus efforts on learning more about what can be done. However, we hope that the Governor and Legislature don’t have to wait for this Commission to finish its work to continue to recognize and commit to needed investments in literacy. 2017 will bring shifting legislative leadership and the Governor’s final two years of legacy. There is no time like the present to reiterate what needs to be done, marshal the resources and take action!

– Michele Corey

Counting Our Successes and Fixing Our Failures

March 21, 2016 – As another annual Michigan Kids Count Data Book is released, it gives us several opportunities.  First, using county profiles available in the Data Book each year is a great way to draw attention to the status of children, youth, families and communities.  How are things improving or declining?  Why is that happening in your community?  It is also a great opener for conversation with local policy makers.  Sometimes, they really aren’t aware of some of the facts, like how much of their income people pay for child care, or how many births are to mothers without a high school credential.  Or whether or not their communities are improving or worsening on key issues like prenatal care for moms or child abuse and neglect.   Local advocates can use the Kids Count information to help position themselves as a resource to their policy makers – a helpful thing during a state budget season, an election year and beyond.

Secondly, it is important to examine the Data Book every year to scrutinize how our current investment and other policies are impacting the lives of families in our state.   The annual report offers us a chance to renew attention to long-standing needs, examine how our efforts have paid off, and expand discussions.  Here are just two critical examples:

1. Family Literacy. With fully one in seven births in Michigan to moms without a high school credential, increased investment in adult education and other literacy initiatives remains imperative.  Our support of teen moms, while those rates continue to drop, must also include high school completion, post-secondary and career opportunities.
2. Expanded Learning. Increasing poverty rates, costs of child care, and the majority of Michigan students not proficient on highlighted standardized tests make new state investment in learning opportunities outside the school day and year even more of an imperative.  By the time they reach the 6^th grade, kids in poor families have received 6,000 fewer hours of assisted learning than their wealthier peers, mainly due to a lack of affordable and quality opportunities outside of school.

Michigan’s Children joined the Michigan League for Public Policy and local partners in Ingham County today for a release of the Data Book to local media around Lansing.  We did this to help highlight how state policy and investment needs to do better at supporting local innovation.  This community intertwines resources available through different entities and targets families with different kinds of needs to try to make sure that parents are supported in the care of their children, that any physical or developmental delays are caught early and that the best services are made available to assist.

It is quite amazing what local communities do with limited resources, but their innovative and effective practices are often stymied by a lack of state and federal investment in necessary programs.  One example that is highlighted in this year’s Data Book is the share of families with children ages 0-3, who participate in Early On.  In Michigan and in Ingham County, that share is less than 3 percent.  Nationwide, estimates are that fully 8 percent of that population qualify for early intervention services, so we are well below that mark.  This is due in part because Michigan fails to invest state funding in that program, unlike the vast majority of the states.

Building on the disaster in Flint this spring, Michigan legislators invested state dollars for the very first time to support Early On in Flint, recognizing that it is a critical part of the intervention and investment that will be needed for years to come to deal with that human calamity.  But, the Data Book points to the need for Early On investment around the state.

Take the time to review the Data Book for key insights into your community, and use its findings to make your best case for local, state and federal investments in children and families where you live.  We are here to help.

– Michele Corey

The ESSA Needs Our Help to Make Every Student Succeed

December 11, 2015 – In previous blogs, we’ve outlined the federal role in education policy falling squarely on promoting quality and innovation and promoting equity – mitigating the impact of students’ learning challenges on eventual educational success. After years of discussion and somewhat rare bi-partisan work in Congress, the Every Student Succeeds Act was signed by the President yesterday, again setting the path for federal policy and investment in K-12 education. So, what do we see?

