A woman was decapitated by a garbage truck when she was crossing the street Wednesday in Orange County, according to authorities.
Maria Rubalcava de Ruesga, 69, of Santa Ana, was crossing the street around 7:56 a.m. near Shelton and Bishop streets when she was hit by a garbage truck making a right turn on Shelton, according to a Santa Ana Police Department news release.
Officers from the police department got multiple calls about the traffic collision and along with the Orange County Fire Authority, responded to the scene, according to the release.
The truck had been going east on Bishop Street and making a turn on the roundabout when it hit the woman as she was crossing the street, authorities said.
ABC7 reported that the woman had been decapitated in the collision.
Children and families from the nearby Pio Pico Dual Language Academy were also nearby during the incident, according to the outlet.
The Santa Ana Unified School District will be providing support for witnesses of the crash.
The Santa Ana Police Department’s Collision Investigation Unit will be investigating the crash, according to the release. Anyone with more information has been asked to contact the Santa Ana Police Department’s Traffic Division at (714) 245-8200.
Recently I came across this interesting article: Shifting from Pedagogy to Heutagogy and whilst espousing all contained within, it got me thinking about the inescapable perils faced when adopting this and other progressive forms of teaching.
Going against the grain can be a lonely experience at times, and whilst sound theory and instinct act as a nice warm blanket against the cold, one could well do with a practical survival guide to assist in implementing new practice. Teachers need to be prepared for the reality of what lies ahead of them to assist in the reshaping of their classrooms, and to ultimately strengthen their resolve in maintaining the chosen epistemology.
Most progressive teaching models from Heutagogy, Constructivism, to PBL concern themselves essentially, as much as possible, with placing the process and outcomes of learning in the hands of the learner. But let’s cut to the chase here, implementing such pedagogy is very messy, requires enormous patience, a degree of pragmatism, and most importantly, needs a teacher of great skill who can de-school their students to engage with it.
See
1. De-schoolingmeans re-tooling.
When shifting your teaching practice to a style that centers itself more on the learner and less on the teacher, be prepared for many students (and parents) to vehemently complain that you are not teaching them, and the inevitable confidence killing that these savage claims create. Never is this feeling stronger when you have students of good ability beginning to complain. In these times it can seem as though you are robbing Peter to pay Paul, but in order to counter such occasion, ensure you have a very well thought-out plan and rationale that can be defended in case your line manager decides to investigate their ire, and more importantly, one that you can talk yourself through in predictable moments of doubt.
Always remember what constitutes real learning, and you’ll be fine.
2. Be pragmatic.
Having said that, it would be wise to initiate the students with small doses of the new style, easing them in to what can be for many an uncomfortable territory. Imagine the look on most students’ faces if you begin the unit by saying ’Ok, here are the outcomes you need to achieve by the end of the unit, but you design the learning to achieve it.’ This is not just throwing students into the deep end. This is dropping them out of a helicopter into the middle of the ocean.
You need to set up the space, set up the culture for them to succeed in: how to research, how to work cooperatively, how to set incremental goals, how to manage time, how to work independently. Remember, by the end of high school, students have had up to 11+ years of teacher-led learning, and as they get older, have been told probably thousands of times how important it is to achieve a certain grade, a grade which may seem in jeopardy without the strong lead of the teacher.
This blending is exactly what I find myself doing. I always begin a unit with a strong learner-based approach, and slowly incorporate a much more guided flow towards the end as we approach assessment. No matter what anyone says, it is at the end of the unit that we have to be pragmatic: students will be tested on specific learning outcomes, and there’s a lot at stake for me as a teacher if they aren’t met. The overall aim however is to continually manipulate the ratio in favor of learner-based learning.
3. Patience (amongst great mess) is a virtue.
This is where lots of patience comes in. With some groups, it may take much much longer to make it standard practice. You have to remember that to achieve success with student-centered learning is by no means an easy feat, and so you must be patient with yourself as you try to get it right. You have to be especially patient with the messiness of it all.
The messiness can be overwhelming at times, particularly with learners who have been largely disconnected to learning. For them, it can seem like a free ride, a chance to do nothing, and the compulsion to manage and structure such occasions by reverting to old tricks is strong. In such instances, guidance and coercion down a certain path may be the only chance of keeping the dream alive. But this needn’t mean that it has to be completely teacher-led. Ensuring students arrive at an end outcome doesn’t mean that there is only one way to get there.
Sensible bridging strategies are not compromises, but smart decisions made to stay afloat.
4. No pain, no gain.
If it all sounds quite daunting, that’s because it is. But we shouldn’t expect any less, because after all we are talking about perfecting teaching models that take a teacher to the top of the game. The number of times I’ve fallen off the wagon are too countless to name, but I always return, knowing that the learning is significantly stronger and that ironically, eventually the compulsory testing yields better results.
But more than that, I keep returning because when it works, the feeling that I get observing students learning for themselves and assuming ownership of their experience is one of pure joy, and always confirms why I love education.
Adapted image attribution flickr user Dan; Innovation Often Means Teaching Against The Grain
Hundreds of sixth graders are enrolled in an Algebra I class, a high school course Fairfax County Public Schools is expanding access to through a pilot program this year.
After students eagerly entered Amanda Blevins’ classroom at Mosaic Elementary on Thursday afternoon, she returned a graded assignment and then shifted their attention to a series of warmup problems projected in the front of the room.
The sequence tested students’ knowledge of exponents and order of operations. Blevins called on several students to walk her through how to approach each step and determine a final result.
Then, Blevins tasked students with roaming the room, solving problems on neon sheets of printer paper attached to the classroom walls. At the same time, she worked with small groups using white boards and erasable markers.
Blevins has 23 sixth graders enrolled in her Algebra I class, a high school course Fairfax County Public Schools is expanding access to through a pilot program this year. Across the county, there are over 700 sixth graders enrolled.
“They’re taking several years ahead, which is great, because a lot of them have expressed interest in STEM careers later down the line,” Blevins said. “Getting a head start on some of these higher level math concepts sets them on a path to advanced math as they get into middle school and high school.”
The pilot program is available for students who took the sixth grade Virginia Standards of Learning math test while in fifth grade and earned a “Pass Advanced” score, while also earning certain scores on other math tests.
In other school years, about 30 students across all 142 elementary campuses took Algebra I in the sixth grade. It was rare, largely because county middle school campuses largely include only seventh and eighth graders.
Now, over one-third of the district’s elementary schools are a part of the pilot program.
“I was really excited and I was kind of worried,” student Mason Lee said. “Because it’s like a high school program, but I’m only in elementary school. I was worried that maybe I wouldn’t do so well as I’d done before, but I’ve been able to keep up pretty well so far.”
The class, Lee said, “could help me get into maybe a good college.”
Blevins said the biggest obstacle is helping students fill in gaps that could be caused by skipping two levels of math.
“We’ve been front-loading a lot of the seventh and eighth grade concepts, and we’re trying to sprinkle that in as we get into the Algebra units too,” Blevins said.
Yesaswini Perneti Mohan, meanwhile, expressed interest in the class because she found previous math courses to be “really easy.” She said she wants to become a neurosurgeon, and described the class as “what I expected. It’s not that easy or hard. It’s in the middle range.”
Gavin Wang is an aspiring mathematician, and said whenever he can, “I try to do something that involves harder math.”
Offering the course was a “heavy lift,” Principal Mahri Aste said, and some parents were nervous about their kids taking a high school course in sixth grade.
But, Aste said, “it’s been very, very positive. The kids are excited about math. They love it.”
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If you’ve used AR (Accelerated Reader) as a reading motivation tool to set goals and track progress, you’re undoubtedly aware of its ability to assess general reading levels as well.
The problem is, measuring reading level is really outside of its sweet spot as a literacy tool, with better resources available from DRA, DIBELS, Lexile, Reading Recovery, and Rigby, among others.
There is also the issue of availability, with most schools only using one or two of these tools, primarily in early elementary school. But what happens if you need to convert a general level from one program to another?
The Lexile Framework is the most commonly used tool in U.S. schools. It measures both text complexity and a student’s reading ability on the same scale.
Pros: Integrated into many platforms (e.g., MAP Growth, Achieve3000), easy to match books to student level
Cons: Doesn’t account for background knowledge or interest
Best for: Grades 2+, especially when used with adaptive assessments
Fairfax County Public Schools has updated its homework guidelines for elementary schoolers, a shift away from the optional homework policy that some parents said had become the norm.
Fairfax County Public Schools has updated its homework guidelines for elementary schoolers, a shift away from the optional homework policy that some parents said had become the norm.
During back-to-school nights and on social media threads, parents expressed confusion about whether there had been a change in approach.
In a statement, Virginia’s largest school system said it provided updated homework guidelines to elementary school principals for the 2025-26 school year. The amount of homework students are receiving depends on their grade level, and includes time for daily reading.
