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I wish I had read this in middle school,' \" he says.\u003c/p>\n\u003cp>\u003cem>Stamped from the Beginning: The Definitive History of Racist Ideas in America,\u003c/em> follows five historical figures — like the abolitionist \u003ca href=\"https://www.britannica.com/biography/William-Lloyd-Garrison\">William Lloyd Garrison \u003c/a>and the activist \u003ca href=\"https://www.biography.com/activist/angela-davis\">Angela Davis\u003c/a> — and offers readers unwashed versions of who they were, and the role that racist ideas played in their lives.\u003c/p>\n\u003cp>Kendi, an author and historian at American University, says history books in schools today too often don't offer students a deep enough perspective or account of who people were and what they did.\u003c/p>\n\u003cp>Which led him to take up the challenge of those people who wished they'd learned these lessons in middle school: Give young people access to this history by collaborating with a writer who could take his facts (the history) and write it for a younger audience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In his mind there was only one person to do it: the children's book author, Jason Reynolds. When he let Reynolds in on this plan, he got a surprising answer: No.\u003c/p>\n\u003cp>\"History is not my thing. I'm a fiction writer!\" Reynolds explains. But Kendi persisted, and eventually Reynolds caved. \"I realized [Kendi] believed in me more than I believed in myself,\" he says.\u003c/p>\n\u003cp>Their new book is called \u003cem>Stamped: Racism, Antiracism, and You, \u003c/em>and right from its first few pages the authors promise that, \"this is not a history book.\" Instead, they say, it's a book that mixes past with present — in a way that young adults can relate to.\u003c/p>\n\u003cp>\"History books are written with the idea of a student in mind, but not the idea of an actual young person themselves,\" says Reynolds. So this book sets out to do just that, and Reynolds says it's filled with \"the things that I needed someone to say to me when I was 15 years old.\"\u003c/p>\n\u003cp>In a high school in Washington D.C., NPR met with the two authors and a group of high school students who had read the book. Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Jason, why were you hesitant to say yes to Kendi's request?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Reynolds:\u003c/strong> I wasn't sort of a top notch scholar, that I wasn't a part of sort of my story, my journey. And so if a scholar comes to you and asks you to sort of make an adaptation or translation of work that they've poured themselves into, and you don't necessarily see yourself in the same playing field, it can be a little intimidating.\u003c/p>\n\u003cp>\u003cstrong>Once you got to yes, then what? How do you write a remix of something that already exists? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: History books are written with the idea of a student in mind, but not the idea of an actual young person, just the person themselves. School is for a few hours a day. But, like, there aren't history books written for that kid when school is over, when the bell has rung. And so that's sort of what I'm thinking about this particular book: 'Can I make this something cool?' Because there's currency in cool. There always has been, there always will be. It matters to them. It mattered to me. It still matters to me, right? If it ain't cool I'm probably not gonna rock with it. This is how I am. I'm still that person. So I wanted to try to figure out how to make this really complex thing that has all this information that he gave the world, how do I take it and make it feel like a fresh pair of Jordans.\u003c/p>\n\u003cp>\u003cstrong>Before you read this book, what did you know about the history of racist ideas or racism? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Emani James, 10th grade: \u003c/strong> I go back to like Martin Luther King and Rosa Parks and Malcolm X, we don't ever learn about what happened before then. Who knew about the first person who was ever racist? Like, I didn't learn about that. And I wouldn't even think it was in the 1400s!\u003c/p>\n\u003cp>With history, people like to cut off certain parts that they don't want to tell us. Like they're not gonna tell us the deep, deep stuff. You know, like they just gonna tell us the deep stuff.\u003c/p>\n\u003cp>\u003cstrong>Do you feel like it's because you're young?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>James:\u003c/strong> I mean it partly is because we're young. But us being young, we still have a great mind.\u003c/p>\n\u003cp>\u003cstrong>So, Ibram, did you encounter folks who felt like students were too young to learn this history? