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High-quality tutoring programs not only get students up to speed in reading and math, they can also reduce absenteeism, a new study shows.

Focused on schools in Washington, D.C., the preliminary results show middle school students attended an additional three days and those in the elementary grades improved their attendance by two days when they received tutoring during regular school hours.  

But high-impact tutoring —defined as at least 90 minutes a week with the same tutor, spread over multiple sessions — had the greatest impact on students who missed 30% or more of the prior school year. Their attendance improved by at least five days, according to the study from the National Student Support Accelerator, a Stanford University-based center that conducts tutoring research. 

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Susanna Loeb, who leads the center, called the data “the first evidence of a strong causal link between tutoring specifically and attendance.” 

Hedy Chang, executive director of the nonprofit Attendance Works, said it makes sense that students come to school more often when they’re keeping up in class and getting good grades. 

“Part of why kids don’t show up is because they don’t feel successful in school,” she said. Forming a connection with a tutor over several weeks or months can also make students more motivated to attend, she added. “I do think it’s an impact of high-dosage tutoring, not necessarily just tutoring.”

The early findings, which will be expanded in a future paper, reinforce the benefits of offering high-impact tutoring during the school day. The extra instructional time helps schools address two of their biggest post-pandemic problems — learning loss and chronic absenteeism, the researchers said. The White House has urged districts to not only target remaining federal relief funds toward those areas, but explore ways to sustain those efforts when they dry up. 

Districts that continue tutoring programs will likely keep “student achievement top of mind,” Loeb said, “with greater engagement — including increased attendance — as another outcome they hope to see.”

D.C.’s experience with tutoring also demonstrated how to successfully integrate tutoring sessions into the school day. The state education agency, which has spent $35 million on the program, put staff members in charge of rearranging the schedule to accommodate the sessions and track data on student participation. 

“They took that off the plate of the principal,” Christina Grant, D.C.’s state superintendent, said at a January conference hosted by Accelerate, an organization that works to scale high-dosage tutoring. She added that working with researchers like those from Stanford can help districts communicate the impact of federal relief funds. Without those partnerships, she said, “we would look back three years later and not be able to tell the authentic story around what happened to $35 million.”

Christina Grant, left, state superintendent of the District of Columbia schools, participated in Accelerate’s conference in January along with Joanna Cannon of the Walton Family Foundation. (Accelerate)

The district, which had a chronic absenteeism rate of over 40% last school year, began its tutoring program in 2021. Officials awarded grants to a variety of providers, including Saga Education, which focuses on high school math and American University’s teacher preparation program.

Sousa Middle School, in southeast D.C., works with George Washington University’s Math Matters program, which pays college students interested in STEM or education to work as tutors.

“My challenge, when this program first began, was getting students to come and not look at it as a form of punishment,” said Sharon Fitzgerald, Sousa’s tutoring manager. Now students who have “graduated” out of the program ask why they can’t come back. 

Sousa Middle seventh graders practiced math skills during a tutoring session. (D.C. Public Schools)

Students responded well, she said, because it’s a “break away from seeing their regular teachers every day” and because they look up to the college students. The tutors, she added, also have a clever way of giving students a taste of how much more they’ll learn during their next meeting and if they attend class everyday.

“It was what the tutors left them with in the last session that encouraged them to come to school,” Fitzgerald said.

The results are likely to spark more interest in how tutoring and attendance initiatives can work in tandem.

“We have not intentionally used tutors as a way to address attendance. I can imagine that it could help if part of their work focused on that,” said A.J. Gutierrez, co-founder of Saga Education. “I see potential.”

Chang, with Attendance Works, said the results are “on the right track,” but don’t go far enough. During the 2022-23 school year, several states still had chronic absenteeism rates over 30%, including Alaska, New Mexico and Oregon.

Tutoring doesn’t address all of the barriers that keep students from attending school, like health conditions or bullying, she said. But tutors could refer students to school attendance teams when those concerns surface.

“What more could we get,” she asked “if tutoring was tied to a bigger strategy, a more comprehensive approach?’ ”

 

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Historically, district leaders have been tasked with ensuring high school graduates are prepared for life after high school. Students were told, “You’ve got two options: college or the military.” Otherwise, students were left working wage-based jobs and relying on job skills gained only through real-life work experience. In 2024, however, the latter options are highly sought after among employers.

That’s according to new research released this week from the job listings website Indeed, which revealed that more than half (52%) of U.S. job postings on their platform did not mention any formal education requirement as of January. It’s a slight increase compared to 2019’s figures.

