NREA Weekly Updates: Feb. 11th, 2022

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NREA Podcast
CALL FOR PRESENTERS: OPENS MONDAY!
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It's OFFICIAL…Call for presenters for the 2022 National Forum to Advance Rural Education open Monday! We’re excited to co-host with the Rural Schools Collaborative, in partnership with the Wisconsin Rural Schools Alliance to host a hybrid event this year! Join us in person in Green Bay or online on October 20-21. Please share with your #RuralEd colleagues! https://www.nrea.net/2022-Convention-Research-Symposium #RuralEdForum
 
 
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News This Week
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A top researcher says it's time to rethink our entire approach to preschool
A top researcher says it's time to rethink our entire approach to preschool
Dale Farran has been studying early childhood education for half a century. Yet her most recent scientific publication has made her question everything she thought she knew.
"It really has required a lot of soul-searching, a lot of reading of the literature to try to think of what were plausible reasons that might account for this."
And by "this," she means the outcome of a study that lasted more than a decade. It included 2,990 low-income children in Tennessee who applied to free, public prekindergarten programs. Some were admitted by lottery, and the others were rejected, creating the closest thing you can get in the real world to a randomized, controlled trial — the gold standard in showing causality in science.
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NREA Podcast
NREA Podcast: The Rural Voice
NREA Podcast: The Rural Voice
In this episode of the rural voice, we interview Mike Hogg and Denise Yonts regarding rural education, technology, college preparedness, and adaption to the changing COVID world. We discuss utilizing school buses for creating a mobile STEM lab for virtual learning. We discuss how they have created programs to help first-generation and low-income high school students access college, including the social and adaptation skills needed to navigate college post-high school life. We also discussed how rural education in eastern Kentucky has adapted to meet the COVID challenge, particularly given the challenges of internet access by many students. With roughly 15% of students without internet access, they discussed using school buses as mobile hotspots where students could meet in churches or public buildings to complete coursework. Superintendent Yonts discussed the importance of trauma-informed training for teachers to meet the needs of students as they return from remote learning
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NREAC & CEF
Congress
Last night the House passed a Continuing Resolution that will fund the government until March 11. It will now go to the Senate where it is expected to pass. We have heard from both parties that they are close to an agreement on full FY22 appropriations but you never know. We continue to oppose CRs and encourage Congress to fulfill its constitutional obligation and fund the government.
USDA
We continue to advocate for an extension of USDA’s waiver authority that is currently set to expire on June 30, 2022. We were hopeful it would be included in this last CR but it was not. We have been told that it’s likely to be included in the next spending package but once again – nothing in Congress is guaranteed. There is also a standalone bill that would extend the authority which may be easier than adding to the politics of a spending package. We continue to look at all possible solutions.

Transitional nutrition standards
Also at USDA – On Friday, they issued “transitional standards” for milk, sodium, and whole grains for school years 22-23 and 23-34.
·      Allows sale and offering of flavored 1% milk
·      80% of the weekly grains must be whole grain-rich
·      Sodium Target 1 for SY22-23 and 1A for SY23-24 which is a 10% reduction for school lunches
These transitional standards are in place while USDA works with stakeholders to strengthen meal standards through a new rulemaking for the longer term. The longer-term standards will be based on a comprehensive review of the Dietary Guidelines for Americans, 2020-2025, and effective starting in the school year 2024-2025.
USED
The Dept. continues to encourage districts to use ARP funds to address staff shortages. They have released numerous resources here.
USED also released Updated Guidance on Implementing ESEA Programs without Complete NSLP data. Most notable for districts are the alternative options for within-district Title 1 allocations. For small districts, this guidance provides SEAs with alternative options to calculate students from low-income families for their Title I allocations.
AASA submitted our comments on the 2021-2022 CRDC collection that will hit districts in January 2023. We urge USED to consider the burden of this ask and ensure that the information being requested is “need to know”.
Head Start Vaccine Mandate—Went into effect on January 31 for the states in which it applies. Michigan has filed suit challenging it and Virginia is expected to soon. AASA and NHSA sent a letter yesterday to Secretaries Cardona and Becerra asking for further guidance on the mandate, especially when it comes into direct conflict with state and local regulations. In the letter, we outlined specific examples where school districts and Head Start partners are facing issues and underscored the potential damage this mandate could have on those partnerships.
DOT – Extended waiver to allow 3rd parties to administer skills and knowledge tests through June 22, 2022. But have been told the next extension will cover the full school year
Additional Notes:
The past administration proposed creating an endowment for the Secure Rural Schools and Self-Determination Program but was never passed. Now that Congress is focusing less on the pandemic, it may be time to revisit this proposal to provide more security and stability to the program and the counties that are impacted. Additionally, we must ensure equitable distribution of funds that go towards Cardona’s priorities and make sure rural districts are not competing against each other for the same pot of funds.
The Rural Educator
Exploring Rural Engineering Students’ College-Choice Process at Two Land-Grant Universities
This qualitative case study examines the college choice decisions of rural students enrolled in engineering majors to understand what conditions and experiences led rural students to pursue engineering at their institution. We found four themes that help illuminate rural engineering students’ college choice journeys (1) The Inextricable Nature of College, Major, and Career Choice (2) “The Smart Person Thing to Do:” The Power of Prestige, (3) “Are You Sure You Don’t Want to Change your Major?” Dissonance Between Aspirations and Expectations, and (4) School and Community as Crucial Resources in College and Major Exploration. These findings have implications for those working with rural high school students seeking engineering degrees and admissions processes at four-year colleges and universities.
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NREA Partners
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