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Kendi\u003c/strong>\u003cem>: T\u003c/em>here \u003cem>were \u003c/em>times in which people would ask, 'are young people ready for this history?' And it was a shocking question because it's so foreign to me that anyone could not recognize how we have so many young, brilliant minds who even, you know, in seventh grade, let alone 10th grade, can understand this history. Not only understand it, but apply it to their own lives. They start to get more clarity about their own lives, they are able to understand their country. And so for me, this getting deep, deep, deep, that really actually protects our young people. So we think we're protecting them by not getting deep. We're actually protecting them by getting deep, by allowing them to really understand this nation's history.\u003c/p>\n\u003cp>\u003cstrong>In the book you have three categories that you put people and ideas in. What are those three categories and why use that approach? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Kendi:\u003c/strong> One of the things we're trying to do with this book is provide people with the vocabulary of how to speak about and understand racism. Know what intimately racism is and how to identify it with language. What we're trying to do is give people the ability to name what they see, what they experience, what they should be resisting.\u003c/p>\n\u003cp>So there are the segregationists, which Jason calls the haters.\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: The haters. Segregationists are the haters. Everybody knows what a hater is. All right. Haters. Especially when I was in school. And I know it's no different for y'all. Haters are the people who hate you just cause you ain't like them.\u003c/p>\n\u003cp>\u003cstrong>Kendi\u003c/strong>: And then there's the assimilationist. Who are the likers.\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: Likers. Your fake friends. I mean, everybody, got 'em, everybody knows them too. Everybody knows the phonies. And they're basically the ones who like you, but they like you because you are like them. You know, that is contingent upon you being like them.\u003c/p>\n\u003cp>\u003cstrong>Kendi\u003c/strong>: And then there's the anti-racists, who are the lovers.\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: And the lovers. Those are your day ones, as we say. Our 'ride or dies.' The ones who love us for being like us. They love us for who \u003cem>we \u003c/em>are, not for who \u003cem>they \u003c/em>are, and not for who we are to them, but for who we are to us.\u003c/p>\n\u003cp>\u003cstrong>In the book, you apply these definitions to the ideas people have — and often, the same people write about or speak about a combination of the three, meaning people can evolve and change. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Kendi:\u003c/strong> If people say an assimilationist idea or anti-racist idea or segregationist idea, then you apply it, even if it's somebody who's your hero. I also think we should give people the ability to change. So W.E.B. Du Bois was born in 1868 and he died literally the night before the March on Washington in 1963. That's nine decades. What he was saying, particularly in the 1890s, was more along the lines of assimilationist ideas. But by the time he was in the 1930s and 1940s, he had transformed and was largely articulating anti-racist ideas. This is what we hope for people. We want people to change and we have to give people that ability to change, but also recognize who they were at an earlier time.\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: I did have friends be like, 'yo, so I don't know, man. What you said about Dr. King kind of hurt! And I'm like, 'first of all, it wasn't me, blame it on Dr. Kendi. Those are my words, but that's all his information.'\u003c/p>\n\u003cp>I do think it's important that we are honest about even our heroes. It doesn't make them any less heroes, nor does it make their contributions any less powerful. But it does help us sort of get into the nuances of it all. And it does also show how fluid some of that stuff was, and has been, and is, for a lot of us. But that we should always be aiming toward anti-racism.\u003c/p>\n\u003cp>\u003cstrong>James:\u003c/strong> Who is your target market for this? Is it really for everybody?\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>\u003cem>: \u003c/em>I never write void of the scope in which I've come. I was a young black person. It is natural for me to speak to young black people. The book\u003cem> is\u003c/em> for everybody, but I'd be lying if I said that I wasn't sort of imagining [Emani's] face. There's certain things that I do want to say to black kids, right? Like that part in Chapter 6 when I write, \"Africans aren't savages.\" Right. That's for us. We're not savages. That was specifically for you.\u003c/p>\n\u003cp>\u003cstrong> Amir Perkins, 11th grade: \u003c/strong>I was surprised there were black people who had racist ideas.