In fact, in the last five years the share of job postings that require at least a college degree fell from 20.4% to 17.8%. Across nearly every job sector, the researchers note that educational requirements are on the decline.

“Employers are loosening their formal educational requirements as the labor market remains tight and attitudes toward skill-first hiring practices change,” the report reads. “Those same employers seem more willing to consider candidates who can demonstrate the required skills without necessarily having a degree.”

According to the data, the top 10 most common jobs that require at least a bachelor’s degree include:

Industrial engineering
Mathematics
Civil engineering
Electrical engineering
Project management
Information design and documentation
Software development
Scientific research and development
Human resources
Accounting

“There are many possible reasons why educational requirements are fading from job postings,” the authors wrote. “Determining which skills a job seeker has and how proficient they are at them has historically been difficult and expensive.”

More from DA : 6 trends that are driving change and innovation in K12

Employers have traditionally leveraged one’s achievement of a college degree as the gold standard for judging one’s ability to execute a particular task. Now, developments in software-as-a-service technologies and methods of pre-employment testing allow employers to rely on the former practice less.

How are schools adapting?

As students’ postsecondary aspirations continue to drift away from the traditional route to higher education, K12 leaders are meeting students’ needs by providing opportunities for skill development and job certification before graduation.

Florida, for instance, recently announced its first-ever statewide high school cybersecurity competition, a field that is in increasing need of skilled workers. CyberLaunch seeks to introduce students to the profession through competition. Here’s how it works:

A school faculty member signs up for the competition.
Last fall, Cyber Florida’s Operation K12 program provided that school with free resources to help educators and students learn and prepare.
This winter, Cyber Florida hosted several rounds of regional activities to introduce students to the competition and its platform.
In March, the state championship will be held in Orlando. The event is a one-day conference for students and their faculty advisors, including exhibitors and speakers.

Other states like Oregon are expanding career and technical education opportunities for students. This year, the state received more than $17 million to fund these programs, according to Oregon Public Broadcasting. Now, there are more than 1,000 programs available to students throughout the state.

The Utica Community Schools District in Michigan recently celebrated with CBS News regarding its success in preparing students for the workforce.

“It’s skills that they’re going to use,” Jeff Kment, an automotive technologies teacher at Eisenhower High School, told CBS News. “We get a number of students who want to be auto mechanics. We get a number of students who like care. We get a number of students who have different goals and aspirations and want something different in their schedule.

“The programs are always full,” he added. “We never have a shortage of students.”

The post Educational requirements for jobs are starting to disappear. How is K12 responding? appeared first on District Administration.

 

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Teacher Plus Read More

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Rebecca Girigalla

 

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eSchool News Read More

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Key points:

A new report urges policymakers to help students develop career-ready skills at each level of education

3 lessons on perseverance from a honey badger

Are you tackling the durable skills challenge?

For more news on career-ready skills, visit eSN’s Innovative Teaching page

This article was originally published by SREB and is reposted with permission.

Communication, teamwork and problem-solving are clear priorities among success skills that employers seek, according to a new report by the Southern Regional Education Board.  

The Skills Employers Demand: An Analysis of the Research  summarizes 10 years of studies, from 2013 to 2023, and analyzes job postings in the 16 SREB states.  

The report is designed to help educators and policymakers as they integrate these skills into what students learn in K-12, dual enrollment and postsecondary education. SREB’s Dual Enrollment Initiative includes a focus on skills for careers of the future.  

Success skills ─ sometimes called soft, durable, non-technical or employability skills ─ are personal qualities that advance careers and increase productivity. 

“At a time when we’re all learning how AI can do routine tasks, these are the qualities that set humans apart from machines,” said SREB President Stephen L. Pruitt. 

The most sought-after success skills across industries were remarkably consistent in academic and business studies: 

Communication, oral and written 

Teamwork and collaboration 

Problem solving and critical thinking 

Supervision and management also emerged as a top skill in health care and STEM industries, where SREB predicts the largest workforce gaps in Southern states.  

“There is growing demand for these success skills, which are associated with higher earnings, adaptability, career progression, resilience and productivity,” said Courtney Leidner, SREB research analyst and author of the study.

For Educators and Policymakers
Promising Strategies to Build Success Skills  

“Building a plan to change instruction and integrate these skills into all programs of study is an important step,” said Dale Winkler, SREB senior vice president for school improvement. “SREB is committed to helping states and schools tailor strategies for their local areas.” 