1. Proven equity-building strategies remain intact. Investments that provide access to pre-school, integrated student services and expanded learning opportunities will continue. The 21st Century Community Learning Centers program that supports after-school and summer learning programs is well researched and provides evidence for this strategy that requires school-community partnership and goes well beyond just expanding hours in a school day or days in a school year. Newly titled, “Community Support for School Success” continues investment in full service schools and Promise Neighborhood grants. The use of Title I and Title II dollars for early childhood education beginning at birth is more explicit and requirements to improve school stability for young people in foster care are strengthened.
2. New priorities reflect new evidence and recognition of specific needs. Despite opposition, the law expands requirements to track how different groups of students are doing and on what. Understanding what groups are doing well and which not so well is the first step toward building more equitable practice. States will now, for the first time, be required to consistently track and report outcomes for kids in the foster care system. It has been difficult for advocates to move better educational investments in that population without adequate information that could point to better strategies for practice and investment. States and districts will also have to start tracking critical outcome indicators beyond achievement scores like school climate and safety and student and educator engagement, improving their ability to address student needs.
3. Some strategies proving ineffective are discontinued. What has been termed a “cookie cutter” approach to improve struggling schools has not served to improve very many of them, and this bill recognizes that there need to be a broader scope of possible strategies that are much more targeted toward local needs. We continue to contend that building investment in equity-promoting strategies have a stronger evidence base than simply removing school leadership and punishing educators for the woes of all systems that serve children, youth and their families.
4. Additional state and local flexibility in other programs COULD increase equity in Michigan. Read on…

So, what are some of the early takeaways?

1. Evidence and advocacy matter. Some positive shifts were the result of coordinated, strong advocacy efforts in Michigan and around the nation, like the coordinated efforts to maintain the 21st CCLC program and supports for integrated student services, as well as expanding initiatives before kindergarten. Some negative shifts were too, but those who were talking with their elected officials had definite impact on the final negotiations.
2. Funding will obviously matter – this law outlines what COULD be funded by Congress. We still don’t have an actual federal funding bill for the current fiscal year, and continue to operate under resolutions that maintain FY2015 spending levels. This has avoided the disinvestment proposed by some conservative members of Congress, but also avoids any conversation about shifting or increasing investment strategies.
3. Engagement at the state and local levels will matter more than ever before. For example, Congress increased the ability to address learning challenges early by allowing a variety of funding to be used for activities before kindergarten. Additional flexibility was added for the Title 1 program, which provides consistent and significant investment in the most challenged schools. There is always risk and opportunity in this flexibility to avoid taking resource from evidenced programming for one group of students to pay for expanded programming for others.

At this moment, Michigan’s Children and others are engaged in the Superintendent’s call for suggestions on how to move educational success in our state over the next decade. With more flexibility in federal education spending, being a part of state priority conversations becomes more important than ever. And, of course, we have already begun another state budget conversation where we will need to continue to fight to keep and build critical state investments while still not seeing education funding levels return to where they were before the recession in 2008. And with other budget pressures resulting from continued disinvestment in our most challenged school systems and spending decisions mandated by road funding compromises, our voices are critically important to ensure that our state is providing equitable educational opportunities for all students.

– Michele Corey

Additional Resources

More on Early Learning: Every Student Succeeds Act and Early Learning
More on Expanded Learning: Senate Passes ESEA, 21stCCLC: Sends to President for Signature 
More On Foster Care: President Obama Reauthorizes ESEA, Affording Groundbreaking Provisions for Children in the Foster Care and Juvenile Justice Systems 
More On Integrated Student Services: Community School Prominent in Every Student Succeeds Act 
More on Equity Building Strategies: ESEA Reauthorization Shows Promise
More on Accountability: The president just signed a new ed law that teaches the naysayers a thing or two
More on Local Decision Making: President Signs ESEA Rewrite, Giving States, Districts Bigger Say on Policy 

What Does It Take To Make A Great Teacher?

November 13, 2015 – What does it take to make a great teacher? An expert group of educators, policymakers and others had been working for quite some time to answer that question and came up with a better, more consistent system in Michigan for making sure that our teaching force is the best it can be, for our most advantaged and most challenged students alike. One of the takeaways from that process demonstrated in the teacher evaluation legislation recently signed by the Governor is that better training and support is necessary so that teachers can use their talents to the best of their abilities.