Under the updated policy, the district said teachers are encouraged to be flexible with due dates and avoid assigning homework over long breaks, holidays and religious and cultural observances. Kindergarten through second-graders are required to spend 10-20 minutes on homework each day, third and fourth graders spend 20-30 minutes each day and fifth and sixth graders should get 40-60 minutes worth of work each day.
Homework, the division said, should be “meaningful, manageable and clearly connected to classroom instruction,” and the assignments should be accessible to all students, taking into account “diverse learning styles, language backgrounds and home support systems.”
But some parents are split on whether the change will have an impact.
Laura Chapman, a parent of two elementary schoolers, said homework is “really not helpful. It’s really tough, especially for working parents of neurodivergent children, because we are in a bit of a tough spot.”
Chapman’s son has ADHD, she said, and he participates in evening sports to help get energy out. Many ADHD medications stop working late in the afternoon, she said.
“Layering homework on top means that I am sitting with him at night, trying to help him do homework that he’s not able to do, because he’s not able to focus,” Chapman said.
Last year, Chapman said, homework was optional.
“I don’t know how beneficial homework is for elementary school kids,” Chapman said.
Andrea Coulter, though, said the change could be helpful. Her first grader has been advised to read and has been getting a sheet of paper with work to complete.
“It gives them a lot of responsibility and understanding on being able to have something that’s theirs and that they have to prioritize that’s not screen time or an outside activity,” Coulter said.
Coulter said many parents “are really upset about it. They don’t want their kids to have the homework. They think that it’s busy work.”
The school system’s guidelines were created to reinforce previously taught material and help students create academic habits, the division said. Students are expected to finish assignments to the best of their ability and seek clarification when needed, and teachers are tasked with “designing purposeful and appropriate homework” and telling families about expectations.
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There are many ways to encourage a child, but for students of any age, honest, authentic, and persistent messages from adults that have credibility in their eyes are among the most powerful.
The National Center on Quality Teaching and Learning has put together a graphic below–50 Ways To Encourage A Child. It was designed for younger students (head start/kindergarten), so we thought we’d create another list more diverse in the types of praises and to students of different ages and grade levels.
You can find our list immediately below and their graphic after.
After an executive session, the board approved a resolution authorizing the sale to the group for $775,000, which was approved unanimously.
The district announced in February that the school, which housed kindergarteners, was to close. Kindergarteners started this school year Aug. 19 at Willyard Elementary School in Ravenna Township, which also houses first and second graders.
Superintendent Ben Ribelin said the Aug. 25 vote is the first step in a “multi-step” process. Another vote to transfer the property will be at a later date.
He doesn’t know what Magnolia or its representative, Kevin Wilson, plans to do with the property. District treasurer Kristen Plageman previously said Wilson flew in from Baltimore to view the property.
“Magnolia has not expressed a desire for how they are going to proceed with the building,” Ribelin said.
City Engineer Bob Finney said the property is zoned R-3, single-family residential. The developer, he said, would need to bring plans before the city’s Planning Commission, which likely would need a public hearing.
Magnolia Realty does not appear to be affiliated with Chip and Joanna Gaines’ Magnolia Realty, which is based in Waco, Texas. The Gaineses gained fame with a group of shows on HGTV, including “Fixer Upper.”
The district, he said, is still working to plan a public walk-through of the building before the building is transferred to Magnolia. An ongoing furniture auction is taking place, he said, and until those items are cleared, it’s unsafe for the public to walk through the structure.
Earlier in the Aug. 25 meeting, Betsy Justice, executive director of LoveLight, which submitted a bid of $750,001, asked the board to sell the building to her non-profit so she can establish an intergenerational day care called Starchild Ravenna, with senior citizens interacting with children.
“You have the opportunity to provide a strong foundation for these children’s well-being and success well into the future,” she said. “I promise when these children leave our program they will be ready for school.”
Earlier this year, Ribelin said another building in the district would close as part of the district’s “consolidation plan.” The district has not named the building.
West Park is the fourth building the district has closed since the early 2000s.
The former Ravenna High School, at East Main and Clinton streets, was demolished in 2012 after the board held a public auction but rejected the top bid. The property was sold to the City of Ravenna in 2022 for a future safety building and city hall.
In 2013, the district closed Tappan Elementary School, which now is leased to Education Alternatives, which bought the former Board of Education office in 2020, saying it would be used as a counseling center.
In 2020, Carlin Elementary School was closed, and the remaining elementary buildings were reorganized. It now houses the district’s Board of Education offices, special services, EMIS and preschool.
The former Rausch Intermediate School, which is connected to Brown Middle School, has been vacant in recent years. That building opened in 1915 as Ravenna Township School, and is the oldest building in the district.
Reporter Diane Smith can be reached at dsmith@recordpub.com.
The Tukwila Police Department (TPD) say that they have worked with a community organization to make a neighborhood safer after noticing trash dumping and illegal activity near an elementary school.
Police say the area on S 146th St near Military Rd S. had problems that affected the community, which was home to apartment complexes that house several families.
The area was known for illegal activity, littered with trash, stolen items, items for drug use, illegal encampments, abandoned cars and a condemned building.
It is also near an elementary school, where many families told police that they didn’t feel comfortable picking up their small children from the bus stop or leaving their homes for long periods of time.
Police began working with Community Policing Through Environmental Design (CPTED) to clean up the area by removing emcampments, graffiti, and arresting people for illegal activity.
TPD says that it has removed over 30 bags of trash from the area.
They say that everyone has the right to feel safer in their neighborhoods.
There are many ways to encourage a child, but for students of any age, honest, authentic, and persistent messages from adults that have credibility in their eyes are among the most powerful.
The National Center on Quality Teaching and Learning has put together the following list, 50 Ways To Encourage A Child. It was designed for younger students (head start/kindergarten), but with the exception of 4, 17, 21, and maybe 40, they’re actually useful for K-12 in general. It all depends on your tone, the situation, and who else is listening.
In addition, they’ve got a couple of other useful documents under their tips for fostering teacher connections series you can check out as well.
contributed by Dr. Kymm Ballard, Executive Director for SPARK
Think about any time you’ve seen “army boot camp” portrayed in pop culture — are you picturing the traditional drill sergeant, ordering his troops to do endless laps and push-ups, as punishment for their errors that day?
Now, with that scenario in your mind, imagine it being played out by children and teenagers at school — and instead of drill sergeants, their teachers are at the helm. Believe it or not, it’s actually quite common in certain areas of the country for teachers to have students do physical activities as punishment for misbehaving.
While this may have been perceived decades ago as a way to ‘toughen kids up,’ it’s a trend that ought to be falling out of favor by now – particularly when children today are already less likely to be active than generations before them.
If you’re a teacher yourself, you know how impressionable students can be. Reinforcing the idea that exercise equals punishment promotes negative feelings towards physical activity.
While some feel that running a few laps as punishment sounds reasonable, this can have an adverse effect on a child’s psyche that lasts for decades. Researchers have found that PE teachers and coaches think physical punishment is an effective way to show students that there are consequences to their actions; they’re not wrong, and in fact, that’s exactly the problem. Physical punishment happens to work a little too well.
When we demand physical activlity to punish misconduct, the message we’re sending — loud and clear — is that physical exercise is a terribly unpleasant activity, and something we all should try to avoid. And, our children are certainly hearing it. At a time when not enough children (or adults, for that matter) are getting the recommended amount of daily exercise, the last thing we should do is reinforce the idea that physical activity is something to dread. If kids are already trying to find reasons to be less active, viewing exercise as a punishment is all the more reason not to do it.
This mentality can carry over into adulthood as well, leading to an aversion towards physical exercise for the rest of one’s life – naturally pushing a person in the direction of inactivity, obesity, and other health problems. The goal of any physical educator should be to teach students that exercise is a positive and productive way to spend time, rather than something to rebel against.
To add to the pile of psychological and physical health repercussions of this trend, there’s even more serious reason not to use physical education as punishment: it could be illegal in your state.
That’s right. It’s actually against the law in 29 states – deemed a form of corporal punishment. The National Association for Sport and Physical Education (NASPE) states that “Administering or withholding physical activity as a form of punishment and/or behavior management is an inappropriate practice.”
So while your school’s PE teacher or team coach may think it’s perfectly fine to have students run drills as a disciplinary measure, it might be breaking the law – and acting against the best interest of the students.
Better Alternatives for Student Discipline
Teachers and coaches often struggle to find methods for disciplining students that are both appropriate and effective. This may account for why some still prefer to go the route of physical education as punishment; it’s easy to dole out, it’s over fairly quickly, and a heavy workout can wear a student out by exhausting them. For the sake of the children and their future physical health habits (not to mention the law), teachers and coaches should avoid the easy route, and strive to find more appropriate ways to discipline the class troublemakers.
On the flip side of this trend, some teachers go in the opposite direction, banning misbehaving students from participating in recess; in fact, 77% of teachers prevent children from taking part in recess in order to diminish bad behavior. Unfortunately, this extreme isn’t ideal, either.