Many SREB states are working to incorporate success skills into what students learn, from K-12 through postsecondary education. In addition to course standards, research suggests these strategies: 

Tailor success skills to high-demand industries in your state or community by examining local job data.  

Develop a cohesive approach across K-12, two-year and four-year colleges. 

Use widely recognized credentials with clear criteria from reputable organizations. Credentialing can show employers that high school or college students have passed skills assessments.  

Offer project-based and work-based learning experiences. 

Work-based learning  allows students to learn to function in the workplace through mentoring, internships, apprenticeships or on-the-job training. It can begin in earlier grades with guest speakers, workplace tours and job shadowing 

Project-based learning , where students learn through practice and feedback on authentic, concrete projects, may be particularly effective in developing collaboration, adaptability and management skills. 

 

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Tech & Learning Read More

​Students writing by hand have more active brains than when they typing, researchers recently found. 

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District Administration Read More

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Even amidst high turnover, superintendent mental health is often left out of wider conversations about student and staff wellness in K12 schools. The good news is that leaders are sharing their strategies for remaining energized and in touch with the reasons they became educators.

School board meetings, even when they go smoothly, are a source of stress for many superintendents. That’s why Superintendent Quintin Shepherd of Victoria ISD in Texas schedules elementary school visits for the morning after meeting days. He spends his time reading to kindergarteners and serving as a teaching assistant.

“A lot of superintendents fall into the mindset that there’s never time for self-care and stress management,” says Shepherd, a regular contributor to District Administration’s Leadership Institute . “‘I don’t have time’ is code for ‘I don’t care.’ It’s not OK to say you don’t care bout your wellness, whether that’s physical, emotional or spiritual wellness.”

Shepherd focuses on wellness by mentally dividing his daily commutes in half. On the way to school, he thinks about how smoothly he left his house during the first half of the commute and spends the rest of the time focused on how he wants to show up for work.

Superintendent Quintin Shepherd of Victoria ISD says spending time in classrooms alleviates a lot of stress.

Along with cycling, running, boxing and weight training, the number 168 is also an important part of Shepherd’s self-care regimen. He recommends listing seven or eight priorities, such as work, exercise and your spiritual life, and using “168”—the number of hours in a week—to determine how much time you would like to spend on each activity every month. You can then go back through your calendar to determine how much time you actually spent on each endeavor and see if you’re satisfied with how the two figures match up.

Two important aspects of superintendent mental health at the office are delegating and staying out of the way. Superintendents don’t have to be involved in every district project. “You have to be close enough to whatever action is going that you’re still informed and still have influence but you should also realize superintendents can be too close,” Shepherd advises. “Most superintendents walk into a room thinking they’re the 180-pound executive when they are the 600-pound gorilla.”

Remembering your purpose

Superintendent Barbara Malkas’ response to the stress educators have been dealing with post-pandemic was to get teachers practicing yoga at North Adams Public Schools in Massachusetts. But it’s not only helping staff: A teacher who adopted yoga said that last school year that she did not send any students to the office because of behavioral problems.

“It’s very hard for teachers or any human being to be responsible for the social-emotional health and wellbeing of another person without first attending to themselves,” says Malkas, Massachusetts’ 2024 Superintendent of the Year and a certified yoga instructor. “By addressing self-care through mindfulness, through mindful movement and moments of presence, it allows teachers to all be there for their students and to provide that security for their students.”

For her training, Malkas chose Breathe for Change, a yoga and social-emotional learning program specifically designed for classroom educators. Over the last few years, about 45 of her teachers have also been certified. Malkas and some of her staff now offer weekly yoga classes to community members. “The discipline referrals in classes where teachers are using mindfulness and mindful movement have decreased substantially,” Malkas notes. “One teacher reported she had not had one significant office referral the entire year last year, which was revolutionary compared to the years prior.”

First-year superintendent Neil Gupta of the Oakwood School District in Michigan says he had to be intentional about embedding health and wellness into his new practice. Regularly spending time with students is at the top of his list of strategies. “It’s really easy to sit in my office and sit in meeting rooms constantly, doing a lot of work,” Gupta notes. “If we don’t block out time to walk through classrooms and cafeterias and talk with students, we forget our purpose, we forget our why.”

