Student ChatGPT Use Survey

 

Twenty-six percent of US teens ages 13 to 17 say they are using ChatGPT for schoolwork, doubling the figure who reported that use in 2023, a recent survey indicates. The survey also reveals that 54% of respondents consider using the AI tool acceptable for researching new topics, while 18% say the same about using it to write essays. 

Black and Hispanic teens (31% each) are more likely than White teens (22%) to say they have used ChatGPT for their schoolwork. 

Sidoti, O., Park, E., & Gottfried, J. (2025). About a quarter of U.S. teens have used ChatGPT for schoolwork - double the shrae in 2023. Pew Research Center. 

https://www.pewresearch.org/short-reads/2025/01/15/about-a-quarter-of-us-teens-have-used-chatgpt-for-schoolwork-double-the-share-in-2023/https://www.pewresearch.org/short-reads/2025/01/15/about-a-quarter-of-us-teens-have-used-chatgpt-for-schoolwork-double-the-share-in-2023/

Low-income Latino students' reading scores report

 Some districts with substantial numbers of low-income Latino students vastly outperform others when it comes to reading and writing. The results appear to have more to do with how schools are teaching students to read and less about their family’s income or their English proficiency. That’s according to a new report from a literacy advocacy group made up of organizations of educators, advocates and researchers. The pandemic negatively impacted students. However, 

"The clear message is that it is not the students themselves, or the level of resources, that drive student reading achievement - the primary drivers are district focus on reading, management practices, and curriculum and instruction choices.  The top performing districts come in all types: urban, rural, and suburban, across 9 different counties, with high-need students levels ranging from 39% to 94%.  Any district can succeed at teaching reading."

California Reading Report Card 2022. (2023). California Reading Coalition.

https://www.careads.org/2022-reportcard

Research on Reading

 The International Literacy Association shared the following research on reading:

What the Research Says About Read-Alouds for Littles Read-alouds provide unique opportunities to support development and fostering a love of reading—and it’s never too early to start. In Ready for Read-Alouds: 10 Practices for Book-Sharing With Infants and Toddlers (The Reading Teacher, no subscription required), authors Claire D. Vallotton, Nicole Gardner-Neblett, Loria Kim, Tamesha Harewood, and Nell K. Duke share research-based ways to enrich read-alouds with our littlest learners, as well as how to set goals for sharing these important practices with fellow educators, families, and communities.

FREE TO READ Bias Starts Early. Let's Start Now: Developing an Anti-Racist, Anti-Bias Book Collection for Infants and Toddlers Nicole Gardner-Neblett, Atiya Addie, Anissa L. Eddie, Sandra K. Chapman, Nell K. Duke, and Claire D. Vallotton THE READING TEACHER | Open Access Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books Katherine Wilkinson, Valentina Andries, Danielle Howarth, Jane Bonsall, Shari Sabeti, and Sarah McGeown JOURNAL OF ADOLESCENT & ADULT LITERACY | Open Access Understanding Literacies in Latinx Families: Teachers Using Home Visits to Reimagine Classroom Practices Judy Paulick, Amanda K. Kibler, and Natalia Palacios THE READING TEACHER | Open Access

Student tech and engineering proficiency study

     Forty-three percent of students scored proficient on the National Assessment of Educational Progress's technology and engineering literacy test. Data show girls outperformed boys on the exam by three percentage points. The test was designed to measure students’ abilities in areas such as understanding technological principles, designing solutions and communicating and collaborating. Girls were particularly strong in the latter.
     There also were large racial and socioeconomic achievement gaps, mirroring results on standardized tests in other subjects. Just 25 percent of students who received free and reduced-price lunch scored proficient, compared to 59 percent of more affluent students. Eighteen percent of black students and 28 percent of Latino students scored proficient, for example, compared to 56 percent of white and Asian students. The test was particularly difficult for students learning English as a second language: Five percent of them scored proficient. And 60 percent of private school students were proficient, outperforming their public-school peers, 42 percent of whom were proficient.
National Assessment of Educational Progress. (2016). The nation's report card: Technology and engineering literacy. Washington, DC: NAEP.
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016119 

Hispanic Youth report

"A new report released by the National Council of La Raza examines the status of Hispanic youth in the United States, ages 15 to 24. The report shows that more than one in five (21.4%) Hispanics ages 16–24 has dropped out of high school. The Hispanic population is on the rise nationally and will account for about 30% of the U.S. population by 2050." (American Libraries)
National Council of La Raza (2010). America’s Tomorrow: A Profile of Latino Youth
http://www.nclr.org/content/publications/detail/62014/

Latino students study

This study examines the increase in Hispanic/Latino public school students between 1990 and 2006 and projections for growth. It provides statistics on their grade distribution, demographics, languages, economic situations, living arrangements, and regions of residence.
Fry, R., & Gonzales, F. (2008). One-in-Five and Growing Fast: A Profile of Hispanic Public School Students. Washington, DC: Pew Hispanic Center.
http://pewhispanic.org/files/reports/92.pdf

Latinos and public libraries report

In partnership with the Tomás Rivera Policy Institute, WebJunction surveyed more than 2,860 Latinos in six U.S. states about their library use and perceptions of libraries. The results indicate that 54% of the Latino population visited libraries in the past year, and that Latinos hold positive perceptions of libraries.
Edward Flores and Harry Pachon. (2008). Latinos and Public Library Perceptions. Dublin, OH: OCLC.
http://www.webjunction.org/c/document_library/get_file?folderId=10860985&name=DLFE-2520003.pdf

Latino ELL study

English fluency rises dramatically in second-generation Hispanics
Although foreign-born Hispanics may struggle to speak English well, 88% of their children are fluent and 94% of subsequent generations speak English fluently while losing most of their Spanish, according to a four-year series of surveys of more than 14,000 adult Hispanics in the U.S.
Pew Hispanic Center. (2007). English Usage Among Hispanics in the United States. Washington, DC: Pew Hispanic Center.
http://pewhispanic.org/reports/report.php?ReportID=82

Latinas article

Adult and youth services must work together to help this at-risk population.
A fine article in Library Journal points out several statistics and study findings about the obstacles facing Latina teens. For instance, that population is most likely to attempt suicide, is over-represented in being at risk for HIV/AIDS while having less health coverage, and more likely to drop out of school. Librarians need to address their needs.
Dempsey, B. (2007, Nov. 15). Latinas in need. Library Journal