What supports a great teacher? Certainly the ability to have time in the classroom to use what they have spent years learning – to help students build knowledge and skills. For some, that is in specific topic areas; for some, that is about fostering and supporting a love of learning for younger kids; for some, it is about getting kids who are struggling back on track; and for some it is about making sure we continue to challenge the imagination and creativity of those who excel. Not surprisingly, teachers report that they can better utilize their skills when kids come to school ready to learn. Unfortunately, there are a host of things that prevent kids from optimal learning in the classroom that are impossible for teachers to address on their own. Teachers are better able to teach and students are better able to learn when:

• – kids don’t come into the classroom hungry, or when they don’t come in with a toothache as supported by integrating nutrition and health services in the schools;
• – kids are not feeling intimidated by other kids or school staff, or feeling unsafe at home and on the way to school, which is improved by utilizing positive behavior supports and other evidenced discipline strategies;
• – older students have a manageable job after school that they want and need, and when students have had the opportunity to catch up when they fall behind and stay motivated after school and in the summer, made possible through investment in community partnerships and expanded learning;
• – young people have been able to manage their addictions, mental health or other special needs and other members of their family have been able to do the same through access to those services in school buildings and in the community;
• – student behaviors are managed well in the school system by recognizing behaviors borne of trauma and addressing them through that lens; and
• – their parents are able to build their own skills to help and encourage them at home and have the time together at home to use those skills, as supported through adult and community education programs and family friendly work supports.

Everyone knows that educational, career and life success are not built in the classroom alone. Because all of our systems, not just the K-12 system, don’t work as well as they should and often don’t work together, disparities in literacy emerge as early as nine months of age.  Those gaps can continue to grow throughout educational careers without appropriate attention and intervention. In addition, future state budgets will be stressed by recent road funding decisions and inadequate revenue putting other critical state investments at risk.

Despite these challenges, Michigan must find a way to commit investments for teachers and the children, youth, families and communities they serve. To do otherwise would fail to move ahead in the work started by this teacher evaluation legislation. As we better evaluate teachers, we must also ensure that they have the support they need to succeed.

– Michele Corey

Addressing the Risk and Taking the Opportunity

The following blog was originally posted by the Michigan After-School Partnership.

March 23, 2015 – It is such an exciting time in Michigan for expanded learning. The recent recognition from the Governor’s Office that expanded learning is part of the answer to our 3rd grade reading dilemma was step one (and a result of many discussions and great partners.) In his budget proposal being discussed now by the Legislature, he included $10 million to expand learning opportunity for kids in K-3. In addition, the Governor proposed some serious increases in At-Risk funding for local districts to help them serve their most challenged students – specifically those who are having trouble reading by the 3rd grade and those eventually either not graduating at all, or graduating with limited college and career readiness, which could also open the door for more resource for evidenced expanded learning programming.

Unfortunately, this good news is seriously tempered by the challenge before us in Congress. Michigan has relied almost entirely on federal funds to support our expanded learning efforts through the 21st Century Community Learning Centers (CCLC) program. This has been invaluable, in that it has allowed us to do a whole bunch of research, so we know a lot about what works in expanded learning. One thing that works is to make sure that there is a consistent level of quality for programs that are funded, and that those programs have access to technical assistance and support. That happens because CCLC funding is specifically targeted toward that program – it comes with some strings attached, and that’s a good thing. Those strings have allowed our expanded learning programs to grow their evidence and improve their practice. At this point, Congress is talking about eliminating specific funding for CCLC, and best case scenario, rolling it back into grants that would go to local educational agencies to spend on any number of priorities. Not pulling out that money specifically for CCLC, which results in quality, evaluated, supported before- and after school and summer learning programs is the wrong approach.

