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RICAS Scores Dropping, Students Not Learning: What Can Be Done?

Government Building

Better Learning Gets Red Light for Dyslexia Awareness Month

Our Students Aren’t Learning

New test data for RI students is out and it isn’t good. RICAS scores for literacy and math are troubling, staying flat for math and dipping below last year’s results for literacy. According to The Providence Journal (1), only 30.8% of elementary and middle school students are meeting grade-level expectations in English Language Arts (ELA). That’s 2.3% lower than last year and 8% lower than before the pandemic in 2019. These local scores reflect the countrywide statistics; our students just aren’t recovering from their pandemic learning losses, and they aren’t even meeting the poor pre-pandemic levels.

Local Learning Resources Feel the Strain

Schools are struggling to meet academic expectations. They are fighting not just the post-pandemic mental health crisis in our children, but also related chronic absenteeism, socio-economic strains on households, and a resulting general lack of motivation. The federal COVID-19 relief money has dried up. Teachers are giving their all, but there aren’t enough hours in the day, enough staff and enough funding to meet the needs of the students in front of them.  After-school programs, tutoring businesses and parents at home after long days of work are all feeling pressed and overwhelmed.

Making Inroads

The news isn’t all bleak, though. We are beginning to make progress with this difficult educational crisis through several initiatives and specific work being done statewide. As these pieces come together, the most vulnerable among our students are getting more of the resources they need.

October Dyslexia Awareness Month

Local politicians support Dyslexia Awareness

Senator Robert Brillo and Governor Dan McKee at the State House lighting ceremony for Dyslexia Awareness Month

Decoding Dyslexia RI organized several events throughout the state for the month of October, punctuated by the lighting of the State House in Red on Friday, October 18th, featuring  Senator Robert Britto and Lieutenant Governor Sabina Matos, as well as Governor McKee (a former local educator himself). Helaine Schupack, local Dyslexia expert, Orton-Gillingham pioneer and legendary educator, was honored with a Lifetime Achievement award in the State House rotunda ceremony. The turnout of educators, local resource organizations, and families was an encouraging statement of support and recognition. Decoding Dyslexia RI also has lots of ideas and materials to help spread the word and improve understanding about Dyslexia. These resources push into the classroom and spread out into the community.

 

Inspire Aspire Annual ConferenceNEAIR Conference in November

The North East Association for Institutional Research (NEAIR) is an organization that is dedicated to the effectiveness of education through college and beyond through excellence in the field of institutional research.  Much of our current attention is focused on the elementary and secondary levels of education as our students struggle with foundational reading, writing and math skills.  But, properly researching and implementing instruction at the postsecondary level of education is also crucial. This is especially important as we train college and graduate students to be effective teachers themselves. This type of organization could provide a critical research-to-application springboard for our local Education and Special Education undergraduates and Master’s candidates.

NEAIR will be having their 51st Annual Conference in Newport, RI November 16th – 19th. This is a very specific group of researchers coming together to exchange ideas and information; however, it is also open to anyone with an interest in this side of educational and institutional research. There are also member-only grant opportunities for those looking to conduct specific research or garner further professional development.  Visit their website to find out more about becoming a member and to register.

Individualized Tutoring to Provide What is Missing

Those who work with dyslexics, ADHD students, and other neurodiverse learners are well aware of the slide in literacy and numeracy.  These students are the most vulnerable in our education system. They already suffered a wide gap in their understanding of school concepts. They are falling behind the most in this post-pandemic world.  Tutors across the state are juggling full schedules and a crush of inquiries for their services.  The wait lists are growing, sometimes up to two years. As more parents are seeing the gaps in their children’s education during the school day, they are turning to these outside sources of academic support. The demand for specialized literacy instruction has been high for some time; now, tutors are seeing a significant increase in math requests as well.

School Partnerships: A Different Educational Model

Local nonprofit Rhode Island Tutorial & Educational Services (RITES) has spent over the last two decades working not only with hundreds of students one-to-one, but also with schools around the state and southeastern Massachusetts. Not all schools are able to have the highly-specialized, specifically-trained teaching experts on staff at all times to provide the in-depth services students with learning differences need in order to succeed as readers, writers and mathematicians. RITES partners with many different districts, departments, organizations, and schools to provide supplementary instruction during the school day and in wraparound models. Professional development for the school’s appropriate teaching staff is also a part of the RITES partnership. The goal is the school eventually directly providing what is needed for these students. Data shows this partnership intervention is leading to student progress in literacy, and RITES continues to apply for grants to support the continuation of this all-important work.

Making a Difference for Those with Learning Differences

As concern grows over the state of our education system and the effects on Rhode Island students, the gap widens particularly for those who struggle with diagnosed or undiagnosed learning differences. It is troubling to see how so many students are missing the mark. It is even more alarming for those who were already vulnerable or underserved within the traditional educational model. But, we are making some headway. Growing awareness is taking hold. Organizations, individuals, and communities are taking action. Voices are being heard.  Programs are translating into progress. If we come together for better understanding, without fearing change in order to improve, putting students first, we have all the opportunity in the world to help our students learn better, no matter how they learn best.

1Mooney, Tom. “EDUCATION: RICAS Scores Released, RI Students Drop in English Language Skills” The Providence Journal, October 18, 2024, https://www.providencejournal.com/story/news/education/2024/10/18/ricas-scores-released-ri-students-drop-in-english-language-skills/75733334007/. Accessed October 22, 2024

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