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Child Maltreatment, Ahead of Print. Youth with intellectual and developmental disabilities (IDD) are at significantly higher risk of experiencing multiple types of interpersonal victimization across their lifespan compared to their peers without IDD. Despite the extensive literature on efficacy of prevention education programs for children without IDD, very little is known about comparable programs for […]

The post School-Based Victimization Prevention Education Programs for Children and Youth With Intellectual and Developmental Disabilities: A Scoping Review was curated by information for practice.

The post Comprehensive School Safety Framework for Child Rights and Resilience in the Education Sector was curated by information for practice.

The post Key facts about public school teachers in the U.S. was curated by information for practice.

The post Bullying Experiences Reported by High School Students, 2021 was curated by information for practice.

The post Early Care and Education Research Scholars: Head Start Dissertation Grants (Estimated Post Date: Feb 28) was curated by information for practice.

ABSTRACT This paper uses household panel data from the Thai Socio-Economic Surveys of 2012 and 2017 to examine the effects of parental health shocks on child education and labour. Three measures of parental health are analysed: chronic illness, hospitalisation, and functional health status. The results show that the parentʼs illness decreases school enrolment and leads […]

The post The Impact of Parental Health Shocks on Child Schooling and Labour: Evidence From Thailand was curated by information for practice.

The post Effectiveness of School-based Substance Abuse Prevention Programme Among Adolescents was curated by information for practice.

The post Youth activism in schools: transforming education for social change (Abstract due by 30 Nov) was curated by information for practice.

The post Youth activism in schools: transforming education for social change (Deadline Nov 30) was curated by information for practice.

For many kids, middle school is a fraught time. Friendships are forged and broken; bodies begin to change in sometimes uncomfortable ways. For Zenobia July, starting middle school is far more complicated than it is for most of her peers.

The history of school desegregation in America has long been centered around the southern United States.

Behavioral economist Sendhil Mullainathan to join Booth faculty as University Professor

Schools will remain closed; a new coronavirus testing plan

It can costs kids and parents several hundred dollars to play a single sport in high school. Could there be big changes to the "pay-to-play" system in Ohio?

On December 7, a girl student, an eighth-grader, went on a shooting spree at Bryansk School No. 5. Five people were injured, two were killed, including the girl shooter herself. The girl's motive for the attack is yet to be established. According to unconfirmed reports, the girl suffered from bullying at school. This is the first time in the history of school shooting incidents in Russia, when the shooter was a girl. No incidents of school shooting were known in Russia before 2014. Before 2014, many in Russia believed that the phenomenon of school shooting was inherent with the United States. After 2014, however, episodes fo school shooting began to occur throughout Russia on a regular basis. 2014, Moscow

Olaf Scholz's nerves gave out after Trump's victory. By saving Ukraine, the German Chancellor has ruined the ruling coalition of Germany and will now build it with the CDU, putting Germany's problems aside. Scholz ruins ruling coalition by saving Zelensky Germany's ruling coalition fell apart on Wednesday, November 6, after which Chancellor Olaf Scholz (SPD) fired Finance Minister Christian Lindner, who represented the Free Democratic Party (FDP) in the "traffic light" coalition. Three other FDP ministers resigned soon afterwards. Scholz plans to hold early elections in March, and his government will operate in a minority until then. The leader of the opposition CDU party, Friedrich Merz, demands that elections be scheduled for January.

Russian President Vladimir Putin visited School No. 1 in Beslan, where a terrorist attack took place шт 2004 on September 1-3. The school is now used as a memorial complex. The school gymnasium, where militants held more than 1,200 people hostage, has been preserved in its original state, with photographs of the victims hanging on its walls. Visitors regularly bring toys, flowers, and bottles of water. A memorial vigil is held at school every year during the first three days of September.

"The right time" for a telephone conversation with Russian President Vladimir Putin will come soon, German Chancellor Olaf Scholz said in an interview with ARD. Scholz and Purin last spoke on December 2, 2022. Subsequently, Scholz has repeatedly said that he will speak to the Russian leader only when the "right time" comes. During the interview, journalists asked the chancellor when this "right time" would come. "Soon," Scholz replied, Stern reports.

