Category: Science

  • Bringing back birds from the brink of extinction

    Bringing back birds from the brink of extinction

    Bringing back birds

    Vallocchia’s work has also taken her to Malta and Mexico. She’s been with Maui Forest Bird Recovery for four years. As avian research field supervisor, she works on honeycreeper surveys, counting the relatively few remaining birds from what was once a thriving bird paradise with more than 50 species of honeycreeper.

    On Maui, Vallocchia says, six species of honeycreeper remain. Three of these are endemic to Maui, found nowhere else. Vallocchia and her colleagues track populations of Kiwikiu (Maui parrotbill) and ʻĀkohekohe (crested honeycreeper).

    Vallocchia and her colleagues camp out in various locations on Maui, tracking birds and their activities at predetermined spots or transects on a specific line through a forest. This gives them a consistent scientific way to count the birds.

    Right now, fewer than 150 kiwikiu remain, Vallocchia says.

    “The native birds, you see how special they are here,” Hebebrand says. “When I saw a kiwikiu in the wild for the first time, I cried.”

    The soundscape of Hawaii

    Some native birds are spotted closer to the project’s home office. A Hawai’i ‘amakihi was spotted recently feeding on a hibiscus plant in the yard, delighting the staff.

    Program manager Hanna Mounce describes the work of Maui Forest Bird Recovery Project as an investment in ecosystems, cultural connections and the next generation.

    “I’m hopeful that our work today will help ensure these birds are still here for our children and grandchildren,” Mounce says. “Every day, I work alongside a team deeply committed to protecting something bigger than themselves.”

    Hawai’ian birds often make the sounds of their names. The kiwikiu might screech keee-eee-eee or tree-tree or kiwi-kiwi-kiwi-kiwi.

    “It’s so varied,” Vallocchia said.

    What tourists don’t see or hear

    These songs most likely won’t be heard by visitors coming to the islands on vacation. People relaxing at resorts may not know they’re missing the native wildlife and birds of the Hawai’ian islands.

    “Millions of people visit Hawaiʻi every year,” says Chris Warren, forest bird program coordinator at Haleakalā National Park, “and only a fraction of those get a chance to see an ʻiʻiwi or other fabulous native birds. People can grow up here and never experience a native forest.”

    Warren worked for MFBRP for more than a decade and continues to partner with the organization.

    “The project has always been driven by passion and a deep desire to save these species from extinction,” Warren says. His own understanding of extinction dates back to his work at the Joseph Moore Museum of Natural History in Indiana. He encountered specimens of extinct birds like passenger pigeons and Bachman’s warblers.

    “There is something profound about holding an animal in your hand that will never be seen alive again,” Warren says. “And to know that that extinction was preventable made a deep impact on me.”

    Protecting without disturbing

    Warren says one of the biggest challenges to forest bird recovery involves educating the public, who may not know these birds exist. People care more deeply about things that they’ve personally experienced, he says.

    Vallocchia agrees. She invites visitors to explore accessible areas of Maui, hiking into its fragile forests with awareness and care.

    “For people to want to protect something, they need to see it, experience it, understand the beauty of it,” Vallocchia says. “Being part of nature is not disturbing nature if it’s done in the right way.”

    Camping with permits is possible in places like Haleakalā National Park.

    “You could wake up to the song of the honeycreeper,” Vallocchia says.

     

    Recommended:

    The award-winning documentary “Vanishing Voices” combines interviews with bird recovery workers and animation to explain the science being used to save birds from extinction.


    Questions to consider:

    1. What are some threats to the honeycreepers on Maui?

    2. How are conservationists trying to restore the population of alalā?

    3. What birds can you spot where you live?


    Want to see and hear some honeycreepers? Check out the video below:

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  • Why new math problems won’t solve our nation’s math problem

    Why new math problems won’t solve our nation’s math problem

    eSchool News is counting down the 10 most-read stories of 2025. Story #4 focuses on making math instruction more relevant to students.

    Key points:

    How much longer will we keep trying to solve our nation’s dismal math proficiency problem by writing new math problems? Clearly, if that was the answer, it would have worked by now–but it hasn’t, as evidenced by decades of low proficiencies, historic declines post-COVID, and the widest outcome gaps in the world.

    The real question students are asking is, “When am I ever going to use this?” As a former math teacher, I learned that addressing this question head-on made all the difference. Students’ success in math wasn’t found in a book–it was found in how math applied to them, in its relevance to their future career plans. When math concepts were connected to real-world scenarios, they transformed from distant and abstract ideas into meaningful, tangible skills.