Taking away children’s outlets for exercise can also skew their perception of activity and participation. Although the presumption is that children will learn that getting exercise is a privilege (the opposite of using it as punishment), it also eliminates their daily chance to interact socially and physically at school. Researchers have found that recess acts a “reset button” for students’ cognitive function, so removing it (for any reason, good or bad) can actually set students up for failure the rest of the day.
Instead, look into disciplinary tactics that don’t involve the threat of overexertion, or forced physicality. Children, especially in their formative years, need to be able to develop their own boundaries when it comes to their own comfort with physical activity. Though it’s good to keep them moving – which is why banning recess is a bad idea – pushing them into exercise under negative circumstances leaves a lasting impression. The important thing should be to promote physical activity (through phys ed classes, recess, and so on) as a fun and positive way to spend time.
If you’re facing ongoing issues with a student and you’re at a loss, talk to your school administrators to see what they advise as appropriate punishment. Disciplinary tactics may include calling a meeting with the student’s parents, or assigning detention. While there can be some argument for banning a student from participating in sport, it can be looked at as a last measure to try to curb negative behavior.
Make Exercise Fun, not Fearful
Physical education teachers and coaches know, better than anyone, the importance of physical activity for a long and healthy life. They’ve devoted their careers to instilling healthy values in children, and inspiring positive associations with exercise. They may not realize that sometimes, their attempts at discipline are acting against those very values.
Forcing students to run laps or do push-ups as penance for bad behavior has long-ranging effects that may turn them away from physical activity altogether. Even just threatening to add extra sit ups, jumping jacks, and drills — whether you act on it or not — promotes an unhealthy aversion towards exercise, as a weapon that can be used as a threat.
Keep the focus on activity as a positive and fun pastime, rather than something to be feared — it’ll go a long way towards fostering a lifelong love of movement.
4 Dos and Don’t For Physical Education In The Classroom
Here are four dos and four don’ts for incorporating physical education into the classroom:
Dos
Do integrate short physical activities: Incorporate brief movement breaks or exercises between lessons to help students stay focused and energized.
Do promote inclusivity: Ensure all students, regardless of physical ability, can participate in physical activities by offering modified exercises or alternative options.
Do link physical activities to academic content: Use movement-based activities to reinforce learning, such as using physical games to practice math or spelling.
Do encourage teamwork and cooperation: Design activities that promote collaboration and communication among students, fostering social skills and a sense of community.
Don’ts
Don’t use physical activity as a punishment: Avoid making students do physical exercises as a consequence for misbehavior, as it can create negative associations with physical activity.
Don’t focus solely on competition: While competitive games can be fun, ensure they are balanced with non-competitive activities to avoid alienating students who may not excel in sports.
Don’t neglect safety: Always prioritize safety by providing clear instructions, ensuring the physical space is free of hazards, and supervising activities closely.
Don’t disregard individual differences: Recognize that students have different fitness levels and abilities, and avoid pushing students beyond their limits or comparing them to one another.
Dr. Kymm Ballard is the Executive Director for SPARK, a division of School Specialty, Inc. Kymm is the former Physical Education, Athletics and Sports Medicine Consultant with the North Carolina Department of Public Instruction. Her professional experiences include service for more than a decade as a physical education teacher, several years as an administrator and the co-developer of North Carolina’s first high school demonstration school. Kymm’s direct service to children influences her work at the national level today. She wrote, advocated for and promoted the Healthy Active Children Policy of the NC State Board of Education and the state’s Standards for Physical Education
WHITEHALL, N.Y. (NEWS10) — Friends, family and the community gathered in front of the Whitehall Elementary School at the circle, tonight, for a special vigil to honor fourth grader, Airyonna Jabot.
Attendees held balloons and blowing bubbles for little Airyonna, the 10-year-old girl who tragically lost her life in a house fire back on the May 7.
Her family says she will be remembered for her lover spirit, and as the little girl who stuck up for those being picked on or bullied at school.
When it came to food, she was all about spaghetti and meatballs, tacos and chicken tenders from Sunoco.
Aryionna loved drawing and had an affection for Squishmallows and silly snapchat filters. Her family said she was excited about the new kittens her cat just had. They also said she is quite the little shopper as she favored the shopping app, TEMU.
Calling hours for family and friends are tomorrow from 4 pm to 6 pm at Carleton Funeral home in Hudson Falls with funeral services on Thursday followed by and afternoon graveside service.
According to the American Red Cross, the fire at 5 Maple Avenue displaced a total of 10 people. Officials tell NEWS10 there are no new updates, and the fire remains under investigation.
Measles seems poised to make a comeback in America. Two adults and two children staying at a migrant shelter in Chicago have gotten sick with the disease. A sick kid in Sacramento, California, may have exposed hundreds of people to the virus at the hospital. Three other people were diagnosed in Michigan, along with seven from the same elementary school in Florida. As of Thursday, 17 states have reported cases to the CDC since the start of the year. (For comparison, that total was 19, plus the District of Columbia, for all of 2023, and just 6 for 2022.) “We’ve got this pile of firewood,” Matthew Ferrari, the director of the Center for Infectious Disease Dynamics at Penn State, told me, “and the more outbreaks that keep happening, the more matches we’re throwing at it.”
Who’s holding the matchbook? There’s an easy answer to who’s at fault. One of the nation’s political parties, and not the other, turned against vaccines to some extent during the pandemic, leading to voter disparities in death rates. One party, and not the other, has a presumptive presidential candidate who threatens to punish any school that infringes on parental rights by requiring immunizations. And one party, but not the other, appointed a vaccine-skeptical surgeon general in Florida who recently sidestepped standard public-health advice in the middle of an outbreak. The message from Republicans, as The Washington Post’s Alexandra Petri joked in a recent column, can sound like this: “We want measles in the schools and books out of them!”
But the politics of vaccination, however grotesque it may be in 2024, obscures what’s really going on. It’s true that vaccine attitudes have become more polarized. Conservative parents in particular may be opting out of school vaccine requirements in higher numbers than they were before. In the blood-red state of Idaho, for example, more than 12 percent of kindergartners received exemptions from the rules for the 2022–23 school year, a staggering rate of refusal that is up by half from where it was just a few years ago. Politicized recalcitrance is unfortunate, to say the least, and it can be deadly. Even so, America’s political divides are simply not the cause of any recent measles outbreak. The virus has returned amid a swirl of global health inequities. Any foothold that it finds in the U.S. will be where hyperlocal social norms, not culture-war debates, are causing gaps in vaccine access and acceptance. The more this fact is overlooked, the more we’re all at risk.
Consider where the latest measles cases have been sprouting up: By and large, the recent outbreaks have been a blue-state phenomenon. (Idaho has so far been untouched; the same is true for Utah, with the nation’s third-highest school-vaccine-exemption rate.) Zoom into the county level, and you’ll find that the pattern is repeated: Measles isn’t picking on Republican communities; if anything, it seems to be avoiding them. The recent outbreak in Florida unfolded not in a conservative area such as Sarasota, where vaccination coverage has been lagging, but rather in Biden-friendly Broward County, at a school where 97 percent of the students have received at least one MMR shot. Similarly, the recent cases in Michigan turned up not in any of the state’s MAGA-voting, vaccine-forgoing areas but among the diverse and relatively left-wing populations in and around Ann Arbor and Detroit.
Stepping back to look at the country as a whole, one can’t even find a strong connection—or, really, any consistent link at all—between U.S. measles outbreaks, year to year, and U.S. children’s vaccination rates. Sure, the past three years for which we have student-immunization data might seem to show a pattern: Starting in the fall of 2020, the average rate of MMR coverage for incoming kindergarteners did drop, if only by a little bit, from 93.9 to 93.1 percent; at the same time, the annual number of reported measles cases went up almost tenfold, from 13 to 121. But stretch that window back one more year, and the relationship appears to be reversed. In 2019, America was doing great in terms of measles vaccination—across the country, 95.2 percent of kindergartners were getting immunized, according to the CDC—and yet, in spite of this fantastic progress, measles cases were exploding. More than 1,200 Americans got sick with the disease that year, as measles took its greatest toll in a generation.
It’s not that our high measles-vaccination coverage didn’t matter then or that our slightly lower coverage doesn’t matter now. Vaccination rates should be higher; this is always true. In the face of such a contagious disease, 95 percent would be good; 99 percent much better. When fewer people are protected, more people can get sick. In Matthew Ferrari’s terms, a dropping immunization rate means the piles of firewood are getting bigger. If and when the flames do ignite, they could end up reaching farther, and burning longer, than they would have just a year or two ago. In the midst of any outbreak large enough, where thousands are affected, children will die.