The University of Pennsylvania Graduate School of Education (Penn GSE) has been awarded $3.5 million, part of a larger $8 million grant from Education Initiatives, to partner with the School District of Philadelphia (SDP) to launch The Academy at Penn, an innovative five-year, cohort-based college- and career-readiness model for high school students. Foundations, Inc. and the Consortium for Policy Research in Education (CPRE) were also awarded through the grant as part of the larger partnership. The close collaboration involves working together to design, implement, and evaluate the project.

American University's School of Communication (SOC) announced today that seasoned student journalist Gabe Castro-Root was selected to join an expedition to Antarctica where he will be reporting on the expedition.

Barbara Brizuela, who has been named dean of the School of Arts and Sciences, is a big believer in interdisciplinary research. "Knowledge-seeking has no disciplinary boundaries," says Brizuela. "We're going to need broad and connected perspectives to be able to solve the world's biggest problems." The dean of the Graduate School of Arts and Sciences (GSAS) and professor of education served as the school's dean ad interim since July. Her appointment to lead the School of Arts and Sciences builds on a long and distinguished career as a teacher, mentor, researcher, and administrator.

Sherman Institute, built in the Mission Revival architectural style, enrolled its first students on Sept. 9, 1902.; Credit: SHERMAN INDIAN MUSEUM

Earlier this month, Secretary of the Interior Deb Haaland announced an effort to search federal boarding schools for burial sites of Native American kids. 

The effort is similar to the one in Canada, which found the remains of up to 751 people, likely mostly children, at an unmarked grave in a defunct school in the province of Saskatchewan.  

We dive into the history of American Indian Boarding Schools, as well as their evolution and what the schools that still exist, including Sherman Institute High School in California, look like today.

Guests:

Brenda Child, professor of American Studies and American Indian Studies at the University of Minnesota; she is the author of many books, including “Boarding School Seasons: American Indian Families, 1900-1940” (University of Nebraska Press, 2000)

Amanda Wixon, curator at the Sherman Indian Museum, which is on the campus of Sherman Indian High School; assistant curator at Autry museum of the American West; PhD candidate in history at UC Riverside where her research is in Native American history, especially federal boarding schools and the carceral aspects of the Sherman Institute

This content is from Southern California Public Radio. View the original story at SCPR.org.

Between February 16 and 24, 2011, more than 2,500 students in Catawba County�s three public school systems received the 2010-11 flu vaccine due to a successful partnership between the schools and Catawba County Public Health. School nurses collected permission forms from parents and coordinated flu vaccine mini-clinics at 43 schools.

�Catawba Communities,� a monthly show which will feature information about programs and services provided by local governments, school systems and associated agencies across Catawba County, will premiere on Charter Communications� Government Channel (Channel 3) on Tuesday, August 23, 2011, at 8:00 p.m.

Alexander, Burke, Caldwell and Catawba County students in the 4th or 5th grades submitted posters related to the theme �Severe Weather Awareness� and illustrated an example of a natural hazard that affects North Carolina. One poster from each county and one overall winner from all entries were chosen as the winners of the Unifour Area Severe Weather Awareness Week Poster Contest. The winners were announced during Severe Weather Awareness Week with surprise presentations at each winner�s school.

Two Automated External Defibrillators (AEDs) were presented to Grandview Middle School and Northview Middle School at a basketball game between the two rivals on January 24. The AEDs were made possible though efforts of Catawba County Public Health school nurse Virginia Beisler, MS, RN. Beisler worked with Frye Regional Medical Center and each school�s booster and PTA clubs to raise the $3,200 necessary to purchase the AEDs.

Article by Catawba County Public Health School Nurse Margaret Sides on vision screenings for students is published nationally.