    My first-hand experience proved the premise of education innovator Dr. Bill Daggett’s “rigor-relevance-relationship” framework. If students know what they’re learning has real-life implications, meaning and purpose will ensure that they become more motivated and actively engaged in their learning.

    Years later, I founded the nonprofit Pathway2Careers with a commitment to use education research to inform good policy and effective practice. From that foundation, we set out on a path to develop a first-of-its-kind approach to math instruction that led with relevance through career-connected learning (CCL).

    In our initial pilot study in 2021, students overwhelmingly responded positively to the curriculum. After using our career-connected math lessons, 100 percent of students reported increased interest in learning math this way. Additionally, they expressed heightened curiosity about various career pathways–a significant shift in engagement.

    In a more comprehensive survey of 537 students spanning grades 7–11 (with the majority in grades 8 and 9) in 2023, the results reinforced this transformation. Students reported a measurable increase in motivation, with:

    • 48 percent expressing “much more” or “slightly more” interest in learning math
    • 52 percent showing greater curiosity about how math skills are applied in careers
    • 55 percent indicating newfound interest in specific career fields
    • 60 percent wanting to explore different career options
    • 54 percent expressing a stronger desire to learn how other skills translate to careers

    Educators also noted significant benefits. Teachers using the curriculum regularly–daily or weekly–overwhelmingly rated it as effective. Specifically, 86 percent indicated it was “very effective” or “somewhat effective” in increasing student engagement, and 73 percent highlighted improved understanding of math’s relevance to career applications. Other reported benefits included students’ increased interest in pursuing higher education and gaining awareness of various postsecondary options like certificates, associate degrees, and bachelor’s degrees.

    Building on these promising indicators of engagement, we analyzed students’ growth in learning as measured by Quantile assessments administered at the start and end of the academic year. The results exceeded expectations:

    • In Pre-Algebra, students surpassed the national average gain by 101 Quantiles (141Q vs. 40Q)
    • Algebra I students achieved more than triple the expected gains (110Q vs. 35Q)
    • Geometry learners outpaced the average by 90 Quantiles (125Q vs. 35Q)
    • Algebra II showed the most significant growth, with students outperforming the norm by 168 Quantiles (198Q vs. 30Q)

    These outcomes are a testament to the power of relevance in education. By embedding math concepts within real-world career contexts, we transformed abstract concepts into meaningful, tangible skills. Students not only mastered math content at unprecedented levels but also began to see the subject as a critical tool for their futures.

    What we found astounded even us, though we shouldn’t have been surprised, based on decades of research that indicated what would happen. Once we answered the question of when students would use this, their mastery of the math content took on purpose and meaning. Contextualizing math is the path forward for math instruction across the country.

    And there’s no time to waste. As a recent Urban Institute study indicated, students’ math proficiencies were even more significant than reading in positively impacting their later earning power. If we can change students’ attitudes about math, not just their math problems, the economic benefits to students, families, communities, and states will be profound.

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  • Decoder Replay: Can we prepare for unpredictable weather?

    Decoder Replay: Can we prepare for unpredictable weather?

    There’s no denying climate change when a tornado rips through your town or a blizzard buries you in snow. So why blame the people who raise weather alarms?

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  • School Specialty LLC Announces Acquisition of Nasco Education U.S.

    School Specialty LLC Announces Acquisition of Nasco Education U.S.

    Greenville, Wis – December 8, 2025 – School Specialty®, a leading provider of learning environments, supplies and science curriculum to the preK-12 education market, today announced the acquisition of Nasco Education U.S., a trusted name in specialized, curated education solutions for K-12 schools. This strategic acquisition enhances School Specialty’s ability to serve its core customers by enhancing its value proposition to schools across the country.

    “We estimate that nearly two-thirds of Nasco Education U.S.’s customers are already School Specialty buyers,” said Ryan Bohr, CEO of School Specialty. “Like School Specialty, Nasco Education U.S. has been an industry fixture of supplying schools for decades. Combining our companies will bring procurement efficiencies to our customers and expand the scope of products available to them.”

    School Specialty has more than 60 years of leadership in transforming classrooms into future-ready learning spaces for preK-12 educational institutions, serving five in every six school districts nationwide and curating products from hundreds of trusted brands. Nasco Education U.S.  offers a broad selection of specialized products, including hands-on, activity-based resources that support instruction across subjects like science, math, and the arts. Both companies share a deep commitment to providing high-quality, relevant resources that empower teachers and students.