Despite America’s fevered national conversation about vaccines, however, rates of uptake simply haven’t changed that much. Even with the recent divot in our national vaccine rates, the country remains in broad agreement on the value of immunity: 93 percent of America’s kindergartners are getting measles shots, a rate that has barely budged for decades. The sheer resilience of this norm should not be downplayed or ignored or, even worse, reimagined as a state of grace from which we’ve fallen. Our protection remains strong. In Florida, the surgeon general’s lackadaisical response to the crisis at the Broward County elementary school did not produce a single extra case of the disease, in spite of grimpredictions to the contrary, almost certainly thanks to how many kids are already vaccinated.
At the same time, however, measles has been thriving overseas. Its reemergence in America is not a function of the nation’s political divides, but of the disease’s global prevalence. Europe had almost 60,000 cases last year, up from about 900 in 2022. The World Health Organization reports that the number of reported cases around the world surged to 306,000, after having dropped to a record low of 123,000 in 2021. As the pandemic has made apparent, our world is connected via pathogens: Large outbreaks in other countries, where vaccination coverage may be low, have a tendency to seed tiny outbreaks in the U.S., where coverage has been pretty high, but narrow and persistent cracks in our defenses still remain. (In 2022, more than half of the world’s unvaccinated infants were concentrated in just 10 countries; some of these are measles hotspots at this moment.) This also helps explain why so many Americans got measles in 2019. That was a catastrophic year for measles around the world, with 873,000 reported cases in total, the most since 1994. We had pretty good protection then, but the virus was everywhere—and so, the virus was here.
In high-income countries such as the U.S., Ferrari told me, “clustering of risk” tends to be the source of measles outbreaks more than minor changes in vaccine coverage overall. Even in 2019, when more than 95 percent of American kindergarteners were getting immunized, we still had pockets of exposure where protection happened to be weakest. By far the biggest outbreak from that year occurred among Hasidic Jewish populations in New York State. Measles was imported via Israel from the hot spot of Ukraine, and took off within a group whose vaccination rates were much, much lower than their neighbors’. In the end, more than 1,100 people were infected during that outbreak, which began in October 2018 and lasted for nearly a year. “A national vaccination rate has one kind of meaning, but all outbreaks are local outbreaks,” Noel Brewer, a professor at the University of North Carolina at Chapel Hill and a member of the federal Advisory Committee on Immunization Practices, told me. “They happen on a specific street in a specific group of houses, where a group of people live and interact with each other. And those rates of vaccination in that specific place can drop well below the rate of coverage that will forestall an outbreak.”
We’ve seen this time and time again over the past decade. When bigger outbreaks do occur in the U.S., they tend to happen in tight-knit communities, where immunization norms are radically out of sync with those of the rest of American society, politics aside. In 2014, when an outbreak of nearly 400 cases took hold in Ohio, almost entirely within the Amish community, the local vaccination rate was estimated to be about 14 percent. (The statewide number for young children at that time was more than 95 percent.) In 2011 and 2017, measles broke out among the large Somali American community in Minnesota, where anti-vaccine messaging has been intense, and where immunization rates for 2-year-olds dropped from 92 percent 20 years ago to 35 percent in 2021. An outbreak from the end of 2022, affecting 85 people in and around Columbus, Ohio, may well be linked to the nation’s second-biggest community of Somalis.
Care must be taken in how these outbreaks are discussed. In Minnesota, for example, state health officials have avoided calling out the Somali community, for fear of stigmatizing. But another sort of trouble may arise when Americans overlook exactly who’s at risk, and exactly why. Experts broadly agree that the most effective way to deal with local outbreaks is with local interventions. Brewer pointed out that during the 2019 outbreak in New York, for example, nurses who belonged to local Jewish congregations took on the role of vaccine advocates. In Minnesota, the Department of Health has brought on more Somali staff, who coordinate with local Somali radio and TV stations to share its message. Yet these efforts can be obscured by news coverage of the crisis that points to a growing anti-science movement and parents giving up on vaccination all across the land. When measles spread among New York’s orthodox Jews, The New York Times reported on “an anti-vaccine fervor on the left that is increasingly worrying health authorities.” When the virus hit Columbus, NBC News noted that it was “happening as resistance to school vaccination requirements is spreading across the country.”
Two different public-health responses can be undertaken in concert, the experts told me: You treat the problem at its source, and you also take the chance to highlight broader trends. A spate of measles cases in one community becomes an opportunity for pushing vaccination everywhere. “That’s always an important thing for us to do,” Ferrari said. Even so, the impulse to nationalize the problem will have its own, infelicitous effects. First, it’s meaningfully misleading. By catastrophizing subtle shifts in vaccination rates, we frighten many parents for no reason. By insisting that every tiny outbreak is a product of our national politics, we distract attention from the smaller measures that can and should be taken—well ahead of any upsurge of disease—to address hyperlocal vaccination crises. And by exaggerating the scale of our divisions—by asserting that we’ve seen a dangerous shift on a massive scale, or an anti-vaccine takeover of the Republican Party—we may end up worsening the very problem that worries us the most.
We are a highly vaccinated nation, our politics notwithstanding. Telling people otherwise only fosters more division; it feeds the feeling that taking or refusing measles shots is an important mode of self-expression. It further polarizes health behavior, which can only widen the cracks in our defenses. “We have become quite militant and moralistic about vaccination,” Brewer told me, “and we probably would do well to be less absolute.” Measles outbreaks overseas are growing; measles outbreaks here will follow. Their specific causes ought not be ignored.
The state of Florida is trying out a new approach to measles control: No one will be forced to not get sick.
Joseph Ladapo, the state’s top health official, announced this week that the six cases of the disease reported among students at an elementary school in Weston, near Fort Lauderdale, do not merit emergency action to prevent unvaccinated students from attending class. Temporary exclusions of that kind while an outbreak is ongoing are part of the normal public-health response to measles clusters, as a means of both protecting susceptible children and preventing further viral spread. But Ladapo is going his own way. “Due to the high immunity rate in the community, as well as the burden on families and educational cost of healthy children missing school,” he said in a letter released on Tuesday, the state’s health department “is deferring to parents or guardians to make decisions about school attendance.”
That decision came off as brazen, even for an administration that has made systematic efforts to lower vaccination rates among its constituents over the past two years. Ladapo’s letter acknowledges the benefits of vaccination, as well as the fact that vulnerable children are “normally recommended” to stay home. Still, it doesn’t bother giving local parents the bare-minimum advice that all kids who are able should get their MMR (measles, mumps, and rubella) shots, Dorit Reiss, a professor and vaccine-policy expert at UC Law San Francisco, told me. “I wouldn’t have expected him, in the middle of a measles outbreak, to be willing to sacrifice children in this way.”
The Florida Department of Health has not responded to a request for comment on Ladapo’s future plans, should this situation worsen. For the moment, though, he has chosen to lower the guardrails from their standard height. It’s an escalation of his, and Florida’s, broader push against established norms in public health, especially as they relate to vaccination. So what happens now?
At least in any immediate sense, Ladapo’s decision may not do much harm. In fact, there’s good reason to believe that its effects will end up being minimal. Parents who have children at the school, Manatee Bay Elementary, have until today to decide whether to pull out those kids for the next three weeks. Many seem to have already done so: About 200 students, and six teachers, have been absent, according to local news reports. In the meantime, Broward County Public Schools’ superintendent said yesterday that just 33 students out of the school’s nearly 1,100 were still unvaccinated. Given those two facts—some degree of self-imposed isolation, and 97 percent of the community now having some level of immune protection—the virus will have a hard time spreading no matter what the rules for attendance might be.
Disease modeling, too, suggests that the risk of a larger outbreak is low. For a study released in 2019, a team of researchers based at Newcastle University and the University of Pittsburgh simulated thousands of measles outbreaks at schools in Texas, the most populous state to allow nonmedical exemptions from routine vaccine requirements. The researchers looked at the extent to which a policy of sequestering unvaccinated kids would help to reduce the outbreaks’ size. In the median outcome, even without any school-wide interventions, they found that an initial case of measles spreads only to a small handful of people. Adding in the rule that unvaccinated kids must stay at home has no effect on transmission. When the school’s vaccination rates are assumed to be unusually low, the rule reduces the outbreak’s size by one case.
Not all the modeling outcomes are so rosy. For the very worst-case scenarios, in which a case of measles emerges in a school where unvaccinated kids happen to be clustered, the study found that forced suspensions have dramatic benefits. A major outbreak in the Dallas–Fort Worth area, for example, might end up infecting 477 people in the absence of any interventions, according to the model. When unvaccinated kids are kept from going to school, that number drops by 95 percent.
Hypothetical models can’t tell us what will happen in a real-life school with real-life kids, like the one in Weston, Florida. But given Manatee Bay Elementary’s reported vaccination rate, it’s fair to assume that Ladapo’s policy won’t be catastrophic. Indeed, it may well end up sparing a few dozen families from the fairly serious inconvenience of being out of school without having much effect at all on the outbreak’s final size.