Robin Heilweil, 6, wears a mask while swinging around with her kindergarten class this month at Kenter Canyon School in Los Angeles.; Credit: Sarah Reingewirtz/Los Angeles Daily News/Southern California News Group via Getty Images

New research released Friday by the Centers for Disease Control and Prevention reinforces an old message: COVID-19 spreads less in schools where teachers and staff wear masks. Yet the study arrives as states and school districts across the country have begun scaling back or simply dropping their masking requirements for staff and students alike.

With the majority of school-age children still too young to qualify for vaccination, Friday's research is the latest salvo in a simmering fight between public health officials and politicians — with parents lining up on both sides.

The new study comes from Georgia and compares COVID-19 infection rates across 169 K-5 schools. Some schools required teachers, staff and sometimes students to wear masks; some did not.

Between Nov. 16 and Dec. 11, researchers found that infection rates were 37% lower in schools where teachers and staff members were required to wear masks. The difference between schools that did and did not require students to wear masks was not statistically significant.

This is one more study showing that masking, among other mitigation efforts, "can reduce infections and ultimately save lives," said Dr. Sean O'Leary, a professor of pediatrics at the University of Colorado and vice chair of the Committee on Infectious Diseases for the American Academy of Pediatrics.

O'Leary points to a previous CDC study, of schools in Florida, that also found "a strong association with student mask requirements and lower rates of infections in students."

Like any study, Friday's release comes with caveats. Only 12% of schools invited to share their data did so. And it's always worth remembering: Correlation is not causation. Still, the results offer an important warning to states and school districts that are now lifting their school-based mask requirements, especially for adults: It's safer if you don't.

The latest, and perhaps broadest effort to change schools' masking policies comes from Texas, where Republican Gov. Greg Abbott issued an executive order Tuesday banning all mask mandates in the state's public schools. After June 4, the order says, "no student, teacher, parent or other staff member or visitor may be required to wear a face covering."

For Abbott, and many opponents of mask mandates, the move is about restoring a balance between safety and freedom. "We can continue to mitigate COVID-19 while defending Texans' liberty to choose whether or not they mask up," he said in announcing the order.

Zeph Capo, president of the Texas American Federation of Teachers, called the move "unconscionable" in a statement. "The governor's new verdict takes a blanket approach to addressing what is still extremely dangerous for some Texans — a return to school unmasked."

And Texas isn't alone. On Thursday, Iowa's Republican governor, Kim Reynolds, also signed a law banning schools from requiring masks. The justification is similar: "I am proud to be a governor of a state that values personal responsibility and individual liberties," Reynolds said in a statement.

"Whether a child wears a mask in school is a decision that should be left only to a student's parents," South Carolina Gov. Henry McMaster said last week as he issued an executive order allowing parents to opt their children out of school-based mask requirements.

Public health experts have been quick to sound the alarm.

"All along in this pandemic, we have seen the tragic consequences when politics start to play a role in public health decisions. And to me, this kind of maneuver smells like politics — to ban the requirements that are ultimately there to save lives," O'Leary said. "The body of evidence shows us that masks work."

And Dr. Aaron Milstone, a professor of pediatric infectious diseases at Johns Hopkins, likens the banning of mask mandates to having a variable speed limit.

"Unfortunately, with contagious diseases the decisions I make impact someone else," Milstone said. "It would be like saying: You can drive 55 mph if you think that's safe for you, but if someone else thinks they can safely drive 90 mph, their choice may wind up risking your life."

While the CDC recently scaled back its masking guidance for people who are fully vaccinated, the agency also reiterated that schools should continue to require universal masking, at least through the end of the current school year. Though one vaccine has been approved for use for 12- to 15-year-olds, those kids won't be considered fully vaccinated for another month.

Milstone said it's simply too early to talk about schools without masking. "Until vaccines are eligible for all children, it's hard to abandon the practices that we know work the best to prevent the spread of COVID."

Dr. Anthony Fauci, chief medical adviser to the White House, told CNBC this week that it is conceivable the CDC could recommend that middle and high schools be mask-free in the fall — if, that is, enough students 12 years of age and older get vaccinated.

This content is from Southern California Public Radio. View the original story at SCPR.org.