    Both organizations will operate independently for the near term.  School Specialty expects to integrate the businesses gradually to ensure a seamless experience for the longstanding customers of both organizations. 

    “Together, we will be able to provide even greater support, innovation, and value to schools nationwide, helping them deliver the best possible learning experiences for their students,” said Ryan Bohr, CEO of School Specialty.

    About School Specialty, LLC 

    With a 60-year legacy, School Specialty is a leading provider of comprehensive learning environment solutions for the pre-K12 education marketplace in the U.S. and Canada. This includes essential classroom supplies, furniture and design services, educational technology, sensory spaces featuring Snoezelen, science curriculum, learning resources, professional development, and more. School Specialty believes every student can flourish in an environment where they are engaged and inspired to learn and grow. In support of this vision to transform more than classrooms, the company applies its unmatched team of education strategists and designs, manufactures, and distributes a broad assortment of name-brand and proprietary products. For more information, go to SchoolSpecialty.com.

    About Nasco Education U.S.

    Nasco Education U.S. is a leading developer and distributor of instructional materials, offering a wide range of hands-on learning products for the preK-12 education market with 80+ years of experience. Nasco Education U.S. provides schools and educators with the educational materials needed to create impactful classroom experiences that enhance student engagement and academic performance. For more information, go to NascoEducation.com.

    eSchool News Staff
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  • 350 jobs go at CSIRO – Campus Review

    350 jobs go at CSIRO – Campus Review

    Australia’s leading science and research agency will cut hundreds of jobs across the nation as rising costs outpace funding.

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  • Should research be free for all?

    Should research be free for all?

    In the past, Gitanjali Yadav, like many other Indian researchers, would have used illegal online libraries to access academic journal articles. Now a new initiative by the Indian government brings hope as a legal alternative, delivering free article access to researchers across India.

    While Yadav benefits from the new scheme, it has brought her new challenges.

    Despite being one of the world’s top scientific research countries, many Indian universities don’t have enough funding for researchers to read the papers they need. 

    The Indian government sought to solve this issue with the One Nation One Subscription (ONOS) scheme. ONOS gives public Indian academic institutions free access to academic journals.

    But just as soon as the government gave access, they also took it away. Following the ONOS launch, another important website for reading academic articles was shut down. 

    Previously Sci-Hub, an illegal academic library, was the one-stop shop to read and download academic literature. Many Indian academics relied on it to access articles behind paywalls. But now the platform has been banned, leaving many Indian academics, and their research, without options. 

    A researcher at the National Institute of Plant Genome Research, Yadav downloads and analyzes thousands of academic articles for her research. Now, her attempts to access these articles on a mass scale have led to blocks by publishers even though her institution has subscriptions. 

    Why access matters

    Researchers worry that ONOS will not be able to replace Sci-Hub effectively, and that this will lead to downstream effects in conducting research. 

    India’s access problems raise a bigger question: can countries in the Global South compete in science when they don’t have the same access to information as richer countries? 

    Obtaining academic articles isn’t always simple. Similar to checking a book out from a library, you can only read an article if it is held in a library’s collection. Access to research papers is given through universities and academic institutions. 

    Academic journal subscriptions and publishing fees are estimated to earn $10 billion annually in the United States alone. The average cost of an annual subscription to a single journal by an Indian institution is around $1,300, though journals are often sold together in packages. The costs of these packages can vary, but a large Indian institution could expect to pay $50,000 for one year’s access, making the fee unaffordable for many Indian institutions. 

    Meanwhile, the researchers who provide articles and provide peer review for the journals are unpaid for their work

    Paywall problems

    Without access through their university, many academic articles are kept behind paywalls. Researchers can pay to read a paper, but fees average around $50 for a single article, and Indian universities can’t pay for all the journals they need. 

    “You’re somebody working in an Indian laboratory,” said Peter Murray-Rust, Cambridge researcher and well-known advocate for Open Access science. “What are you going to do? You’re going to pirate it.” 

    Launched in 2011, Sci-Hub changed Indian research by allowing anyone to illegally read articles for free, even if the articles were behind paywalls. 

    One fan was Jonny Coates, the executive director of Rippling Ideas, an organization that advocates for open access to scholarly works. “There are some people who tell you, actually, what Sci-Hub’s done is it solved the access problem,” he said.