Listen to DA : Several superintendent spots are being filled by internal promotions

Gupta makes a point of meeting with principals at their schools (rather than at central office) and he adds time on either side of those meetings to visit classrooms and students. He has also formed a close relationship with a pair of out-of-district, out-of-state colleagues whom he can text regularly and discuss the challenges of running a school district. “They can say things to me I don’t want to hear from other people, as far as ‘Hey, Neil you’re wrong,’ ‘Hey, Neil you should’ve done more,’” Gupta notes.

Superintendents need passion projects to avoid falling into a rut. Gupta is about to launch STEM initiatives and gather community input for the district’s strategic plan. Finally, Gupta has found that expressing appreciation keeps him charged and thinking positively. He has supplied his administrators with a large set of blank greeting cards and has tasked himself and his team of 15 with sending out gratitude cards each week to staff and students.

He describes the exercise as a tangible way to count your blessings. “There’s something mentally that happens to you when you’re writing an ‘Appreciate You’ card to somebody else,” he explains. “By the time I leave the kitchen table after writing 15 cards, I’m in a better spot mentally and in how I feel about my district.”

Taking ownership of health and wellness

Former superintendent Baron Davis says the key to wellness is designing a self-care routine and blocking out time so work doesn’t intrude. But that  doesn’t  mean handing off your job responsibilities or waiting for the school board to set time aside for superintendent mental health. “The trap you fall into is you start assigning the responsibility of your care to other people,” declares Davis, the founder and CEO of The Noegenesis Group, an education think tank and consulting firm.

But superintendents  can  find an accountability buddy who can help keep them on track with their self-care routines, which can be as simple as meditating in the office for 15 to 20 minutes a day or taking short walks. When Davis was a superintendent, he kept a small putting surface in his office and continued hitting golf balls until he got six in a row into the hole. He also kept a chessboard and periodically played a piece on both sides.

Leaders should try to devote 10% of each month—or 72 hours—to self-care (not including sleep). Book golf outings regularly, for instance, and use your vacation time if you love to travel. It boils down to prioritizing activities that bring leaders joy and allow them to shift their focus from day-to-day responsibilities and stressors that accompany the work.

“Stay connected to colleagues, lean on people—vulnerability is not a bad thing,” Davis concludes. “If you’re not practicing self-care, you’re actively practicing self-harm.”

The post No one talks about superintendent mental health. Leaders want that to change appeared first on District Administration.

 

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​Movement was an essential part of Gloria Merriex’s lessons at Duval Elementary School in Gainesville, Fla. Courtesy of Boaz Dvir

When Duval Elementary – a school that served mostly Black and poor students in East Gainesville, Florida – failed the state’s high-stakes standardized test in 2002, district leaders pressured the school’s educators to more closely follow the curriculum.

But Gloria Jean Merriex, who taught third and fourth grade reading and fifth grade math, wasn’t interested. She argued that doing more of the same would yield more of the same results. She rebelled by creating a customized curriculum and going out of sequence, teaching the hardest units first.

Opting for a more kinetic approach to learning, she introduced music and movement. She revamped math and reading instruction by infusing the lessons with hip-hop, dance and other innovations.

And she got results, leading Duval from an F to an A in 2003 and maintaining that academic excellence until she died of a diabetic stroke in 2008. Her students achieved the greatest gains in math among all of Florida’s fifth graders.

As one who has spent years researching Merriex’s career for “Class of Her Own,” a documentary set for national release on April 16, 2024, I believe the example she set could help students from economically poor families make up the considerable ground they lost during the COVID-19 pandemic.

Gloria Jean Merriex is the focus of a documentary titled ‘Class of Her Own,’ which is set to be released in April 2024.
Courtesy of Boaz Divr

The pandemic cost these students three-fourths of a year in math and more than a third of a year in reading, according to the Education Recovery Scoreboard, a collaboration between educational researchers at Harvard and Stanford who are examining learning loss and recovery across the country. These students suffered more than twice the pandemic-induced math skills erosion than students from families of great economic means, the scoreboard shows.

Merriex’s students consistently outscored their peers until her death at the age of 58.

Based on what I learned of her approach in the classroom, here are some of the most important takeaways from Merriex’s life and career:

1. Meet your students where they are, from where you are

Merriex breathed new life into this somewhat vague cliché by being uncompromisingly authentic. She wasn’t always that way. For much of her time at Duval, she followed the cookie-cutter curricula. But when Duval failed the Florida Comprehensive Assessment Test, she felt she’d been letting down her students all those years.

Merriex started incorporating community and cultural concepts into her curriculum.