\u003c/p>\n\u003cp>\u003cstrong>Kendi\u003c/strong>: Right, you're talking about \u003ca href=\"https://www.britannica.com/biography/Leo-Africanus\">Leo Africanus\u003c/a>. Just like you have black people today who tell white people what they want to hear in order to improve their standing among white people, black people were doing that back in the 1500s! For me, if anyone is saying that there's something wrong with black people, they're saying a racist idea and it doesn't matter their skin color.\u003c/p>\n\u003cp>\u003cstrong>Amir\u003c/strong>: As educated black men, when you're in a certain situation, do you sometimes feel as though white people are intimidated by your status?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: The thing about anti-racism that to me that sits at the core of who I am is that I should never have to make myself small for everyone else to feel comfortable about my existence. Right. Why? I earned it like everybody else earns it. And I'm going to be proudly who I am in every space that I am, because I belong everywhere that I choose to go. Self-actualization is at the core of an anti-racist world.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+History+Book+That+Isn%27t%3A+Finding+A+Way+To+Teach+Racism+To+A+New+Generation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After his award-winning book came out in 2016, Ibram X. Kendi heard from people everywhere, telling him it opened their eyes to a new way of looking at history.\u003c/p>\n\u003cp>\"They were coming up to me and saying, 'It feels too late now. I wish I had read this in middle school,' \" he says.\u003c/p>\n\u003cp>\u003cem>Stamped from the Beginning: The Definitive History of Racist Ideas in America,\u003c/em> follows five historical figures — like the abolitionist \u003ca href=\"https://www.britannica.com/biography/William-Lloyd-Garrison\">William Lloyd Garrison \u003c/a>and the activist \u003ca href=\"https://www.biography.com/activist/angela-davis\">Angela Davis\u003c/a> — and offers readers unwashed versions of who they were, and the role that racist ideas played in their lives.\u003c/p>\n\u003cp>Kendi, an author and historian at American University, says history books in schools today too often don't offer students a deep enough perspective or account of who people were and what they did.\u003c/p>\n\u003cp>Which led him to take up the challenge of those people who wished they'd learned these lessons in middle school: Give young people access to this history by collaborating with a writer who could take his facts (the history) and write it for a younger audience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his mind there was only one person to do it: the children's book author, Jason Reynolds. When he let Reynolds in on this plan, he got a surprising answer: No.\u003c/p>\n\u003cp>\"History is not my thing. I'm a fiction writer!\" Reynolds explains. But Kendi persisted, and eventually Reynolds caved. \"I realized [Kendi] believed in me more than I believed in myself,\" he says.\u003c/p>\n\u003cp>Their new book is called \u003cem>Stamped: Racism, Antiracism, and You, \u003c/em>and right from its first few pages the authors promise that, \"this is not a history book.\" Instead, they say, it's a book that mixes past with present — in a way that young adults can relate to.\u003c/p>\n\u003cp>\"History books are written with the idea of a student in mind, but not the idea of an actual young person themselves,\" says Reynolds. So this book sets out to do just that, and Reynolds says it's filled with \"the things that I needed someone to say to me when I was 15 years old.\"\u003c/p>\n\u003cp>In a high school in Washington D.C., NPR met with the two authors and a group of high school students who had read the book. Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Jason, why were you hesitant to say yes to Kendi's request?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Reynolds:\u003c/strong> I wasn't sort of a top notch scholar, that I wasn't a part of sort of my story, my journey. And so if a scholar comes to you and asks you to sort of make an adaptation or translation of work that they've poured themselves into, and you don't necessarily see yourself in the same playing field, it can be a little intimidating.\u003c/p>\n\u003cp>\u003cstrong>Once you got to yes, then what? How do you write a remix of something that already exists? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: History books are written with the idea of a student in mind, but not the idea of an actual young person, just the person themselves. School is for a few hours a day. But, like, there aren't history books written for that kid when school is over, when the bell has rung. And so that's sort of what I'm thinking about this particular book: 'Can I make this something cool?' Because there's currency in cool. There always has been, there always will be. It matters to them. It mattered to me. It still matters to me, right? If it ain't cool I'm probably not gonna rock with it. This is how I am. I'm still that person. So I wanted to try to figure out how to make this really complex thing that has all this information that he gave the world, how do I take it and make it feel like a fresh pair of Jordans.