We need a strong CCLC program to help grow stronger state investment for expanded learning – both depend on the other. Join Michigan’s Children, others in the Michigan After-School Partnership (MASP) and many advocates across the country in talking with your U.S. Representative and our U.S. Senators. Let them know that there is value to the CCLC program the way that it is, and if you are a CCLC grantee, invite them over and show them why. OR, if you aren’t a grantee, invite them over and show them what could be done if there was more funding for that program to go around.

Also join us in talking with your Michigan Representative and Senator. Let them know that it is high time that Michigan put some state investment in evidenced practice, like yours. Invite them over and show them how your program helps kids read by the 3rd grade, and helps families help their own children learn. Have them talk with students who can tell them directly how your programs are working with their schools so they will be more college and career ready.

– Matt Gillard

Read our recent Issues for Michigan’s Children: Expanded Learning Opportunities are Critical to Improve 3rd Grade Reading.

What Children, Youth and Families Need in the New State Superintendent

March 10, 2015 – The search for the new Superintendent of Schools is in the homestretch. Six candidates have been identified.  All but one have led local and intermediate school district work in Michigan, the other is a deputy in Massachusetts’s education department.

This choice has enormous implications for Michigan, particularly in how we build educational success with the most challenged among us. Clearly, we can assume that the candidates are steeped in education pedagogy expertise, and know what they are doing running a classroom and a school building during the school day. The job requires that expertise and more as they face Michigan’s big challenges – some of the largest achievement gaps in the nation; consistently poor showing compared to other states on education measures; and limited improvement on state assessments.

Current Superintendent Flanagan is certainly leaving a legacy. He helped to facilitate the enormous expansion of 4-year old preschool, and has been an outspoken advocate for the importance of the early years for later educational success. Under his watch, the state committed to closing gaps in educational outcomes for African American boys, resulting in shifts in Department practice, and support for local system efforts. In addition, he helped to facilitate several public/private task forces that looked closely at some of the critical issues feeding these gaps including truancy and school discipline practices.

There also have been enormous strides to broaden our methods of attaining, measuring and documenting college and career readiness skills. Partnerships have begun to form with employers, post-secondary institutions and community partners who provide learning opportunities outside the school day. This work points to the need for significant changes in our system that will not only benefit all kids in K-12 schools, but would be a game changer in skill building and credit accumulation for the most challenged young people in this state.

The new Superintendent will need to redouble all of that work. And to be successful, they will need to skillfully collaborate – not only with the Governor and the Legislature (both of whom hold the purse strings), but with the leaders of other state departments, with the rest of the education and workforce continuum, and with other community resources. They will need to capitalize on the broad recognition that what happens beyond the school doors impacts educational success, and call on resources beyond their own purview to help.

Beyond continuing support for current initiatives, what are some specifics priorities for the new Superintendent?

1. Better address the educational needs of parents. The most consistent predictor of educational success for children remains the educational success of their parents – the research couldn’t be clearer on that. If we want to improve 3rd grade reading and college and career readiness, we not only have to look earlier than kindergarten and bolster children’s experiences beyond the school doors, we also have to look at our support of adult literacy through our adult education system. This system has not successfully served the most challenged adults for quite a while, many of whom are the parents of the most struggling learners.
2. Focus investment on expanding learning options for children, youth and families beyond the traditional school day. At this point, Michigan relies almost entirely on uncertain federal funds to support before- and after-school and summer programming evidenced to cut equity gaps. In addition, fully coordinating community services through evidenced integrated student services models needs to be given priority.
3. Extend leadership in improving care for young children beyond pre-school. While Michigan has taken and made strides in improving the quality of our child care system, we’ve done that with fixed federal rather than state investment, limiting our ability to drastically improve access to high quality care. Our subsidy system for the poorest working families consistently ranks us at the very bottom in the nation.  A few years ago, Michigan brought the state’s child care system under the auspices of the Office of Great Start, and additional strides to improve that system are needed.
4. Develop consistent ways to engage young people in reform strategies and priority development – particularly those experiencing the most challenging educational and life circumstances. This is not easy, but could be done with the help of partners, including Michigan’s Children.
5. Lead cross-department efforts.  Early on in his 1st term in office, the Governor developed a strategy to connect the dots between state departments by establishing what he termed, the “People Group.” This group is comprised of the directors of the Departments of Human Services, Community Health, Civil Rights and Education. The new State Superintendent is ideally suited to lead that group, in light of the transitions occurring with the merger of DHS and DCH, and the space to focus the group’s work on building college and career success.