A church choir member, she also began keeping her students on task by snapping her fingers, lighting a fire under them by turning static class exercises into dance routines and engaging them in call-and-response. In one exchange depicted in the documentary, Merriex calls out “one-fourths equal,” “two-fourths equal,” and her class responds in unison “25%,” “50%” and so on until they reach 100%.

In another, after giving an incorrect answer, one of her fifth graders says: “I made a mistake.” Merriex calls out, “It’s OK. Why?” Her students respond, “Not too many.”

It was out of this authentic stance that Merriex wrote the “Math Rap” and other hip-hop-fueled educational songs. Her teaching style exemplifies research that has found Black students learn best through “culturally relevant curriculum” and by having classroom activities connected to “prior knowledge and … real life.”

Personally, Merriex preferred other musical genres, but she knew rap would resonate with her students.

2. Make repetition a habit

Merriex turned repetition into an art. She demonstrated that saying it once means simply mentioning it; to teach, you must repeat. And, through her reverse sequencing of teaching the most challenging concepts at the outset, she gave herself plenty of chances to revisit them throughout the year.

Several domestic and international studies illustrate the benefits of repetition to a variety of students.

3. Get parents involved

Merriex believed parental involvement boosted student success – a notion that is backed up by research.

“If a kid forgot their homework, she’d get on the phone with their mom,” University of Texas at San Antonio assistant dean of research Emily Bonner says in the documentary.

To enable parents to keep up with their children, Merriex offered them evening math and reading classes. “And she sometimes used to go by their house, especially kids that are really going through a lot,” parent volunteer Anthony Guice says in the documentary.

Guice continues to share Merriex’s math and reading raps and dance routines with North Florida residents.

4. Show you care

Merriex provided free after-school tutoring and Saturday sleepover test prep at Duval. She sewed school uniforms and graduation gowns. She cooked meals. “She put us before anything, before her own health,” former student Brittany Daniels says in the documentary.

A diabetic, Merriex could ill-afford to do that. Research shows overwork can be hazardous to your health, potentially even deadly.

“She only missed three days out of 30 years of school,” her daughter, Tayana Davis, a certified nurse, says in the documentary. “That’s when she was in the hospital.”

Thus, Merriex has provided us with two lessons, one unintentionally: Care, in a multitude of ways, for your students – and yourself.

5. Embrace standardized testing

Critics have long called standardized testing inequitable and unfair. Their criticism reached a crescendo with passage of President George W. Bush’s 2001 No Child Left Behind Act, which required yearly assessments and carried consequences such as being forced to restructure or or replace staff, including the principal, for schools that didn’t make adequate yearly progress.

In recent years, states have opted for less ominous evaluations through the National Assessment of Educational Progress. Most universities have scrapped SAT and ACT requirements from their applications.

Yet Merriex, who rejected other educational mandates, welcomed Florida’s standardized test. She viewed it as an equalizing factor. She used the exam to raise expectations and motivate her students. One of the means to a bigger end, it played a part in her mission to give her students the knowledge and skills needed to succeed in school and beyond.

Recent studies show she had a point. Researchers have found a correlation between how K-12 students do on standardized tests and how they do in college. doi For this reason, some universities, such as Dartmouth and Yale, have reinstated the SAT and ACT.

Florida’s test certainly leveled the playing field for Merriex’s students. Their success transformed Duval from an underserved school into a well-funded magnet arts academy in 2005.

It was quite telling that after her students took Florida’s state test every spring, Merriex continued drilling its concepts through the end of the year.

The most relevant Merriex lesson, however, has nothing to do with state tests or hip-hop or chanting. “You’ve got to know who your students are, and you need to teach those students,” Bonner, the research dean from Texas, says in the documentary.

Not every group of students responds to rap or chanting, but children respond to a teacher who knows and cares about them, seeks to genuinely connect with them and unleashes their true self in the classroom to bring out the best in them.

The year after Merriex died, 2009, Duval failed the state test. The school never regained its academic footing and ultimately closed in 2015.

Boaz Dvir receives funding from Kellogg and Smallwood Foundations for the production of the documentary

 

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Education Next Read More

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The post Missing Misters appeared first on Education Next.

 

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As the leader of a majority-Black school in the heart of Brooklyn, I raise my hand in enthusiastic support of Black History Month. It’s a vital platform to reflect on the phenomenal contributions of Black individuals throughout history, igniting conversations and inspiring future generations. Yet, while February provides a powerful spotlight, it shouldn’t be the sole illumination of Black excellence. As educators, we must move beyond seasonal Blackness and embrace a continuous celebration that recognizes and empowers Black students, leaders and communities 365 days a year.