But is the sparing of that inconvenience worth the risks that still remain? (And how should one value the time of a parent who could have vaccinated their child but chose not to?) As Reiss points out, if this policy leads to even one more case in the current outbreak, it will have put one more kid at risk of hospitalization, long-term complications, or even death. Worst-case outbreak scenarios do occur from time to time, as we all know well by now; and the Weston outbreak getting much worse is certainly within the realm of possibility. Any public-health authority would have to weigh these odds in the face of a six-case cluster; and surely almost every statewide health authority would choose to err on the side of caution. In Florida, though, the scale appears to tip the other way. Ladapo has rolled the dice on doing less.
That’s been his way since the very day he was appointed by Governor Ron DeSantis, in September 2021. Just hours after he was introduced, the state ended mandatory quarantines for low-risk students who had been exposed to COVID. The following March, just a few weeks after being confirmed into the job, Ladapo announced that Florida would be “the first state to officially recommend against the COVID-19 vaccines for healthy children.” He continued to scale up from there: That fall, he recommended against the use of mRNA vaccines by any men under the age of 40. A year later, in October 2023, his office warned everyone under the age of 65 about the risks of getting an mRNA-based COVID booster. And then, finally, just last month, Ladapo came out with a warning that mRNA-based COVID vaccines “are not appropriate for use in human beings.”
The man’s commitment to undermining vaccination is truly unparalleled among leading public-health officials. “As a surgeon general he stands alone,” Reiss told me. Yet Ladapo’s policy activism, however grotesque it might seem, has been bizarrely ineffective in practice. Take his March 2022 move to lead the way on not vaccinating young people against COVID. Media coverage of that announcement dwelled on reasonable concerns that this policy would dampen immunization rates; vaccine experts said it was a dangerous and irresponsible move that would “cause more people to die.” In practice, though, it seems to have done almost nothing. At the time of Ladapo’s announcement, 24.2 percent of Florida’s kids and 66.3 percent of its teenagers had received at least one dose of a COVID vaccine. (The corresponding national numbers at the time were somewhat higher.) By the end of the year, and in spite of Ladapo’s contrarian guidance, Florida’s vaccination numbers for these age groups were up by about four and three points respectively—which is almost exactly the same amount, percentage-wise, as the increases in those numbers seen across the country.
Or compare Florida’s experience to that of Nevada, a state which had very similar child and teen vaccination rates in March 2022: 23.1 percent and 64.0 percent. Through the end of 2022, while Ladapo was discouraging his constituents from getting shots, that state’s Democratic governor was engaged in a large-scale effort to do just the opposite. And yet the results were essentially the same: Nevada’s rates increased by pretty much the same amount as Florida’s.
For all of Ladapo’s efforts to dampen his state’s enthusiasm for life-saving interventions, Florida’s age-adjusted rates of death from COVID do not appear to have increased relative to the rest of the country, at least according to reported numbers. In this way, one of the nation’s loudest and most powerful voices of vaccine skepticism seems to be shouting into the wind. His proclamations and decisions to this point have been exquisitely effective at producing outrage, but embarrassingly feeble when it comes to changing outcomes. Even taken on its own terms, as a means of changing public-health behavior, Ladapo’s anti-vaccine activism has been a demonstrable failure.
Perhaps this week’s decision to relax the rules on fighting measles will mark just one more step along that path: Once again, Florida’s surgeon general will have taken an appalling stance that ends up having no effect. But then again, now could be different. By the time Ladapo got around to undermining COVID shots, more than two-thirds of the state’s population, and 91 percent of its seniors, were already fully vaccinated. The damage he could have done was limited, by definition. But the measles outbreak in Weston is unfolding in real time. More such outbreaks are nearly guaranteed to occur in the U.S. in the months ahead. Reiss worries that Ladapo’s new idea, of choosing not to separate out unvaccinated kids during a school outbreak, could end up spreading into other jurisdictions. “If this becomes a precedent, that becomes a bigger problem,” she told me.
For the first time since taking office, Ladapo may finally have a real opportunity to make a difference through his vaccination policy. That’s a problem.
More than 3 million children across the country go to school every day without the glasses they need. The need is most acute in low-income communities, where 90% of children who need glasses do not have them. Vision To Learn helps address the issue by providing vision screenings, eye exams and glasses to children at schools in low-income communities. Vision To Learn recently launched efforts in Oregon.
PORTLAND, Ore., February 7, 2024 (Newswire.com)
– Austin Beutner, Nick Kristof, Jim Kelly and Portland Public Schools Superintendent Guadalupe Guerrero joined teachers, school staff and students at Sitton Elementary School to recognize Portland Public Schools’ efforts to provide eye care to students.
In October 2023, non-profit charity Vision To Learn launched an effort in Oregon which has since provided vision screenings to more than 3,200 students and glasses to more than 500. Vision To Learn brings the services to where children are almost every day, their local neighborhood school.
“More than 3 million children across the country go to school every day without the glasses they need,” said Vision To Learn Founder Austin Beutner. “Every child in every school, everywhere in the country, should have the glasses they need to succeed in school and in life.”
“When children go to school hungry, we feed them. We make sure they have the books and school supplies they need. Why not glasses?” said Jim Kelly. “What we’re doing here in Oregon is a start, but the federal and state governments across the country need to make sure every school child has the glasses they need.”
“Improper optical care causes cascading problems for a school district,” said Superintendent Guadalupe Gurerrero. “Vision To Learn enhances our ability to offer thousands of students a higher-quality teaching and learning experience. We thank them for their partnership and for filling this critical gap.”
“Kids can’t learn if they can’t see the blackboard,” said Kristof, who is from Yamhill, Oregon. “I’m thrilled to see Vision to Learn come to Oregon and get kids the glasses they need. This is one of the most cost-effective interventions in the world of education, and I hope it can reach every corner of the state.”
Vision To Learn’s effort in Oregon has found a large unmet need among students in the state. About 27% of students provided with a vision screening by Vision To Learn needed an eye exam, 80% of students who received an eye exam needed glasses and more than 70% of them did not have them.
Experts estimate three to four million children across the country go to school every day unable to see the board or pages of a textbook clearly. About one in four children will naturally need glasses. Children who need glasses and don’t have them are more likely to be misdiagnosed with behavioral issues in kindergarten, be labeled “slow” learners by 5th grade, and to drop out of high school. Unfortunately, in low-income urban and rural communities, most children who need glasses don’t have them due to financial constraints, language barriers, unresponsive health bureaucracies or the simple fact there are no eye care professionals in their neighborhood.
Over the last decade, nonprofit charity Vision To Learn has worked to address the “glasses gap” by providing vision screenings, eye exams and glasses to kids where they are most days – at their neighborhood school. With a fleet of mobile clinics staffed with trained and licensed eye care professionals, Vision To Learn has helped ensure 2.8 million students across the country received vision screenings and provided more than 425,000 with glasses, all at no cost to the child or their family.
The impact of providing glasses to children at schools is shown in a study published in JAMA Ophthalmology by researchers from the Center for Research and Reform in Education and the Wilmer Eye Institute at Johns Hopkins University.
The researchers conducted the largest and most rigorous study in the U.S. about the connection between glasses and academic achievement by comparing students’ standardized test scores before and after receiving glasses from Vision To Learn. Thousands of children from more than 100 schools in Baltimore participated in the study. The children who received glasses did much better in school and the impacts were greater than more costly measures such as lengthening the school day, providing computers, or creating charter schools. The children who showed the biggest gains, the equivalent of an additional four to six months of learning, were those who are often the hardest to help—students in the bottom quarter of their class academically and students with learning differences and disabilities.
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About Vision To Learn
Vision To Learn, a non-profit charity, was founded in 2012 by Austin Beutner and the Beutner Family Foundation. Vision To Learn serves the needs of the hardest-to-reach children; about 90% of kids served by Vision To Learn live in poverty and about 85% are Black or Latino. Vision To Learn has provided more than 2.8 million children with vision screenings and more than 425,000 with glasses, in 16 states and the District of Columbia. It has also identified more than 50,000 children with more complex vision and medical issues – all at no cost to children or their families. For more information on Vision To Learn, please visit www.visiontolearn.org.
The Los Angeles school district will pay $19.9 million to settle claims against a former teacher’s assistant who sexually abused children at an elementary school in North Hollywood, attorneys for the families announced Thursday.
The former teacher’s assistant, Lino Cabrera, was originally charged with five felony counts of lewd acts on a child under 14 and one count of continued sexual abuse — and had been accused of sexually abusing six girls, ages 10 and 11, between September 2016 and May 2019.
Cabrera pleaded no contest in January 2020 to a felony count of continuous sexual abuse, a felony count of a lewd act upon a child under 14 and four misdemeanor counts of child molestation, according to the L.A. County district attorney’s office. As part of the plea deal, Cabrera agreed to register as a sex offender for life.
Cabrera was sentenced to eight years in state prison, according to attorneys for the victims.