Whew!  They have their work cut out for them and we have our work cut out for us.  We realize that this is a lot to ask of the next state Superintendent, but there are a lot of public and private partners available to help, if they can take advantage of them.

– Michele Corey

Lights On Afterschool Advocacy

The following blog was originally posted by the Michigan After-School Partnership.

10/10/14 – Lights on Afterschool is a nationwide event on October 23rd to celebrate afterschool programs and all of the benefits they bring to the lives of children, particularly children who struggle the most in school. But it also offers another opportunity – an opportunity to elevate the importance of all high quality expanded learning options – before- and after-school programs, summer learning programs, credit recovery programs and other options to expand learning beyond the school day and year with our elected officials.

Why does it matter that we talk to policymakers about expanded learning? Our elected officials are charged with making decisions about a range of topics – many which they know little to nothing about. It’s impossible for one person to be well-versed on education, health, energy, insurance, the justice system, tax code, veteran’s affairs, natural resources, transportation, and all of the other domains under which our elected officials make decisions. As a former state legislator, I know this to be true. Elected officials need you to help them stay informed on the issues that are important to Michigan’s children, youth and families.

So, how do we help them make the best decisions that they can? How can we get involved in policymaking?

• It can be something that you occasionally dabble in – like contacting your legislator when there’s a timely issue that the Legislature is debating. You can stay informed on timely issues related to children, youth and families by signing up for Michigan’s Children’s electronic communications.
• You can become a stronger advocate by getting to know the people that represent you and building and maintaining a good relationship with them. Attend your legislators’ coffee hours in your communities, sign-up for their e-bulletins, and communicate with them regularly to keep them informed on topics that you care about.
• Or you can take it even a step further and invite them to you – to your programs in your community. If you run an afterschool program, invite them to take a tour and visit with the children. If you are a member of your PTA, invite your legislator to come to a meeting and hear the concerns of fellow parents.

Ensuring that policymakers are educated so that they can make informed decisions about afterschool – particularly when it comes to decisions on funding high quality expanded learning opportunities – is critical. I don’t need to tell you about the benefits of high quality expanded learning – you already know that these programs can help students stay academically on-track and can help those who are already behind to catch-up. But your elected officials may not know that. And it’s our jobs to make sure they do.

– Matt Gillard

Starting School and Staying There

September 2, 2014 – Here we are, the day after Labor Day, with all eyes toward young people returning to school.  Now that they are back, we need to keep them there – making sure that they aren’t losing opportunity because of multiple absences, and making sure that they stick it out until high school graduation and beyond.

September is national Attendance Awareness Month and the noteworthy Attendance Works national organization released today a study about the impact of attendance, or lack of attendance, on educational success in Michigan and around the country, titled Absences Add Up: How Attendance Influences Student Success.  As the report authors discuss, and Michigan’s Children has discussed many times in our blogs and elsewhere, it has never before been so essential that we move all of our young people to educational success.  One of the barriers to doing this is when young people aren’t getting all of the learning opportunities that they could.  This happens during the summer, it happens during the 80 percent of waking hours that children and youth aren’t in school and it happens when they are absent.  Bottom line:  they miss out and have limited opportunity to catch up.

