Pulse #22: Missing Students and Mistrust in Classrooms

A new Brookings report shows public school enrollment has dropped below 80 percent since the pandemic, with about 2.1 million children unaccounted for in 2023–24. Many aren’t in private or homeschool settings, raising alarms about lost learning. Enrollment losses are highest in Black and high-poverty districts, where over a quarter of students now learn outside traditional public schools. Demographic decline adds to the pressure, with projections of up to 8.5 million fewer public school students by 2050.

A new U.S. Chamber of Commerce and College Board survey finds 84% of hiring managers say high school graduates aren’t workforce-ready. Employers rank soft skills and real-world experience above formal education, and nearly all want more courses in business, finance, and career skills.

More students are using AI to finish work, and many teachers don’t trust the results. Detection tools often make mistakes, especially for English learners, which leads to more tension. Experts say this “low-trust” setting makes school feel more about points than learning. Some teachers are going back to paper, oral work, and small steps in class to rebuild trust and keep learning personal.

Peoria Public Schools (IL) is moving from Balanced Literacy to Structured Literacy to close gaps and boost achievement. The district built a framework with explicit phonics, handwriting, word study, and small-group instruction, supported by teacher training through Lexia. Leaders stress that software can help, but only alongside strong teaching. The shift has eased behavior issues and helped students gain confidence, showing that lasting literacy change comes from steady support, not quick fixes.

No single curriculum meets every learner’s needs, so skilled teachers add resources to fill gaps, enrich lessons, and make learning more inclusive. Supplementing helps students connect content to their lives, supports diverse learners, and gives teachers room to use their expertise. The strongest classrooms are those where the curriculum is a base and supplements make learning accessible for all.

A new RAND and CRPE report finds most districts teach civics in secondary grades, but elementary exposure is rare and few offer standalone courses. Leaders say teachers often avoid controversial topics out of fear of complaints or new laws, even as skills like civil discourse and voter engagement are seen as vital. Researchers urge districts to weave civics into literacy, build community partnerships, and protect teachers so they can prepare students for democratic life.

The U.S. Education Department has ended IDEA Part D grants for deafblind projects in several states, citing conflict with Trump administration priorities around DEI. The $1M in grants supported over 1,300 children with teacher training, family resources, and technology. Advocates warn the sudden cuts will disrupt services during the school year, leaving students and families without what many call a “lifeline.”

Not all feedback helps students learn. Research points to five practices that make feedback more meaningful:

[Mindfulness in Schools] Over a million U.S. students have tried school-based mindfulness, but programs differ widely in content, length, and goals. Some stress breathing or yoga, others focus on kindness or brain science, making it hard to measure results. Research shows possible gains for focus, stress, and mental health, but experts say schools need age-appropriate, consistent programs, not watered-down versions of adult practices.

[Fewer Superintendents, Bigger Problems] Superintendent turnover is rising, applicant pools are shrinking, and nearly a quarter of districts now rely on interim leaders. Politics, burnout, and weak pipelines are driving talent away, and experts warn that without stronger support and fair pay the leadership crisis will only worsen.

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