\u003c/p>\n\u003cp>\u003cstrong>Before you read this book, what did you know about the history of racist ideas or racism? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Emani James, 10th grade: \u003c/strong> I go back to like Martin Luther King and Rosa Parks and Malcolm X, we don't ever learn about what happened before then. Who knew about the first person who was ever racist? Like, I didn't learn about that. And I wouldn't even think it was in the 1400s!\u003c/p>\n\u003cp>With history, people like to cut off certain parts that they don't want to tell us. Like they're not gonna tell us the deep, deep stuff. You know, like they just gonna tell us the deep stuff.\u003c/p>\n\u003cp>\u003cstrong>Do you feel like it's because you're young?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>James:\u003c/strong> I mean it partly is because we're young. But us being young, we still have a great mind.\u003c/p>\n\u003cp>\u003cstrong>So, Ibram, did you encounter folks who felt like students were too young to learn this history? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Kendi\u003c/strong>\u003cem>: T\u003c/em>here \u003cem>were \u003c/em>times in which people would ask, 'are young people ready for this history?' And it was a shocking question because it's so foreign to me that anyone could not recognize how we have so many young, brilliant minds who even, you know, in seventh grade, let alone 10th grade, can understand this history. Not only understand it, but apply it to their own lives. They start to get more clarity about their own lives, they are able to understand their country. And so for me, this getting deep, deep, deep, that really actually protects our young people. So we think we're protecting them by not getting deep. We're actually protecting them by getting deep, by allowing them to really understand this nation's history.\u003c/p>\n\u003cp>\u003cstrong>In the book you have three categories that you put people and ideas in. What are those three categories and why use that approach? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Kendi:\u003c/strong> One of the things we're trying to do with this book is provide people with the vocabulary of how to speak about and understand racism. Know what intimately racism is and how to identify it with language. What we're trying to do is give people the ability to name what they see, what they experience, what they should be resisting.\u003c/p>\n\u003cp>So there are the segregationists, which Jason calls the haters.\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: The haters. Segregationists are the haters. Everybody knows what a hater is. All right. Haters. Especially when I was in school. And I know it's no different for y'all. Haters are the people who hate you just cause you ain't like them.\u003c/p>\n\u003cp>\u003cstrong>Kendi\u003c/strong>: And then there's the assimilationist. Who are the likers.\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: Likers. Your fake friends. I mean, everybody, got 'em, everybody knows them too. Everybody knows the phonies. And they're basically the ones who like you, but they like you because you are like them. You know, that is contingent upon you being like them.\u003c/p>\n\u003cp>\u003cstrong>Kendi\u003c/strong>: And then there's the anti-racists, who are the lovers.\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: And the lovers. Those are your day ones, as we say. Our 'ride or dies.' The ones who love us for being like us. They love us for who \u003cem>we \u003c/em>are, not for who \u003cem>they \u003c/em>are, and not for who we are to them, but for who we are to us.\u003c/p>\n\u003cp>\u003cstrong>In the book, you apply these definitions to the ideas people have — and often, the same people write about or speak about a combination of the three, meaning people can evolve and change. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Kendi:\u003c/strong> If people say an assimilationist idea or anti-racist idea or segregationist idea, then you apply it, even if it's somebody who's your hero. I also think we should give people the ability to change. So W.E.B. Du Bois was born in 1868 and he died literally the night before the March on Washington in 1963. That's nine decades. What he was saying, particularly in the 1890s, was more along the lines of assimilationist ideas. But by the time he was in the 1930s and 1940s, he had transformed and was largely articulating anti-racist ideas. This is what we hope for people. We want people to change and we have to give people that ability to change, but also recognize who they were at an earlier time.\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: I did have friends be like, 'yo, so I don't know, man. What you said about Dr. King kind of hurt! And I'm like, 'first of all, it wasn't me, blame it on Dr. Kendi. Those are my words, but that's all his information.'