Cabrera assisted in the school’s computer lab, prosecutors said. According to Los Angeles Unified School District officials, he worked at the elementary school for almost a decade and was placed on unpaid suspension May 30, 2019, when the arrest warrant was filed. State law requires school districts to fire people convicted of sexual abuse and bars them from working in schools.
“He used his position of trust at the school to molest multiple children on campus over the course of several years,” attorneys for the victims said in a release.
School district officials were not immediately available for comment.
If the case had gone to trial, the school district’s liability would have hinged on whether other employees of the school district could have or should have known about the abuse. In settling the case, the school district admitted no wrongdoing.
Estimates are 3-4 million public school children lack the glasses they need. Delaware has led the nation in addressing this issue.
Boeing announces multi-state support for Vision To Learn, including $100,000 to help kids in Delaware.
WILMINGTON, Del., June 13, 2023 (Newswire.com)
– Senator Chris Coons and Vision To Learn Founder Austin Beutner highlighted the need to provide vision care for public school children at an event today that recognized the work of Vision To Learn in Delaware. Senator Coons emphasized the critical role of vision health in academic success and how programs like Vision To Learn can help address widespread disparities in access to care.
“My mother and I were proud to help bring Vision To Learn to Delaware so students who are in need of glasses receive them to help them achieve their full potential, because improving the vision of a child opens up an entire new world to them,” Senator Coons said. “Vision To Learn has already helped thousands of Delaware’s kids with vision exams and glasses, and this grant will enable them to continue expanding their services for vision-impaired children across the state. I can’t wait to see the good work they’ll continue to be able to do with this new investment.”
Senator Coons called on federal and state leaders around the country to follow Delaware’s lead by taking additional steps to identify student eye care needs, developing statewide plans to address disparities in child vision care, and utilizing available federal and state funding to support school-based vision care.
Experts estimate three to four million children across the country go to school every day unable to see the board or pages of a textbook clearly. About one in four children will naturally need glasses. Children who need glasses and don’t have them are more likely to be misdiagnosed with behavioral issues in kindergarten, be labeled “slow” learners by 5th grade, and drop out of high school. Unfortunately, in low-income urban and rural communities, most children who need glasses don’t have them due to financial constraints, language barriers, unresponsive health bureaucracies or the simple fact there are no eye care professionals in their neighborhood.
Over the last decade, nonprofit charity Vision To Learn has worked to address the “glasses gap” by providing vision screenings, eye exams and glasses to kids where they are most days – at their neighborhood school. With a fleet of mobile vision clinics staffed with trained and licensed eye care professionals, Vision To Learn has helped ensure 2.3 million students across the country received vision screenings and provided more than 380,000 with glasses, all at no cost to the child or their family.
An estimated 10,000 kids in Delaware are going without the glasses they need to see the board, read a book, or participate fully in class. Since 2014, Vision To Learn has provided over 80,000 students with vision services, including providing more than 13,700 with glasses, at 183 schools and community organizations throughout the state.
Across the country, Vision To Learn has found about 27% of school students need glasses, but more than 80% of those who need them don’t have them. This school year in Delaware, an estimated 35% of students did not pass a vision screening.
“By helping millions of children across the country, Vision To Learn has demonstrated a school-based solution to the problem can be both cost-effective and scalable,” VisionTo Learn Founder Austin Beutner said. “But millions more children still need help. It’s time for federal and state leaders to take action to help make sure every child in every school, everywhere in the country, has the glasses they need to succeed in school and in life.”
Coons and Beutner highlighted several steps Vision To Learn’s program in the “First State” has taken to help ensure school children have the glasses they need.
Screening of every student in all grades at participating public schools.
Mobile optometry services are provided at schools in low-income communities.
Coordination and data sharing between state, Medicaid plans and VTL to find appropriate patient information for reimbursement.
First in the nation Children’s Health Insurance Program (CHIP). HealthServices Initiative (HSI) to provide funding to supplement Medicaid.
The Bayard School at Pulaski is one of over 180 schools and community organizations served by Vision To Learn in Delaware. 232 students at Bayard were provided with a vision screening, 62 did not pass the screening and were provided with an eye exam, and 54 students were provided with glasses – all at no charge to students or their families.
Vision To Learn’s work in Delaware is supported by The Boeing Company, which presented Mr. Beutner and the organization with a $100,000 check on Tuesday. This grant builds on The Boeing Company’s recent funding of Vision To Learn’s program in South Carolina. “At Boeing, we are committed to investing in programs that help students of all backgrounds achieve their full potential,” said John Lyons, Senior Engineering Director for The Boeing Company. “We are proud of this partnership with Vision To Learn for exemplifying that commitment by bringing vision services to students in high-need, underrepresented communities.”
The Boeing Company’s support of Vision To Learn is aligned with its mission to boost “tomorrow’s innovators” through early learning and K-12 educational interventions. Providing access to free vision screenings, eye exams and glasses to students who are most in need will help improve students’ academic and life outcomes.
The impact of providing glasses to children at schools is shown in a study published in The Journal for the American Medical Association Ophthalmology by researchers from the Center for Research and Reform in Education and the Wilmer Eye Institute at Johns Hopkins University.
The researchers conducted the largest and most rigorous study in the U.S. about the connection between glasses and academic achievement by comparing students’ standardized test scores before and after receiving glasses from Vision To Learn. Thousands of children from more than 100 schools in Baltimore participated in the study. The children who received glasses did much better in school and the impacts were greater than more costly measures such as lengthening the school day, providing computers, or creating charter schools. The children who showed the biggest gains, the equivalent of an additional four to six months of learning, were those who are often the hardest to help—students in the bottom quarter of their class academically and students with learning differences and disabilities.
Other states following Delaware’s lead would help children everywhere get the help they need at school. Sadly, in many parts of the country, outdated rules, inflexible school bureaucracies, reluctant insurance companies and unresponsive Medicaid administrators are still standing in the way. It’s up to federal and state leaders to get engaged and make this possible in every school across the country.
A national effort should start with the federal government encouraging states to set consistent, high standards for vision screenings. Currently, some states require screenings in most school grades while others do not require that a child be provided with one at all. The answer is simple; every child should receive a vision screening at a school every year. It’s quick, easy and relatively inexpensive.
Then all states should follow the example of Delaware, California, South Carolina, Hawaii, Pennsylvania and others where Vision To Learn has worked to update laws and rules to make it possible for children who do not pass a vision screening to receive a proper eye exam at school.
And finally, federal and state Medicaid officials need to make sure the funding is in place to cover the costs. They need to get tough with insurers to make sure the coverage system is working as Congress intended. Medicaid along with the Children’s Health Insurance Program can pay for it. Democrats and Republicans have been united on this issue since Medicaid was passed in 1965—a child from a family living in poverty should be provided with proper eye care.
Federal health and education officials can tie this all together by establishing the goal that every school child who needs glasses should have them. All 50 states need to publicly share their plan to make sure at least 90% of school children have the glasses they need by the start of the 2024 school year. When children come to school, they’re provided with food, textbooks and much of what they need to get the most out of their education. Glasses should be on the list.
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About Vision To Learn
Vision To Learn, a non-profit charity, was founded in 2012 by Austin Beutner and the Beutner Family Foundation. The program has helped children in more than 750 low-income communities in 15 states and the District of Columbia. Vision To Learn serves the needs of the hardest-to-reach children; about 90% of kids served by Vision To Learn live in poverty and about 85% are Black and Latino. Vision To Learn has helped ensure more than 2.3 million children received a vision screening and provided more than 380,000 with glasses – all at no cost to the child or their family. For more information on Vision To Learn, please visit www.visiontolearn.org.
About the Boeing Company
Through purposeful investments, employee engagement and thoughtful advocacy efforts, Boeing and its employees support innovative partnerships and programs that align with the company’s strategic objectives, create value and help build better communities worldwide. Boeing’s efforts are focused on improving access to globally competitive learning, contributing to workforce skills and development, and supporting our military and veteran communities. As a leading global aerospace company, Boeing develops, manufactures and services commercial airplanes, defense products and space systems for customers in more than 150 countries. As a top U.S. exporter, the company leverages the talents of a global supplier base to advance economic opportunity, sustainability and community impact. Boeing’s diverse team is committed to innovating for the future and living the company’s core values of safety, quality and integrity. Learn more at www.boeing.com.
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A decade into her optometry career, Marina Su began noticing something unusual about the kids in her New York City practice. More of them were requiring glasses, and at younger and younger ages. Many of these kids had parents who had perfect vision and who were baffled by the decline in their children’s eyesight. Frankly, Su couldn’t explain it either.
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In optometry school, she had been taught—as American textbooks had been teaching for decades—that nearsightedness, or myopia, is a genetic condition. Having one parent with myopia doubles the odds that a kid will need glasses. Having two parents with myopia quintuples them. Over the years, she did indeed diagnose lots of nearsighted kids with nearsighted parents. These parents, she told me, would sigh in recognition: Oh no, not them too. But something was changing. A generation of children was suddenly seeing worse than their parents. Su remembers asking herself, as she saw more and more young patients with bad eyesight that seemed to have come out of nowhere: “If it’s only genetics, then why are these kids also getting myopic?”
