In a recent column headlined “America should be in the middle of a schools revolution,” author David Brooks cited a series of “alarming statistics” that he argued should make this a moment of “reinvention” in education. Because these statistics are part of the general debate over education nationally and in Kansas, I wanted to look at how they apply to Kansas – and how schools respond.
I believe Kansas ALREADY has a plan to reinvent schools: the State Board of Education’s Kansans Can vision, outcomes and design principles. I’ve spent the last eight months visiting schools and districts that are improving those outcomes by using those principles – and offering examples for all schools.
First, here are some of the concerning trends we face.
Losing enrollment after COVID: Kansas public school enrollment declined by about 16,000 in 2021, but almost half of the loss had returned by this fall. Accredited private enrollment dropped by 663 in 2021. Those numbers are back to pre-pandemic levels but haven’t increased beyond that – in fact, accredited private schools had been gradually declining in enrollment for 20 years. Because non-accredited private schools, including home schools, are not required to report enrollment, it’s hard to track how much of the remaining public school decline was switching to other schools, delaying kindergarten or the declining school-age population. However, enrollment is projected to drop due to fewer children of school age.
Falling behind in academics: In Kansas, scores on national state assessments had risen during the first decade of the 21st century but began to drop after state funding cuts to education starting in 2010 and eight years of falling behind inflation. Although funding began to increase in 2018 following the Gannon school finance plan, results fell even faster after COVID hit in 2020. Test scores alone do not lead to economic loss. Still, Kansas State Department of Education research shows a correlation between test scores and high school graduation and postsecondary educational attainment – and a strong correlation between educational attainment and income, employment, and poverty. Simply put, students who do poorly on state tests are less likely to be educationally and economically successful.
However, it is not a perfect correlation. Despite declining test scores, Kansas graduation rates are at an all-time high. After a dip following COVID, more students are starting and completing postsecondary programs, especially career and technical certifications.
Rising absenteeism and worsening discipline problems: Kansas Education Commission Randy Watson notes that chronic absenteeism – students missing 10% of school days for any reason (excused or unexcused) almost doubled from about 14% before the COVID to nearly 25% last year and even higher in some school districts. Many school leaders report a sharp rise in student issues around behavior and depression, some brought on by COVID restrictions and others by the long-term impact of social media.
Growing differences in student outcomes: There has always been a significant outcomes gap between lower- and non-low-income students. That’s true for both public and private schools. However, the gap between Kansas students eligible for free meals (the lowest income group tracked) and those who pay full price for lunch scoring at the lowest level (limited) on state reading and math tests widened from 20-22% in 2015 to about 27% in 2022. Put another way, about half of the state’s lowest-income students scored at the “limited” level, compared to about 23% of higher-income students.
At the same time, the graduation rate for low-income students has increased more than the overall rate, showing some progress in reducing inequality. However, state tests assess students in grades 3-8 and once in high school, so the full impact of the lowest academic test scores in earlier grades on students has yet to be discovered. As noted, KSDE data show that students scoring at the lowest level on state tests are much less likely to graduate and achieve postsecondary success.
How can we turn these trends around? I’ve spent months talking with school leaders who are trying to lead change for the better, using the goals and design principles of the State Board’s Kansans Can vision. They include schools that have significantly increased students completing high school and showing postsecondary success, raised academic achievement on state test scores, and are nationally recognized for academic achievement. Here are some of the top ideas I’ve heard to address the abovementioned issues.
Build a personal relationship with every student and family.
One way to reverse enrollment declines is to make your school one that every child and family wants to attend. Successful schools don’t just hope this will happen; they have specific plans and assignments to involve every staff member, from greeting students daily, grouping them to building multi-year relationships between students, families and teachers, and assigning a school mentor to each child. These efforts not only build strong relationships; they also allow schools to meet students' individual needs.
Use data to guide individual student support and change teaching to improve academic outcomes.
The schools I visited use state assessments to monitor how their students are doing continually. When they see a weakness in a student’s skills, they immediately provide help. Every school or district uses some type of Multi-Tiered System of Supports, setting aside time for individual attention (which allows enrichment for students who can move ahead and help those who are behind). Each has teachers working together in structured time to review results materials constantly – and praised their school boards for supporting these changes. This focus not only better prepares students for high school and beyond, but it also matches public concerns. A new opinion poll cited in Brooks’ article and many surveys lists core academic subjects as the most essential purpose of K-8 education.
Raise expectations and celebrate learning.
One of the most impressive things I’ve heard from educators is how their students have risen to the occasion when asked to do more. From grade schoolers taking pride in their “big words” to high schoolers participating in advanced courses to – amazingly – leaving cell phones out of the classroom, these districts say students have responded positively to higher expectations. They stress the need to help students understand the reasons for what is happening in school. Rather than saying students don’t take state tests seriously, educators in these schools say their students want to do well on tests because they understand it reflects well on their teachers, schools, and community. One principal said, “We have worked to make learning, for lack of a better word, cool.”
Expand ways to prepare students for postsecondary success in education or the workforce.
Every high school I visited has significantly increased the number of students who graduate with college credits or even degrees, technical training and industry-recognized credentials, and some type of “real world” experience. To do so, they have added career and technical education pathways; partnered with area colleges and other districts to expand course offerings; found resources to help pay for taking college courses; and added staff to help with career counseling, worked with employers to increase internships and other work-based learning, and helped students navigate the transition from to college and the workplace. The opinion poll cited above lists skills for future employment as the most important purpose of high school education.
These are only some of the ways Kansas schools are reinventing themselves. I’m convinced these steps are critical in meeting the Kansans Can vision to “Lead the world in the success of each student.” What struck me in each of my visits is that these educators decided their schools had to change – a lot. They admitted they were not meeting all their students' needs and committed to doing better. None are yet satisfied with the results, even with improvements. Perhaps most important, no one forced these schools to change. They did it because it was right for their students, families and communities.
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