\u003c/p>\n\u003cp>I do think it's important that we are honest about even our heroes. It doesn't make them any less heroes, nor does it make their contributions any less powerful. But it does help us sort of get into the nuances of it all. And it does also show how fluid some of that stuff was, and has been, and is, for a lot of us. But that we should always be aiming toward anti-racism.\u003c/p>\n\u003cp>\u003cstrong>James:\u003c/strong> Who is your target market for this? Is it really for everybody?\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>\u003cem>: \u003c/em>I never write void of the scope in which I've come. I was a young black person. It is natural for me to speak to young black people. The book\u003cem> is\u003c/em> for everybody, but I'd be lying if I said that I wasn't sort of imagining [Emani's] face. There's certain things that I do want to say to black kids, right? Like that part in Chapter 6 when I write, \"Africans aren't savages.\" Right. That's for us. We're not savages. That was specifically for you.\u003c/p>\n\u003cp>\u003cstrong> Amir Perkins, 11th grade: \u003c/strong>I was surprised there were black people who had racist ideas.\u003c/p>\n\u003cp>\u003cstrong>Kendi\u003c/strong>: Right, you're talking about \u003ca href=\"https://www.britannica.com/biography/Leo-Africanus\">Leo Africanus\u003c/a>. Just like you have black people today who tell white people what they want to hear in order to improve their standing among white people, black people were doing that back in the 1500s! For me, if anyone is saying that there's something wrong with black people, they're saying a racist idea and it doesn't matter their skin color.\u003c/p>\n\u003cp>\u003cstrong>Amir\u003c/strong>: As educated black men, when you're in a certain situation, do you sometimes feel as though white people are intimidated by your status?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Reynolds\u003c/strong>: The thing about anti-racism that to me that sits at the core of who I am is that I should never have to make myself small for everyone else to feel comfortable about my existence. Right. Why? I earned it like everybody else earns it. And I'm going to be proudly who I am in every space that I am, because I belong everywhere that I choose to go. Self-actualization is at the core of an anti-racist world.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+History+Book+That+Isn%27t%3A+Finding+A+Way+To+Teach+Racism+To+A+New+Generation&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>We are education reporters by day and parents by night (and day). But, in recent weeks, our two worlds have collided, with parents and educators equally concerned about the spread of COVID-19. So here's a quick rundown of some of the great questions we've heard from listeners and readers and the answers we've been able to explore in our reporting. For even more, you can listen to this new episode of NPR's \u003cem>Life Kit\u003c/em> podcast.\u003c/p>\n\u003cp>\u003cstrong>Q. What's the single most important thing we can do to protect our kids? \u003c/strong>\u003c/p>\n\u003cp>Make sure they understand that hand-washing isn't optional. And that means showing them how to do it properly: using soap, warm water and \u003cem>time\u003c/em>. Washing should take 20 seconds, which means you may need to help them find a song they can sing (in their heads, maybe twice) — like the ABCs or \"Happy Birthday\" songs. Be sure they wash whenever they come in from outside, before eating, after coughing or sneezing or blowing their nose and, of course, after using the bathroom.\u003c/p>\n\u003cp>For younger kids, it can't hurt to remind them that nose-picking is a no-go, and that they should cough into their elbows. If you're feeling ambitious, clip their fingernails frequently, as they provide a sneaky hiding spot for viruses. Hand lotion keeps skin comfy and unbroken, which also helps prevent the spread of infection.\u003c/p>\n\u003cp>A few more ideas: Try laundering things like coats, backpacks and reusable shopping bags more frequently and take off shoes when you come inside. For cleaning the house, the Centers for Disease Control and Prevention says \"diluted household bleach solutions, alcohol solutions with at least 70% alcohol, and most common EPA-registered household disinfectants should be effective.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Q. How do I get my kids to STOP TOUCHING THEIR FACES? \u003c/strong>\u003c/p>\n\u003cp>Sorry. This is one of the few questions to which we have no good answer. Because I (Cory) have not yet figured out how to stop touching my own face.\u003c/p>\n\u003cp>As an experiment, maybe try making them wear scratchy mittens. Or do what I (Anya) did and paint your child's face — so you can catch them red-handed, though this could also lead to unwanted faceprints on walls and windows.