New York City public schools will stop offering remote learning options in the coming school year, Mayor Bill de Blasio said on Monday.; Credit: Tayfun Coskun/Anadolu Agency via Getty Images

New York City Mayor Bill de Blasio is promising a full reopening of the nation's largest public school system in September. That means in person, five days a week, with no remote option for students to attend school exclusively online. He made the announcement on MSNBC's Morning Joe on Monday.

"You can't have a full recovery without full strength schools," de Blasio said in the segment.

Almost 70% of the nation's students attend schools that are currently offering full-time in-person learning, according to the organization Burbio. De Blasio's announcement comes a week after New Jersey Governor Phil Murphy announced that there would be no remote option for that state's public school students come September.

But questions remain about how New York City will be able to accommodate 100% of its public school students in person. Some administrators worry there won't be enough space to fit all students in classrooms under current social distancing requirements. At a city council hearing last week, officials testified that all but 10% of the city's public schools could fit their students into classrooms 3 or more feet apart.

At a press conference Monday, the mayor said that he believes schools could make 3-feet social distancing work, but that he expects the Centers for Disease Control and Prevention will relax the requirements more by August.

Meanwhile, many New York City parents have expressed reluctance around in-person schooling. Data from the U.S. Education Department shows students of color are less likely than white students to be learning in person, as of March. Communities of color in the U.S. have been disproportionately impacted by the pandemic. In New York, Asian and Black families in particular have been more likely to keep their children home, according to demographic data released by the city. Parents there have cited virus safety concerns, a lack of trust in the school system and fear of discrimination in or on the way to school as reasons for keeping their children home.

Some parents have said they won't feel comfortable until their children are vaccinated, while others have said they prefer remote learning, because it works better for their children academically or socially.

Michael Mulgrew, president of the United Federation of Teachers, the city's largest teachers union, wrote in the New York Daily News last week that the city must maintain a remote learning option for a limited number of families next school year. On Monday, Mulgrew said, "We still have concerns about the safety of a small number of students with extreme medical challenges. For that small group of students, a remote option may still be necessary."

But some education leaders have argued that offering a remote option would keep more students out of classrooms.

De Blasio said parents will be welcomed back to schools starting in June to ask questions and get answers from educators, as well as to see how schools are keeping students and staff safe.

And remote learning isn't completely going away in New York City. Earlier this month, officials said public school students will learn remotely on Election Day, instead of having the usual day off from school, and class will no longer be suspended on "snow days."

The first day of school in New York City is Sept. 13.

Nicole Cohen contributed to this report.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Students wave goodbye during dismissal at Yung Wing School P.S. 124 on March 25, 2021 in New York City.; Credit: Michael Loccisano/Getty Images

New York City schools will reopen in full this fall with no options for virtual learning.

Mayor Bill de Blasio made the announcement during an appearance Monday on MSNBC, saying, "You can't have a full recovery without full-strength schools, everyone back sitting in those classrooms."

De Blasio said the nation's largest school district will meet in person five days a week, with no remote option available. New Jersey has similar plans, and other states want to limit remote lessons as well.

While the decision in New York is being celebrated as an important milestone on the path to returning to some level of normalcy from the pandemic, some parents remain fearful about sending their children back to in-person learning.

Meisha Porter, chancellor of the New York City Department of Education, has heard those concerns firsthand, but says "our schools have been the safest place in the city."

In an interview with NPR's Morning Edition, Porter said that with New York City in the process of a full reopening, "it's important that our schools be fully open, too."

Porter said the city would not make the vaccine a requirement for staff and teachers, but said more than 70,000 employees have already received at least one dose. The city will continue to monitor the health and safety of children, teachers and staff, she said, "but we know our schools have been safe and we need our children back."

Interview Highlights

What do you say to parents who are still really worried about the virus and may not want their kids to return, especially elementary aged kids who don't have access to a vaccine?

I say what we've said over and over again. You know, this past week, we've been at 0.3% — our seven-day positivity rate. Our schools are the safest place. And I've always said nothing, absolutely nothing, replaces the interaction and the learning that happens between a student and teacher in our classrooms. And so what I say to parents, as a parent, is we're going to continue to be in conversations. We're going to continue to make decisions around health and safety. We're going to continue to do those things that parents need us to do, that I need to ensure that we do, to make sure our buildings remain safe and we can get our babies back.