Confining Black history lessons and leadership discussions to a designated month risks perpetuating a narrative of tokenism and underrepresentation. It suggests that Black stories and achievements deserve attention only within a limited timeframe, reinforcing historical stereotypes and erasing the daily realities of Black heroism. Imagine the transformative impact of integrating the stories and contributions of Black mathematicians into the math curriculum seamlessly, not just during Black History Month. Similarly, amplifying the voices of Black leaders in ongoing educational discussions, not just during diversity panels, creates a more inclusive and representative landscape.

Breaking free from historical stereotypes requires shifting focus beyond iconic figures of the past. Everyday heroism exists within each community, often unseen and undercelebrated. From the dedicated teacher nurturing young minds to the entrepreneur creating opportunities, a more comprehensive and relatable narrative is created that inspires students to envision themselves as agents of change and leaders in their own right.

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Make no mistake: Black History Month should continue and serve as a launchpad for year-round celebration. Education plays a profound role in shaping young minds and influencing future leaders. It opens doors to possibilities, expands perspectives and fosters the critical thinking and empathy needed to navigate an increasingly diverse and interconnected world. Imagine a school where Black students see themselves reflected in their teachers, their curriculum and the heroes celebrated on the walls. This isn’t a dream, it’s our reality at Brooklyn Lab. Rather than limit our showcasing of Black excellence to February alone, we weave it into the fabric of our school year. Here’s how your school can, too:

Integrate diverse local narratives into your curriculum and conversations. Don’t wait for February to highlight Black voices. At Brooklyn Lab’s Parent Leadership Council, Black parents become active partners, shaping the school experience for their children and all students. Seek out books, films and resources that offer a multifaceted perspective on history and contemporary life. Celebrate a tapestry of cultural traditions by acknowledging and embracing the diverse heritages that make your community vibrant.

Expose students to everyday local heroes and Black role models, including teachers and school leaders. Consistent exposure to positive Black role models increases the academic outcomes and educational aspirations of Black students. Who inspires you in your community? Share their stories with students, colleagues and friends. Let their journeys illuminate the diverse paths to success. At Brooklyn Lab, 93% of our team identify as people of color, and our Teacher Coaching Residency program develops teachers and leaders who reflect our students’ reality. Our annual Success Looks Like Me career day and regular evening events showcasing Historically Black Colleges and Universities open doors and expand possibilities. Encourage networking events and job shadowing programs, or simply spark conversations that broaden horizons.

This continuous approach fosters belonging and self-worth that transcends the calendar. Students see themselves reflected not just in February, but every day, propelling them to dream bigger and reach their full potential. Each action, big or small, contributes to a richer, more inclusive reality for all, powered by your own school community.

Each city is shaped by the vibrant people of its community. While the specific heroes and initiatives may differ, the call to action is universal:  to move beyond the limitations of seasonal recognition and embrace a genuine commitment to celebrating Black excellence year-round. Harness the unique local environment of your school and community, fostering a space where Black students feel acknowledged, empowered and equipped to build their own bright futures, brick by brick, not just during “history” month.  Living role models of Black success can influence and impact the next generation.Together, educators can break the cycle of seasonal Blackness and illuminate the brilliance of each community every single day. Reflect on your role in building a more inclusive and supportive environment where Black excellence is not just celebrated, but nurtured and empowered. The future is brimming with possibilities. The influence of educators can ensure that all children see themselves as authors of their own story, not just during a “history” month but throughout the entire year.

 

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District Administration Read More

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The Baltimore City Board of School Commissioners unanimously approved $6 million on Tuesday night to install weapons detection systems at 26 high schools.

The board did not engage in any public discussion about the system at the meeting and approved the funding in a single vote, along with eight other agenda items.

According to board documents, the weapons detection system will be installed at only high schools by Alliance Technology Group, which the board will pay nearly $5.46 million to install the systems and $540,000 for electrical upgrades at 26 schools. The district has around $7.8 million left over from $41 million originally assigned for construction at Armistead Gardens Elementary School, and the board voted to transfer that money to the general fund to be spent on the weapons detection system, according to board documents.

Read more from The Baltimore Sun.

The post Baltimore City Schools approves $6M for weapons detection systems appeared first on District Administration.

 

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