    At its peak, Sci-Hub provided access to over 81 million research articles. For academics in India, many started downloading articles illegally. The country downloaded over 5 million articles from Sci-Hub in 2017 alone. 

    Is ONOS a game changer?

    Comments from hundreds of Indian researchers can be found thanking Alexandra Elkyban, Sci-Hub’s founder, online: “The website Sci-Hub you have developed is like an oasis in the desert for people like me,” wrote Indian researcher Keshav Moharir. “God bless you.”

    Now the platform is banned, and the Indian research scene is changing. The Indian ban on Sci-Hub follows a 2020 lawsuit filed by major academic publishers like Elsevier and Wiley

    When the Indian government launched the $715 million ONOS initiative earlier this year it was heralded as a solution to the access problem because it gave eligible public institutions free access to 13,000 academic journals.

    The announcement was met with much excitement: cutting-edge research could now be pursued without financial barriers. Researchers from small institutions were enthusiastic that they could finally access the resources previously limited to top tier universities. Indian Prime Minister Narendra Modi described it as a “game-changer for Indian academia and for youth empowerment,” in an X post. 

    But ONOS has also faced criticism from researchers. For those offered ONOS, more than half are still waiting to use the platform, and it’s unclear why they remain without access. At the same time, ONOS also only covers a small portion of the some 40,000 academic journals worldwide, limiting access to specialized publications that can be important for researchers. And there are logistical challenges, highlighted by Yardav’s difficulties. 

    Private universities, meanwhile, are left without ONOS or Sci-Hub. And some say it will be difficult for them to conduct research going forward.  

    Beyond India 

    India’s challenges show a bigger problem in the Global South. In contrast to institutions in high-income countries, those in the Global South have less money and fewer legal ways to read papers. That means that Global South countries are less likely to be able to read paywalled papers and include them in their own research. And because of this, their research may not be as strong or influential

    Lack of access can also influence what type of research gets done. A recent study by researchers at NYU Abu Dhabi on paywalls and scientific data concluded that paywalls can compound disparities between who gets access and who doesn’t and who ends up contributing to the global production of knowledge.

    One researcher from Ghana quoted in the study noted that the availability of papers could affect which projects he recommends to his students. 

    Murray-Rust said that being able to read the body of research is so essential for conducting good science, that in many cases, piracy becomes a standard practice.

    Whether government-led schemes can replace grassroots alternatives like Sci-Hub effectively is yet to be seen. 

    Researchers like Yadav fear that ONOS will end up being more symbolic rather than a real change for India’s research community. For now, India’s academic community finds itself in a difficult phase of transition. 


    Questions to consider:

    1. Why does it cost money to access some research studies?

    2. Who should fund scholarly research?

    3. If you put a lot of time and money into conducting a research study, would you give away the results for free? Why or why not?

     

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  • 3 strategies to boost student reading fluency this school year

    3 strategies to boost student reading fluency this school year

    Key points:

    With the new school year now rolling, teachers and school leaders are likely being hit with a hard truth: Many students are not proficient in reading.

    This, of course, presents challenges for students as they struggle to read new texts and apply what they are learning across all subject areas, as well as for educators who are diligently working to support students’ reading fluency and overall academic progress. 

    Understanding the common challenges students face with reading–and knowing which instructional strategies best support their growth–can help educators more effectively get students to where they need to be this school year.

    Understanding the science of learning

    Many districts across the country have invested in evidence-based curricula grounded in the science of reading to strengthen how foundational skills such as decoding and word recognition are taught. However, for many students, especially those receiving Tier 2 and Tier 3 interventions, this has not been enough to help them develop the automatic word recognition needed to become fluent, confident readers.

    This is why coupling the science of reading with the science of learning is so important when it comes to reading proficiency. Simply stated, the science of learning is how students learn. It identifies the conditions needed for students to build automaticity and fluency in complex skills, and it includes principles such as interleaving, spacing practice, varying tasks, highlighting contrasts, rehearsal, review, and immediate feedback–all of which are essential for helping students consolidate and generalize their reading skills.

    When these principles are intentionally combined with the science of reading’s structured literacy principles, students are able to both acquire new knowledge and retain, retrieve, and apply it fluently in new contexts.

    Implementing instructional best practices

    The three best practices below not only support the use of the science of learning and the science of reading, but they give educators the data and information needed to help set students up for reading success this school year and beyond. 

    Screen all students. It is important to identify the specific strengths and weaknesses of each student as early as possible so that educators can personalize their instruction accordingly.