Is part of that effort a consideration about making the vaccine a requirement for staff and teachers?

At this moment, we're not making it a requirement, but we are encouraging [staff and teachers to get vaccinated], and we're going to really work with the city to provide access for students and families and teachers, as we've done over the last couple of months. And so right now, we're pushing and encouraging our staff to get vaccinated. ...

But I mean, wouldn't that help if you had 100%? I mean, children are required to show proof of of immunizations of vaccines to go to school. Why not maintain the same line for teachers and staff?

... I would say this, that we are not in a place where we want to, at this moment, mandate the vaccine. We want to continue to encourage. We all know that folks have had concerns about vaccines, and we want to continue to encourage that vaccines are safe and they are effective. I've been vaccinated along with the 70,000 DOE employees that have been vaccinated. And so we're not, at the moment where we are going to require it.

Have you heard from families who've come to rely on being able to have their kids, their teenagers, working while in school? There's evidence that those with that kind of economic need are those who want to continue with remote learning or some kind of hybrid.

I can tell you that I haven't heard that from families, that they want to they want remote learning so that their teenagers can continue to work. But I know, that that may be a reality for some families. And one of the things that we're doing this summer is increasing access to summer youth employment, increasing access to our learning-to-work programs for our young people, because we know how important it is for some young people to work. But it is equally, if not more important, that they maintain learning and have a connection to a strong and sound education, and we'll continue to do that through learning to work throughout the school year.

What about those students who have found that remote learning just works better for them? I mean, whether they are kids who have struggled socially in school environments, who have been bullied or kids with learning challenges who appreciate just being able to focus away from other students in the classroom. Are there any plans to come up with ways to better address their needs in the future?

So what we're looking forward to is leveraging what we've learned from remote learning as an innovation in our system as we move forward in return. And I think that's what's going to be important for us.

Do you know what that innovation is going to look like?

It's going to look like access to courses across schools and districts, breaking down district lines and walls, high-level courses, enrichment opportunities. You know, remote learning has expanded the universe of what schools should look like.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Some institutions have scrapped Columbus Day or switched to celebrating Indigenous Peoples' Day. One New Jersey school district came up with a new solution: eliminate all holiday names.; Credit: Olesya Semenov/EyeEm via Getty Images

Memorial Day. Thanksgiving. Labor Day.

You may be used to seeing your calendar punctuated by the various holidays that occur throughout the year.

But on one New Jersey school district's calendar, each one of these days will be listed, simply, as "day off."

It all started when the school board in Randolph Township voted to change Columbus Day to Indigenous Peoples' Day. Some residents were outraged, so the board said that instead it would wipe holiday names from the school calendar altogether while still observing the days off.

"The overwhelming majority of the township population feels that they've [Randolph Township school board members] grossly overstepped their bounds, that they're completely pushing their own personal, political ideologies," Randolph resident Tom Tatem told Fox News. He started a petition calling on school officials to resign.

Institutions across the country are wrestling with the question of what to do with Columbus Day.

Critics have derided the idea of celebrating the Italian explorer, who perpetrated violence on Native Americans when he arrived in the United States. Boosters say it is critical to recognize the contributions of Christopher Columbus, and that Italian-Americans have historically faced discrimination.

Some places have switched to marking Indigenous Peoples' Day in recognition of the Native Americans who occupied the United States long before European explorers like Columbus arrived.

Randolph Township arrived at a novel solution to this problem: eliminate every holiday name to avoid taking a side.

The goal appears to have been to sidestep the debate over Columbus Day, but the Randolph Township school system instead found itself squarely in it, and opponents of the move have called on school officials to resign.

The Randolph Board of Education is now scheduled to convene Monday for a special meeting to reconsider its plan to remove holiday names from the school calendar.

What's happening in New Jersey

In May, the Randolph school board voted unanimously to replace Christopher Columbus Day with Indigenous Peoples' Day.