So, not surprisingly, what Absences Add Up reports is that in Michigan and around the country, your assessment scores have EVERYTHING to do with how often you are absent.  Being present in school matters to academic performance for each grade and subject studied, for every group of children and in every locality.  The report states that “in many cases, the students with more absences have skill levels one to two years below their peers. While students from low-income families are more likely to be chronically absent, the ill effects of missing too much school hold true for all socioeconomic groups.”

In Michigan, there was a 15 point difference in average math assessment scores between 4^th graders with no absences in the past month and those who missed at 3 or more days.  Similar gaps are seen in 4^th and 8^th grade reading.  The largest gap in Michigan is the 23 point difference for 8^th grade math.  I see the impact of the cumulative nature of math instruction with my own kids, which is clearly hampered by multiple absence.

What are the keys to keeping kids in school?  Ah, that is the complication.  There are many reasons why children and youth are absent from school, some of which are under the control of the school system and some that are not.  The State Board of Education and the Michigan Department of Human Services recently staffed a Truancy Task Force with the purpose of building a common definition for truancy that could be utilized across the state.  In the course of that discussion, what was also apparent is that there are as many reasons for absence as there are absences themselves and a myriad of ways that local school systems both report and deal with absence.  So if it is this complicated, what can be done?

1. Support integrated services in schools.  When schools are able to connect families with other community resources, there are more chances to find and address the causes of school absence – be they related to physical and behavioral health issues, unstable housing, bullying or disengagement by parents or students.
2. Support expanded learning opportunities.  There is ample evidence documenting the impact of quality afterschool and summer learning programs on in-school attendance.  When expanded learning opportunities are utilized to engage and re-engage young people in their learning, they are more likely to engage and re-engage with school as well.

As we’ve been saying over and over again, this election season gives all of us a platform to see what the candidates for office suggest we do to keep kids in school and learning.  When kids miss school, they miss opportunity.  They can’t afford it and neither can we.

Summer Learning Matters for Students and Policymakers

July 11, 2013 – The Michigan Department of Education recently released assessment test scores documenting that fewer than one in five Michigan high school students are prepared in all subjects for college and career as evidenced by scores on the ACT College Readiness Assessment. In addition, when we look at this spring’s Michigan Merit Exam (the high school MEAP tests), there are huge scoring gaps in every subject by race, economics and other challenging student and family circumstances.

So we look to the reasons why, well documented in the research. One of those reasons is the difference in experiences that children and youth have access to in the summer.

There is a pile of research documenting that all kids lose some educational gains over the summer. I see that in my own three kids and try to make sure that they are engaged in activities that keep their minds moving ahead. Okay, that doesn’t always work. Sometimes the activities that I’d love to have them do, or that they are really excited about doing, are just too expensive, or just too far away from our house, or they just don’t work for our complicated schedule with all parents working. Now think about that for more challenged families with less access to transportation and less flexibility in their jobs.

Research suggests that fully two-thirds of the reading achievement gap by the 9th grade is attributable to summer learning loss alone. Each year, we look at MEAP and ACT test results for our young people. Each year, we express disappointment that more of them aren’t doing better and we express particular concern about the gaps between our highest achievers and our lowest. So, let’s do something about that.

In the last budget cycle, as we have for many years, Michigan’s Children joined with others in the Michigan After-School Partnership to call for state investment in expanded learning opportunities – those opportunities that take place outside of the traditional school day: primarily before- and after-school and during the summer. Those same opportunities that research points to as a solution to summer learning loss and that go far to lessen the achievement gap. As you likely know, Legislators in the Michigan House included a small amount of money to support those programs, a start back onto the path of larger, necessary state investment. But that small investment didn’t make it into the final budget passed last month, despite the efforts of our Legislative champions and ourselves.

In this campaign season, we need to remind those vying to represent us that they can commit to make decisions backed by years, often decades, of research that can change the educational odds for kids in Michigan. It does take investment, and we can help them better understand where that investment can really matter by inviting them to see great programming, talking with them about what is needed in our communities and then making sure that they are addressing those needs while they are on the campaign trail.

Our work this summer is to do just that.

– Michele Corey