    Some students, even those in upper elementary and middle school, may still lack foundational skills, such as decoding and automatic word recognition, which in turn negatively impact fluency and comprehension. Using online screeners that focus on decoding skills, as well as automatic word recognition, can help educators more quickly understand each student’s needs so they can efficiently put targeted interventions in place to help.

    Online screening data also helps educators more effectively communicate with parents, as well as with a student’s intervention team, in a succinct and timely way.

    Provide personalized structured, systematic practice. This type of practice has been shown to help close gaps in students’ foundational skills so they can successfully transfer their decoding and automatic word recognition skills to fluency. The use of technology and online programs can optimize the personalization needed for students while providing valuable insights for teachers.

    Of course, when it comes to personalizing practice, technology should always enhance–not replace–the role of the teacher. Technology can help differentiate the questions and lessons students receive, track students’ progress, and engage students in a non-evaluative learning environment. However, the personal attention and direction given by a teacher is always the most essential aid, especially for struggling readers. 

    Monitor progress on oral reading. Practicing reading aloud is important for developing fluency, although it can be very personal and difficult for many struggling learners. Students may get nervous, embarrassed, or lose their confidence. As such, the importance of a teacher’s responsiveness and ongoing connection while monitoring the progress of a student cannot be overstated.

    When teachers establish the conditions for a safe and trusted environment, where errors can occur without judgment, students are much more motivated to engage and read aloud. To encourage this reading, teachers can interleave passages of different lengths and difficulty levels, or revisit the same text over time to provide students with spaced opportunities for practice and retrieval. By providing immediate and constructive feedback, teachers can also help students self-correct and refine their skills in real time.

    Having a measurable impact

    All students can become strong, proficient readers when they are given the right tools, instruction, and support grounded in both the science of learning and the science of reading. For educators, this includes screening effectively, providing structured and personalized practice, and creating environments where students feel comfortable learning and practicing skills and confident reading aloud.

    By implementing these best practices, which take into account both what students need to learn and how they learn best, educators can and will make a measurable difference in students’ reading growth this school year.

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  • How teachers and administrators can overcome resistance to NGSS

    How teachers and administrators can overcome resistance to NGSS

    Key points:

    Although the Next Generation Science Standards (NGSS) were released more than a decade ago, adoption of them varies widely in California. I have been to districts that have taken the standards and run with them, but others have been slow to get off the ground with NGSS–even 12 years after their release. In some cases, this is due to a lack of funding, a lack of staffing, or even administrators’ lack of understanding of the active, student-driven pedagogies championed by the NGSS.

    Another potential challenge to implementing NGSS with fidelity comes from teachers’ and administrators’ epistemological beliefs–simply put, their beliefs about how people learn. Teachers bring so much of themselves to the classroom, and that means teaching in a way they think is going to help their students learn. So, it’s understandable that teachers who have found success with traditional lecture-based methods may be reluctant to embrace an inquiry-based approach. It also makes sense that administrators who are former teachers will expect classrooms to look the same as when they were teaching, which may mean students sitting in rows, facing the front, writing down notes.

    Based on my experience as both a science educator and an administrator, here are some strategies for encouraging both teachers and administrators to embrace the NGSS.

    For teachers: Shift expectations and embrace ‘organized chaos’

    A helpful first step is to approach the NGSS not as a set of standards, but rather a set of performance expectations. Those expectations include all three dimensions of science learning: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs). The DCIs reflect the things that students know, the SEPs reflect what students are doing, and the CCCs reflect how students think. This three-dimensional approach sets the stage for a more active, engaged learning environment where students construct their own understanding of science content knowledge.

    To meet expectations laid out in the NGSS, teachers can start by modifying existing “recipe labs” to a more inquiry-based model that emphasizes student construction of knowledge. Resources like the NGSS-aligned digital curriculum from Kognity can simplify classroom implementation by providing a digital curriculum that empowers teachers with options for personalized instruction. Additionally, the Wonder of Science can help teachers integrate real-life phenomena into their NGSS-aligned labs to help provide students with real-life contexts to help build an understanding of scientific concepts related to. Lastly, Inquiry Hub offers open-source full-year curricula that can also aid teachers with refining their labs, classroom activities, and assessments.  