Some parents grew angry with the decision, but instead of reverting back to the old calendar, the board moved in early June to scrap all holiday names from the school calendar, not giving preference to either one of the October celebrations.

"If we don't have anything on this calendar, then we don't have to have anyone [with] hurt feelings," Randolph school board member Dorene Roche said during a June 10 public meeting, according to NJ.com.

The backlash has only grown.

A petition calling on Randolph Township Schools superintendent Jennifer Fano and members of the board of education to resign has topped 4,000 signatures. "They represent everything that is wrong in education today and are completely incompetent in every aspect of their role," the petition says.

For its part, the school board acknowledged the public outcry but said its decision was misconstrued by some people.

A press release issued by the Randolph board of education on Sunday clarified that the holidays will still be observed as days off and that their decision was not meant to dishonor "the great veterans and the heroes" after which several of those holidays are named.

"These State, Federal and other holidays have not been cancelled or taken away by this Board of Education as some are falsely claiming," the board said. "Everyone is still encouraged to celebrate them in whatever way they deem appropriate."

Matthew Pfouts, director of communications and digital media for the Randolph Township Schools, told NPR the board has no further comment.

Changing views on holidays

On the national level, Columbus Day remains a federal holiday.

But a number of states, including Alaska and Virginia, as well as some cities either observe Indigenous Peoples' Day as a holiday or celebrate it in some way.

The movement away from Columbus Day has not come without controversy.

The New York City Department of Education tried to rename Columbus Day over objections and eventually settled on marking a holiday called "Italian Heritage Day/Indigenous People's Day," which drew its own set of critiques. New York Gov. Andrew Cuomo said it was wrong to make the two groups share one holiday.

There are also other efforts to recognize the role people of color played in American history.

This week, the Senate unanimously passed a bill to make Juneteenth — the day marking the end of slavery in the U.S. — a public holiday.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Students work on a classroom exercise at a school in Kibera, a poor neighborhood in Nairobi, Kenya.; Credit: Tony Karumba/AFP via Getty Images

You'd think the best way to get girls to succeed in school would to be design programs specifically for them — offer them mental health support or free menstrual pads.

But a new study, published in May in the journal World Bank Economic Review, begs to differ. Researchers David Evans and Fei Yuan reviewed 267 studies of education programs from 54 low- and middle-income countries to find the most effective ways to get more girls in school and improve their learning. Globally, more than 130 million girls remain out of school, according to the World Bank, due to poverty, child marriage and violence.

Instead of only examining girls' education programs, they looked at all kinds of programs. To measure access, they analyzed enrollment rates, attendance, drop-out, graduation and completion rates, and to measure performance, they looked at test scores.

Their biggest finding is that gender-neutral programs — such as handing out cash aid to families of school-aged children — can be just as effective at improving girls' education as programs designed just for girls.

The study is among the first to look both at ways to boost girls' access to school as well as their classroom performance, says Markus Goldstein, lead economist at the World Bank's Africa Gender Innovation Lab, who did not work on the report.

We spoke with Evans, a senior fellow at the Center for Global Development, and Yuan, a doctoral candidate in education policy and program evaluation at Harvard University, to discuss the best ways to boost education for girls in low- and middle-income countries. This interview has been edited for length and clarity.

What inspired you to conduct this study?

Evans: A lot of the previous work that examined this issue have focused on programs targeted to needs that are unique to girls, such as menstrual health. Those are worthy interventions, but if we only focus on programs that target girls, we might miss programs that benefit girls a lot but happen to help boys as well.

That's why we decided to look at all of the interventions we know of to identify the ones that are most effective at improving outcomes for girls, regardless of whether they're specifically for girls or not.

You found that the most effective programs for getting more girls into school cut the cost of education for students, regardless of gender, and their families. What are some examples of programs that worked well?

Evans: A lot of the most effective programs are ones that either eliminate school fees, provide scholarships or provide families a cash transfer to cover the other costs of having their daughter in school.