What she noticed in her New York office a few years ago has in fact been happening around the world. In East and Southeast Asia, where this shift is most dramatic, the proportion of teenagers and young adults with myopia has jumped from roughly a quarter to more than 80 percent in just over half a century. In China, myopia is so prevalent that it has become a national-security concern: The military is worried about recruiting enough sharp-eyed pilots from among the country’s 1.4 billion people. Recent pandemic lockdowns seem to have made eyesight among Chinese children even worse.
For years, many experts dismissed the rising myopia rates in Asia as an aberration. They argued that Asians are genetically predisposed to myopia and nitpicked the methodology of studies conducted there. But eventually the scope of the problem and the speed of change became impossible to deny.
In the U.S., 42 percent of 12-to-54-year-olds were nearsighted in the early 2000s—the last time a national survey of myopia was conducted—up from a quarter in the 1970s. Though more recent large-scale surveys are not available, when I asked eye doctors around the U.S. if they were seeing more nearsighted kids, the answers were: “Absolutely.” “Yes.” “No question about it.”
In Europe as well, young adults are more likely to need glasses for distance vision than their parents or grandparents are now. Some of the lowest rates of myopia are in developing countries in Africa and South America. But where Asia was once seen as an outlier, it’s now considered a harbinger. If current trends continue, one study estimates, half of the world’s population will be myopic by 2050.
The consequences of this trend are more dire than a surge in bespectacled kids. Nearsighted eyes become prone to serious problems like glaucoma and retinal detachment in middle age, conditions that can in turn cause permanent blindness. The risks start small but rise exponentially with higher prescriptions. The younger myopia starts, the worse the outlook. In 2019, the American Academy of Ophthalmology convened a task force to recognize myopia as an urgent global-health problem. As Michael Repka, an ophthalmology professor at Johns Hopkins University and the AAO’s medical director for government affairs, told me, “You’re trying to head off an epidemic of blindness that’s decades down the road.”
The cause of this remarkable deterioration in our vision may seem obvious: You need only look around to see countless kids absorbed in phones and tablets and laptops. And you wouldn’t be the first to conclude that staring at something inches from your face is bad for distance vision. Four centuries ago, the German astronomer Johannes Kepler blamed his own poor eyesight, in part, on all the hours he spent studying. Historically, British doctors have found myopia to be much more common among Oxford students than among military recruits, and in “more rigorous” town schools than in rural ones. A late-19th-century ophthalmology handbook even suggested treating myopia with a change of air and avoidance of all work with the eyes—“a sea voyage if possible.”
By the early 20th century, experts were coalescing around the idea that myopia was caused by “near work,” which might include reading and writing—or, these days, watching TV and scrolling through Instagram. In China, officials have become so alarmed that they’ve proposed large-scale social changes to curb myopia in children. Written exams are now limited before third grade, and video games are restricted. One elementary school reportedly installed metal bars on its desks to prevent kids from leaning in too close to their schoolwork.
Spend too much time scrutinizing text or images right in front of you, the logic goes, and your eyes become nearsighted. “Long ago, humans were hunters and gatherers,” says Liandra Jung, an optometrist in the Bay Area. We relied on our sharp distance vision to track prey and find ripe fruit. Now our modern lives are close-up and indoors. “To get food, we forage by getting Uber Eats.”
This is a pleasingly intuitive explanation, but it has been surprisingly difficult to prove. “For every study that shows an effect of near work on myopia, there’s another study that doesn’t,” says Thomas Aller, an optometrist in San Bruno, California. Adding up the number of hours spent in front of a book or screen does not seem to explain the onset or progression of nearsightedness.
A number of theories have rushed to fill this confusing vacuum. Maybe the data in the studies are wrong—participants didn’t record their hours of near work accurately. Maybe the total duration of near work is less important than whether it’s interrupted by short breaks. Maybe it’s not near work itself that ruins eyes but the fact that it deprives kids of time outdoors. Scientists who argue for the importance of the outdoors are further subdivided into two camps: those who believe that bright sunlight promotes proper eye growth versus those who believe that wide-open spaces do.
Something about modern life is destroying our ability to see far away, but what?
Asking this question will plunge you into a thicket of scientific rivalries—which is what happened when I asked Christine Wildsoet, an optometry professor at UC Berkeley, about the biological plausibility of these myopia theories. Over the course of two hours, she paused repeatedly to note that the next part was contentious. “I’m not sure which controversy we’re up to,” she said at one point. (It was No. 4, and there were still three more to come.) But, she also noted, these theories are essentially two sides of the same coin: Anyone who does too much near work is also not spending much time outside. Whichever theory is true, you can draw the same practical conclusion about what’s best for kids’ vision: less time hunched over screens, more time on outdoor activities.
By now, scientists have moved past the faulty assumption that myopia is purely genetic. That idea took hold in the ’60s, when studies of twins showed that identical twins had more similar patterns of myopia than fraternal ones, and persisted in the academic world for decades. DNA does indeed play a role in myopia, but the tricky factor here is that identical twins don’t just share the same genes; they’re exposed to many of the same environmental stimuli, too.
Glasses, contacts, and laser surgery all help nearsighted people see better. But none of these fixes corrects the underlying anatomical problem of myopia. Whereas a healthy eye is shaped almost like an orb, a nearsighted one is more like an olive. To slow the progression of myopia, we would have to stop the elongation of the eyeball.
Which we already know how to do. Treatments to slow the progression of myopia—called “myopia control” or “myopia management”—exist. They’re just not widely known in America.
Over the past two decades, eye doctors—mostly in Asia—have discovered that special lenses and eye drops can slow the progression of nearsightedness in children. Maria Liu, a myopia researcher who grew up in Beijing, told me that she first became interested in nearsightedness as a teenager, when she began watching classmates at her school for gifted children get glasses one by one. In this intensely competitive academic environment, she remembers spending the hours of 6:30 a.m. to 10 p.m. on schoolwork, virtually all indoors. By the time she finished university, nearly all of her fellow students needed glasses, and she did too.
Years later, when she started an ophthalmology residency in China, she met many young patients who wore orthokeratology lenses—also known as OrthoK—a type of overnight contact lens that temporarily alters the way light enters the eye by reshaping the clear front layer of the eyeball, thus improving vision during the day. Liu noticed, anecdotally, that those who wore OrthoK seemed to have better vision down the line than those who wore glasses. Could long-term use of the lenses somehow prevent elongation of the eye, thus impeding myopia’s progression? It turns out that other scientists and doctors across Asia were noticing the same trend. In 2004, a randomized controlled study in Hong Kong of OrthoK confirmed Liu’s hunch.
By then, Liu had moved to the U.S., and she soon began a doctoral program in vision science at Berkeley to study myopia. Her classmates, she recalls, were tackling exotic-sounding topics such as gene therapy and retinal transplants and wondered why she was studying “something that’s so boring.” She ended up working in Wildsoet’s lab, researching the development of myopia in young chick eyes.
In humans, the majority of babies are born farsighted. Our eyes start slightly too short, and they grow in childhood to the right length, then stop. This process has been finely calibrated over millions of years of evolution. But when the environmental signals don’t match what the eye has evolved to expect—whether that’s due to too much near work, not enough outdoor time, some combination of the two, or another factor—the eye just keeps growing. This process is irreversible. “You can’t make a longer eyeball shorter,” Liu said. But you can interrupt growth by counteracting these faulty signals, which is what myopia control is designed to do.
When Liu became a professor at Berkeley after receiving her Ph.D., she started envisioning a myopia-control clinic—the first of its kind in the U.S.—that could bridge the gap between research and practice. By then, she knew that many doctors in China were already successfully using OrthoK for myopia control.
Photo-illustration by Vanessa Saba. Sources: Nick Dolding / Getty; Tina Caunt / EyeEm / Getty.
The school administration was skeptical. Liu says that the clinical director didn’t see how the clinic would benefit optometry students, or how it could attract enough patients to be worthwhile financially. But in 2013, Liu started it anyway, as a one-woman operation. She began seeing patients on Sundays in borrowed exam rooms with no extra pay and without relinquishing any of her teaching or clinical duties. Within months, her schedule was full. The Berkeley Myopia Control Clinic now runs four days a week and has 1,000 active patients—some of whom drive hours through Bay Area traffic to get there. Liu was one of the only people at the school who anticipated the clinic’s massive success. Jung, who is also an assistant clinical professor at Berkeley, told me that Liu’s knowledge of the latest myopia-control treatments made it feel like she came “from the future.”
When I arrived at the clinic at 8 a.m. on a Saturday morning this past spring—an hour at which the rest of the campus was still quiet—it was already filling up with optometry students and residents who work there as part of their training. Liu, who is petite with neat, wavy hair, moved through the clinic with frightful efficiency. One moment she was examining eyes, the next talking down a parent whose son’s contact-lens shipment had gone missing, the next warning staffers about a malfunctioning printer.