    For these updated labs to serve their purpose, teachers will need to reframe classroom management expectations to focus on student engagement and discussion. This may mean embracing what I call “organized chaos.” Over time, teachers will build a sense of efficacy through small successes, whether that’s spotting a studentconstructing their own knowledge or documenting an increased depth of knowledge in an entire class. The objective is to build on student understanding across the entire classroom, which teachers can do with much more confidence if they know that their administrators support them.

    For administrators: Rethink evaluations and offer support

    A recent survey found that 59 percent of administrators in California, where I work, understood how to support teachers with implementing the NGSS. Despite this, some administrators may need to recalibrate their expectations of what they’ll see when they observe classrooms. What they might see is organized chaos happening: students out of their seats, students talking, students engaged in all different sorts of activities. This is what NGSS-aligned learning looks like. 

    To provide a clear focus on student-centered learning indicators, they can revise observation rubrics to align with NGSS, or make their lives easier and use this one. As administrators track their teachers’ NGSS implementation, it helps to monitor their confidence levels. There will always be early implementers who take something new and run with it, and these educators can be inspiring models for those who are less eager to change.

    The overall goal for administrators is to make classrooms safe spaces for experimentation and growth. The more administrators understand about the NGSS, the better they can support teachers in implementing it. They may not know all the details of the DCIs, SEPs, and CCCs, but they must accept that the NGSS require students to be more active, with the teacher acting as more of a facilitator and guide, rather than the keeper of all the knowledge.

    Based on my experience in both teaching and administration roles, I can say that constructivist science classrooms may look and sound different–with more student talk, more questioning, and more chaos. By understanding these differences and supporting teachers through this transition, administrators ensure that all California students develop the deeper scientific thinking that NGSS was designed to foster.

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  • For World Space Week it’s time to look up

    For World Space Week it’s time to look up

    This week marks World Space Week, an international celebration of humankind’s last frontier launched by the United Nations in 1999. In more than 80 countries, people are celebrating through thousands of events.

    One of the goals of space week is to let people know how many of the products we depend on down on earth came out of space exploration programs: Life support systems for miners, memory foam mattresses, scratch-resistant lenses, nutritional supplements, cordless tools and freeze-dried food.

    Learning about outer space and space exploration excites young people and attracts them to science, technology, engineering and math fields.

    But for News Decoder, it is the international cooperation we see in space exploration programs that excites us. When we look to the moon, our galaxy and beyond, we see the possibility for peace and cooperation here on Earth.

    To celebrate World Space Week, check out some of the stories we’ve published about outer space and the people exploring it.

     

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  • Strengthening family engagement to support the science of reading

    Strengthening family engagement to support the science of reading

    Key points:

    While most teachers are eager to implement the science of reading, many lack the time and tools to connect these practices to home-based support, according to a new national survey from Lexia, a Cambium Learning Group brand.

    The 2025 Back-to-School Teacher Survey, with input from more than 1,500 K–12 educators nationwide, points to an opportunity for district leaders to work in concert with teachers to provide families with the science of reading-based literacy resources they need to support student reading success.

    Key insights from the survey include:

    • 60 percent of teachers are either fully trained or interested in learning more about the science of reading
    • Only 15 percent currently provide parents with structured, evidence-based literacy activities
    • 79 percent of teachers cite time constraints and parents’ work schedules as top barriers to family engagement
    • Just 10 percent report that their schools offer comprehensive family literacy programs
    • Teachers overwhelmingly want in-person workshops and video tutorials to help parents support reading at home

    “Teachers know that parental involvement can accelerate literacy and they’re eager for ways to strengthen those connections,” said Lexia President Nick Gaehde. “This data highlights how districts can continue to build on momentum in this new school year by offering scalable, multilingual, and flexible family engagement strategies that align with the science of reading.”

    Teachers also called for:

    • Better technology tools for consistent school-to-home communication
    • Greater multilingual support to serve diverse communities
    • Professional learning that includes family engagement training

    Gaehde concluded, “Lexia’s survey reflects the continued national emphasis on Structured Literacy and shows that equipping families is essential to driving lasting student outcomes. At Lexia we’re committed to partnering with districts and teachers to strengthen the school-to-home connection. By giving educators practical tools and data-driven insights, we help teachers and families work together–ensuring every child has the literacy support they need to thrive.”

    The complete findings are available in a new report, From Classroom to Living Room: Exploring Parental Involvement in K–12 Literacy. District leaders can also download the accompanying infographic, What District Leaders Need To Know: 5 Key Findings About Family Engagement and Literacy,” which highlights the most pressing data points and strategic opportunities for improving school-to-home literacy connections.

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