For example, in Ghana, lots of girls and boys pass their secondary school entrance exam, but they don't have the money to pay school fees. So, a program there provided scholarships to students who had already passed the entrance exam. It dramatically increased the high-school graduation rate of girls by 66%.

But the most effective interventions are those that address costs related to specific obstacles that girls face in a particular setting. In Afghanistan, for example, a [non-gendered] program built schools in rural communities. It decreased [the cost of] travel to school for both girls and boys and led to a more than 50% increase in girls' participation in primary school. That's dramatic.

Which programs were the most helpful for improving a girl's school performance, as opposed to just getting them into the classroom?

Evans: The most effective interventions to increase learning were programs that improved the quality of teaching. But it's not just throwing teachers into a conference room and giving them some lecture. It's also not about throwing fancy technology, like laptops or tablets, at classrooms. Hardware doesn't work. It's distracting for teachers and students.

Instead, a literacy program – which included coaching teachers, providing them with detailed teachers' guides and providing students with books – had a big impact on girls' education [in terms of test scores] in Kenya. So did another program in Kenya that helped teachers to teach children in a language they spoke at home (rather than English).

Were there any other types of programs that helped girls learn better in the classroom?

Yuan: Another intervention worth mentioning is called Teaching at the Right Level, based in India. The idea is that students in the same classroom may have many different reading levels. But because of constraints like large class sizes, teachers may not be able to tailor their teaching to the right level for every student. This leaves some students behind.

Teaching at the Right Level facilitated summer camps in which children were grouped by reading level, instead of age or grade. This allowed teachers to target their teaching to the specific levels of these students. In one region, after 50 days of focused teaching in these camps, children at the lowest achievement levels in India were able to catch up to the learning level of the third-highest achieving state in the country.

Many of the high-impact interventions you're referencing don't target girls specifically. Are you saying that girls' programs aren't necessary?

Evans: Not at all! We particularly focused on how to increase access to education and improve quality of learning. Some [girl-focused] programs have other goals – such as reducing violence against girls, improving girls' psychological and emotional wellbeing, reducing adolescent pregnancy or helping girls to transition from school to the workforce.

But when teaching is of bad quality, we just need to help schools improve the teaching. That's not necessarily a gender-specific problem.

Wouldn't it be more cost-effective to just offer scholarships or cash transfers to girls only instead of both genders, especially if far fewer girls are attending school than boys?

Evans: Sure, if you don't have the budget to waive school fees for everyone, eliminating school fees for girls is an effective way to do a girl-targeted program. That's what The Gambia did. But sometimes general, non-targeted interventions are more politically palatable for governments, since constituents have both daughters and sons.

Were you concerned that some of the gender-neutral programs might benefit boys more than girls?

Evans: That was something we were worried about – increasing inequality. But we found that overall, the impact of gender-neutral programs tends to be slightly larger on girls than boys both in terms of access and learning. These differences, for the most part, were not statistically significant. They were small. But it does mean that these general, non-targeted interventions are not increasing inequality between boys and girls. If anything, they're likely to decrease it.

What changes do you hope to see in how we work on girls' education around the world?

Evans: We want to make sure that people who care about girls' education draw on the full toolbox of programs that can improve girls' education. That includes girl-targeted programs. It also includes general programs.

We don't anyone to walk away from this and say, 'Oh, we don't need to worry about girls.' Instead, it means that if we are worried about girls, we have a broader array of tools to help them.

Joanne Lu is a freelance journalist who covers global poverty and inequity. Her work has appeared in Humanosphere, The Guardian, Global Washington and War is Boring. Follow her on Twitter: @joannelu

This content is from Southern California Public Radio. View the original story at SCPR.org.

After issuing its final decisions of the term Thursday, the Supreme Court on Friday granted a religious liberty case for next term and turned away challenges to longstanding decisions on qualified immunity and defamation, prompting dissents from the court's conservatives.

Court agrees to hear one religious liberty case, but rejects another

The justices agreed to consider a constitutional challenge to a school funding program in Maine that excludes private schools that teach religion.

