In the wake of disruptions and losses due to COVID-19, research shows the majority of college students in Connecticut and beyond who left school over the past two years want to return.

The report from Gallup and Lumina Foundation surveyed more than 11,000 current students, others who recently "stopped out," and prospective college students. It found that difficult coursework was a significant factor for those who left school in 2021.

For traditional-aged college students, said Stephanie Marken, Gallup's executive director for education research, the stress of being isolated in their last years of high school left them less prepared to go into a college setting.

"So, we see high levels of coursework difficulty for students who report they've considered stopping out for that reason," she said. "Many students who wouldn't traditionally be struggling to persist, through even a first-year curriculum, are really struggling to do so. So, we also see a huge need for academic support."

In fall 2020, 83% of Connecticut college students said their mental health negatively affected their academic performance.

The report also found that for those who stayed in school, their confidence in the advantages of receiving a degree is a big part of why they stayed. Courtney Brown, the Lumina Foundation's vice president for impact and planning, said current and prospective students see how degrees can help them increase their knowledge and pay.

"High percentages said that they know they need a degree or certificate to gain skills, to get a job," she said, "so the survey actually shows that there is a great value in higher education. And that is even for people who have never been part of higher education."

The report found that multiracial bachelor's and associate-degree students were the most likely groups to say it was difficult to stay in school in the last year. Many cited the high cost of college and the need for financial aid to finish their studies.

Support for this reporting was provided by Lumina Foundation.

Tennessee educators are expressing concern over President Donald Trump's push to eliminate the U.S. Department of Education and return control to the states.

The Tennessee Department of Education serves more than 1 million students in 147 districts.

Tanya Coats, president of the Tennessee Education Association, said states already oversee most aspects of public education. She argued the plan risks key student services and could lead to defunding and privatizing public schools, resulting in larger class sizes, less individual attention and fewer resources for students with disabilities.

"Since there's only less than 30 days for most schools in the state of Tennessee to be in service, that it would cut our after-school programs come the next year," Coats pointed out. "And particularly our summer programs that augment this in school learning and skill building."

She noted educators would lose access to programs helping low-income students and those with disabilities go to college.

Gov. Bill Lee supports keeping education control in Tennessee's hands. In his State of the State address, he announced an additional $580 million for public education, including more funding for the Tennessee Investment in Student Achievement formula and another teacher pay raise.

Coats argued if the Department of Education is dismantled, vulnerable students could lose essential academic resources, civil rights protections and life skills, putting their futures at risk. Federal programs like the Individuals with Disabilities Education Act have transformed lives, ensuring crucial support for students with disabilities.

"When we think about if it's transferred to another department, it will likely cause chaos," Coats emphasized. "Chaos for those students with special needs and their families. But students and their families who currently have these Individualized Education Program and students with special needs will adversely be the most impacted by this change."

According to National Education Association, more than $308 million is allocated for Individuals with Disabilities Education Act funding in Tennessee.

Coats urged legislators, the governor and local communities to recognize the risks of unequal access to vital educational services. She stressed it is crucial every child, regardless of their ZIP Code, receives the support they need.


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Mississippi's decade-long focus on early literacy has transformed the state.

According to the Mississippi Department of Education, the state's fourth graders are making the nation's largest gains on reading assessments. They once ranked last on the tests. Media reports have dubbed the transformation the "Mississippi miracle."

Harry Patrinos, professor of education policy at the University of Arkansas, said the turnaround is anything but luck.

"Mississippi was 49th in the state in fourth grade reading. In just a decade, they went to 21st place in reading, and these gains continued to impress," Patrinos explained. "The country was hit with the school closures during COVID-19 but since then, Mississippi has not lost anything in terms of learning outcomes, which is rare in the country and the world."

The state's progress stems from its 2013 Literacy-Based Promotion Act, which emphasized speech-based instruction, early intervention and retention for students not meeting reading benchmarks.

Michelle Nowell, executive director of elementary education and reading for the Mississippi Department of Education, said the so-called "miracle" comes from sustained reforms focused on teacher training.

"We have renamed it the Mississippi Marathon," Nowell noted. "When I say we, I mean the department, the literacy coaches, because it really was a marathon, not a miracle because so much hard work went into it."

Nowell believes it is the human element behind the policy success, describing how literacy coaches from the state's education department built trust in schools across the state.

"In the past, anytime you mentioned MDE and MDE visiting a school district, it wasn't always a good thing," Nowell acknowledged. "It was either for an audit, and we wanted to change that perception. It's not a gotcha, we're here to help you. So we had to really build those relationships."

According to Patrinos, the reforms had an extra cost of $32 per student annually. The Trump administration recently announced $132 million in cuts to Mississippi's education funding, threatening the long-term success of its literacy programs.


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North Dakota's legislative session is scheduled to end in May, and the issue of using public funds for what's called school choice remains unresolved.

Republican lawmakers are pushing competing bills that would create Education Savings Accounts, giving North Dakota families money to enroll their kids in private schools.

One cleared the state Senate last week after winning House approval, and now both chambers have to sort out the differences. A separate measure has advanced, but not quite as far.

Superintendent Rick Diegel of the Kidder County School District said he doesn't want either one becoming law, noting small public schools like his need the money instead.

"I could use a STEM teacher out here, and our school used to offer family consumer science," said Diegel. "Those CTE programs are vital for kids that decide they don't want to be doctors and lawyers and such. However, because of the cost, I had to cut that program."

He and other bill opponents, including some Republicans, argue private schools are hard to come by in rural counties - and don't have to accept everyone who applies.

But supporters say parents should have more choice, especially if they feel their child needs a more personalized learning environment.

State Sen. Michelle Axtman, R-Bismarck, is a main sponsor of an ESA bill that would allow eligible families to use their funds for specialized public school programming, not just private school enrollment.

"Students do not learn in a one size fits all approach," said Axtman, "and that demand has transferred to our school systems."

But Nick Archuleta, president of the teacher's union ND United, warned about going down the school choice path.

He said with North Dakota raising the threshold for ballot initiatives to pass, now at 60%, local districts are in a tougher position to win local support for funding critical needs.

"We've had 58%, 59% of voters in specific communities vote to do something positive," said Archuleta, "to build either a new school or refurbish an existing school. And they aren't able to get the bonding because it wasn't 60%."