The clinic offers three different treatments: OrthoK, multifocal soft contact lenses, and atropine eye drops. The first two both work by tweaking how light enters the eye, producing a signal for the eyeball to stop lengthening. Atropine, in contrast, is a drug that seems to chemically alter the growth pathway of the eye when used at low doses. (It also dilates the pupil; Cleopatra reportedly used it to make her eyes more beautiful.) These treatments slow myopia progression on average by about 50 percent. The original clinical trials validating them were mostly conducted in Asia starting in the mid-2000s. And the American Optometric Association’s evidence-based committee published a report advising its members on how to use myopia control last year. Until quite recently, though, none of these treatments had been approved by the FDA for myopia control. Any optometrists who wanted to offer them had to go off label. And any patient who wanted to use them had to find the right doctor.
It’s not a coincidence that Liu’s clinic found early success in the Bay Area, which has a large Asian population. Eye doctors I spoke with in multiple cities across the U.S. said it was usually Asian parents who came in asking for myopia control. The parents I met at the clinic skewed Asian and, on that Saturday, particularly Chinese—first-generation immigrants who speak Mandarin seek Liu out on the days she is personally in the clinic. Many of them heard about myopia control from fellow immigrants or friends in Asia. George Tsai, whose 8-year-old son was at the clinic for an OrthoK appointment, told me that his wife, who grew up in China, had learned of myopia control through WeChat, the messaging app popular in the country and among the Chinese diaspora.
Liu has a second phone, which she uses to manage three WeChat groups full of parents with kids in myopia control across North America. The questions flood in day and night. “First thing in the morning, I look at this WeChat group. Who has lost a lens? Who has red eyes? Who has other problems?” she said. “And again, before I go to bed.” She started the first group with a parent of one of her patients. When it hit the maximum number of members allowed on WeChat, they created a second, and then a third. The groups now contain a total of 1,500 parents.
In general, Liu told me, Asian parents tend to be a lot more motivated because myopia “is much better perceived or accepted as a disease in Asian culture.” I know this firsthand, as the child of Chinese immigrants. Distressed about my worsening vision in elementary school, my mother would regularly admonish me, standing my pencil case upright to measure the distance between my head and my desk. She also made me do eye exercises developed in China, which I was vindicated to finally learn, in the course of reporting this story, do not work. This was the late ’90s, when there really was nothing to be done about myopia progression. But in the parents I met at the Berkeley clinic, I saw the same determination I once saw in my own. They had uprooted their lives and come to a foreign country and now here they were, hoping to bestow upon their kids any advantage, any edge that modern science could give.
There is another reason that the Bay Area, with its high median income, has been fertile ground for myopia control: The treatments are expensive. Many of the parents I met at the clinic were engineers or doctors. At Berkeley, OrthoK costs more than $450 for one pair of lenses, plus $1,600 for the initial fitting, not including the fees for several follow-up appointments a year. Soft contact lenses can run from several hundred to more than $1,000 a year. And a year’s supply of atropine eye drops costs hundreds of dollars. Kids are typically in myopia control until their mid-teens to early 20s. Vision insurance does not cover any of these treatments.
Multinational eye-care companies now see myopia control as a hot potential market. They’re vying for FDA approval of new lenses and improved formulations of atropine, which can be patented rather than sold as a cheaper generic. The business case is obvious: If half of the world is myopic by 2050, that’s a huge pool of would-be customers. “How often do you have an opportunity to have an impact on a condition that will affect one out of two people? There’s nothing else on the planet that I’m aware of,” says Joe Rappon, the former chief medical officer of SightGlass Vision, a small California company whose myopia-control technology was jointly acquired by the eye-care giants CooperVision and Essilor.
In November 2019, the FDA green-lighted the first—and currently only—treatment specifically designed to slow the progression of myopia in the U.S., a soft contact lens from CooperVision called MiSight. Many more treatments, though, are in trials in the U.S., including several types of spectacles that tweak the way light enters the eye in order to slow its growth. Some are already on the market in Europe and Canada.
Once those glasses get approved in the U.S., “that’s going to open the floodgates of myopia management,” Barry Eiden, an optometrist in Deerfield, Illinois, told me. The earlier you can start slowing myopia progression in kids, the better the outcome, he explained, but parents sometimes balk at the idea of putting drugs or contacts into the eyes of their young children. They don’t have the same problem with glasses.
In the future, Liu told me, she hopes FDA approvals will spur vision insurance to cover myopia control at least partially, making the treatments affordable to more parents. Meanwhile, CooperVision has already revved up its MiSight marketing machine. It’s targeting exactly the parents you would expect: In my own Brooklyn neighborhood of Park Slope, where you regularly see toddlers in $1,000-plus Uppababy strollers, an optometry shop recently hung a big banner advertising MiSight with two smiling kids. An optometrist in downtown San Francisco told me that parents who have seen MiSight’s ads are now coming into her office asking for it by name. The word-of-mouth era of myopia control is ending; the mass-advertising era is beginning.
Within the optometry business, myopia control often gets compared to braces—another treatment for which middle- and upper-class parents who want the best for their kids will dutifully shell out thousands of dollars. This comparison feels apt in a different way, too. Braces are also a modern solution to a relatively modern affliction. The teeth of cavemen, anthropologists have marveled, were incredibly straight. Crooked teeth appear in the archaeological record only when our ancestors transitioned from chewing raw meat and vegetables to eating cooked and processed grains. Our jaws are now smaller and weaker from disuse, our teeth more crowded and crooked. Today, braces are the way we retrofit our ill-adapted bodies for contemporary life.
We may not know exactly how ogling screens all day and spending so much time indoors are affecting us, or which is doing more damage, but we do know that myopia is a clear consequence of living at odds with our biology. The optometrists I spoke with all said they try to push better vision habits, such as limiting screen time and playing outside. But this only goes so far. Today, taking a phone away from a teenager may be no more practical than feeding a toddler a raw hunter-gatherer diet.
So this is where we’ve ended up, for those of us who can even afford it: adding chemicals and putting pieces of plastic in our eyes every day, in hopes of tricking them back to their natural state.
This article appears in the October 2022 print edition with the headline “The Myopia Generation.”
“The 45 Presidents” Activity Book Available Online at Amazon.com, BarnesandNoble.com, and Lulu.com
Press Release –
updated: Jan 4, 2017
Charlotte, NC, January 4, 2017 (Newswire.com)
– Students, teachers and parents will have fun preparing for the Inauguration with the recently released “The 45 Presidents,” the first historical activity book to include President-elect Donald J. Trump and facts such as which president kept an alligator in the White House or which president is also featured in the Wrestling Hall of Fame?
Written by former advertising executive turned TV producer, Toni Steedman Zelickson, and illustrated by nationally renowned caricature artist, Jeff Mangum, “The 45 Presidents” is immediately available at online booksellers Amazon.com, BarnesandNoble.com, and Lulu.com for $8.99. Orders are shipped within 3-5 days of receipt.
The brilliance of this book lies in the ability to present facts in an easy to absorb format with great illustration, but, the extra bonus is the reinforcement of the facts with a catchy song and music video!
Allan Grafman , CEO All Media Ventures
The high quality, large format, 84-page book features a caricature of each president, presidential trivia, First Lady matching and other iconic images such as Air Force One, the White House, and Mount Rushmore. “The 45 Presidents” is also part of a multi-media trio that also includes a new original song and music video by the Raggs Band, the Emmy-Award winning characters from the Raggs TV show.
“The brilliance of this book lies in the ability to present facts in an easy to absorb format with great illustration,” Allan Grafman, CEO All Media Ventures, said, “but, the extra bonus is the reinforcement of the facts with a catchy song and music video!”
“The 45 Presidents” song, a 20-verse pop tune written by Becky Kent Story and Alex Anderson, is available exclusively on iTunes for $.99. “The 45 Presidents” music video stars 30 children, parents, a Labrador Retriever, Raggs the character, and a large yellow school bus, and is available to enjoy for free on YouTube or Raggs.com.
Raggs is an Emmy Award-winning, musical preschool series about five colorful pups who learn life lessons though an innovative mix of live action stories, music videos, concerts, cartoons and interviews with real kids. With over 200 episodes, 300 original songs and animated new media music videos, Raggs is available worldwide in English, Spanish and Portuguese and has begun dubbing in 15 additional languages for distribution in 100 countries in 2017. The Raggs brand includes CDs, DVDs, toys, books and live shows, including a partnership called “Play at Palladium with Raggs” with the Palladium Hotel Group at resorts in Mexico, the Caribbean and Brazil. The original characters were created by Toni Steedman, a Charlotte, NC, advertising executive, for her then six‐year‐old daughter Alison. Raggs and all rights are owned by Blue Socks Media LLC, Charlotte, NC. For more info, go to www.raggs.com.