Only half the school districts in Maine run their own high schools. The rest pay for students to attend public schools in other districts or to attend private schools. The state, however, will not fund students who attend any school that offers religious teaching.

Parents who wanted to send their children to a private Christian school challenged the law, alleging it violated their right to exercise their religion freely. The First Circuit disagreed, but now the high court will hear their case.

The justices, however, declined to hear another case about religious liberty – this one brought by a Washington state florist who refused to provide flowers for a same-sex wedding. She alleged that the state's antidiscrimination law violated her First Amendment rights, and in 2017, Washington's supreme court ruled against her.

Though the justices on Friday declined to hear her appeal, three of the court's conservatives—Samuel Alito, Clarence Thomas, and Neil Gorsuch—would have taken it for next term.

Thomas calls to do away with qualified immunity

Also on Friday, Justice Thomas once again called for the court to do away with qualified immunity, the legal shield for police officers that has come under intense scrutiny in the last year of racial justice protests.

Thomas was dissenting from the court's refusal to hear the case of a college student promoting Turning Point USA, a right-wing organization known for publishing lists of university professors it deems hostile to conservatives. The student alleged campus police at Arkansas State University violated her First Amendment rights when they stopped her from advertising the organization near the student union. But the campus officers escaped liability in the lower court because of qualified immunity, a doctrine created by the Supreme Court in 1967 that has evolved into a near-impenetrable bulwark for the police.

"Why should university officers," wrote Thomas, "receive the same protection as a police officer who makes a split-second decision to use force in a dangerous setting?" Going further, Thomas questioned whether the judicially-created doctrine should exist at all, an opinion that has garnered more and more bipartisan consensus in the wake of George Floyd's murder.

Thomas and Gorsuch call to overturn landmark Free Speech precedent

The court declined to hear a defamation case brought by a Miami-born international arms dealer—portrayed in the 2016 movie War Dogs—against the author of a book about his life.

The lower court dismissed the suit. It pointed to a landmark 1964 First Amendment decision, in which the high court said that publishers are immune from libel suits brought by public figures, so long as the publishers either didn't know, or had no reason to know, that the information they published was false.

Both Thomas and Gorsuch dissented, arguing the court should overturn the nearly 50-year-old precedent. In the era of disinformation, "lies impose real harm," wrote Thomas. "Instead of continuing to insulate those who perpetrate lies," said Thomas, the court should narrow First Amendment protections.

In a separate dissent, Gorsuch agreed. In 1964, publishers needed protection against libel for unpopular opinions to survive. Indeed, the court's 1964 decision was first used to protect civil rights leaders who had published a New York Times ad criticizing the Montgomery, Alabama police for repeatedly arresting Martin Luther King Jr.

But, said Gorsuch, in 2021, "it's less obvious what force [libel protections have] in a world in which everyone carries a soapbox in their hands," referring to smartphones. Now, Gorsuch wrote, "the deck seems stacked against those with traditional (and expensive) journalistic standards—and in favor of those who can disseminate the most sensational information as efficiently as possible without any particular concern for truth."

Another execution

On top of its decisions about cases next term, the justices gave Alabama the green light to execute Matthew Reeves, whose death sentence was recently overturned by the 11th Circuit Court of Appeals.

This is the second time the justices have ruled against Reeves, who in 1998 was convicted for murder in Alabama. In 2002, Reeves first challenged his sentence in state court. He argued that because of his low IQ, his lawyer should have hired an expert to evaluate him for an intellectual disability. After 15 years of appeals, the Supreme Court denied his claim in 2017. So Reeves appealed his claim through the federal system.

But on Friday, the high court again rejected his challenge, thus allowing Alabama to move forward with his execution. Justice Sotomayor, joined by Justice Kagan, dissented, criticizing the state court for its brusque dismissal of Reeves's claim.

Sotomayor drew attention to "a troubling trend in which this court strains to reverse summarily any grants of relief to those facing execution." The court, wrote Sotomayor, "turns deference" to state courts "into a rule that...relief is never available to those facing execution."

This content is from Southern California Public Radio. View the original story at SCPR.org.

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