\u003c/p>\n\u003cp>\u003cstrong>Q. This health crisis can be scary. How should we talk about it with kids? \u003c/strong>\u003c/p>\n\u003cp>Keep it simple, age-appropriate and fact-based. For example, don't tell your child they won't get COVID-19; you don't know that. Instead, the CDC suggests telling children that, from what doctors have seen so far, most kids aren't getting very sick. In fact, most people who've gotten COVID-19 haven't gotten very sick. Only a small group have had serious problems. And, channeling the great Mr. Rogers: Look for the Helpers. Assure your kids, if they (or someone they love) do get sick, the world is full of grown-ups who will help. And be sure to check out this \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\">incredible comic\u003c/a> by our colleague, Malaka Gharib. She made it specifically for kids who may be scared or confused about coronavirus.\u003c/p>\n\u003cp>\u003cstrong>Q. With racist incidents toward Asians and Asian Americans, is this a teaching moment for social justice? \u003c/strong>\u003c/p>\n\u003cp>Absolutely. We must remind the children in our lives that viruses can make anyone sick, regardless of a person's race or ethnicity. No matter where scientists first documented COVID-19, this outbreak isn't anyone's fault. Similarly, just because someone looks different or talks differently, doesn't mean they are at a higher risk of getting the coronavirus or spreading it. And let children know that if they hear language in school or on the playground that suggests otherwise, they should be sure to let you know.\u003c/p>\n\u003cp>\u003cstrong>Q. Why is/isn't my school being closed? \u003c/strong>\u003c/p>\n\u003cp>Closing schools is a \u003cem>complicated\u003c/em> decision. Many school leaders and public health officials seem to be waiting for an infection or potential infection in their immediate school community before closing. While the science suggests closing schools earlier is more effective at slowing the spread of disease, it's important to understand why so many school leaders are so reluctant to close schools.\u003c/p>\n\u003cp>For one thing, parents should understand that for many kids in the United States, being sent home from school is also a public health risk. Many children may not have parents who can take off work, or work from home, if school is canceled. They may also live in unsafe neighborhoods. Millions of U.S. children rely on schools for free or reduced-price meals, too, and 1.5 million schoolchildren nationwide are housing-insecure. For many of these kids, having to miss several weeks of school could be incredibly destabilizing.\u003c/p>\n\u003cp>One more thing: Rest assured that the decision to close schools is not being taken lightly and is being made in conjunction with local public health officials. Emphasis on \u003cem>local\u003c/em> — this decision is being made school by school, district by district.\u003c/p>\n\u003cp>\u003cstrong>Q. What do we do if school is canceled?\u003c/strong>\u003c/p>\n\u003cp>Many parents and caregivers will have to scramble for child care, especially low-wage workers who may not have vacation or sick leave. If you're not one of those parents, try to do something to help those who are. School closure can last two weeks or more; flexibility and empathy will help us all through this.\u003c/p>\n\u003cp>For parents who can stay home, many are wondering: What exactly is \"social distancing?\" Can my children still go on play dates? Or is it screen time, all the time?\u003c/p>\n\u003cp>The idea with closing schools is to limit the number of social contacts. That is what is going to be most effective in slowing the spread of this disease. But we want to acknowledge that staying with immediate family only might be hard to enforce for more than a few days.\u003c/p>\n\u003cp>Luckily, public health officials in King County, Washington, offer this \u003ca href=\"https://publichealthinsider.com/2020/03/10/we-want-social-distancing-not-social-isolation/\">helpful guidance\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"Social distancing doesn't mean you have to stay stuck in your house. ... The current recommendation is to avoid large groups. That mostly means groups over 50 people but conservatively means anything more than 10 people. However, if you don't fall into the high risk group, you can still certainly visit each other.\"\u003c/p>\u003c/blockquote>\n\u003cp>Think of it as a good opportunity for one-on-one hangouts.\u003c/p>\n\u003cp>Also, be extra mindful of grandparents, neighbors, friends and people with compromised immune systems. They are the most vulnerable in this outbreak. Instead of a face-to-face visit next week with Nana and Papa, try starting a video-chat habit: Try coloring together, cooking or reading aloud.\u003c/p>\n\u003cp>\u003cstrong>Q. What does it mean to work from home and parent young (preschool and elementary) kids that are home as a result of school closures at the same time? Disney+ all day everyday??? \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/\">Common Sense Media\u003c/a> is a great resource for quality screen-time recommendations both free and paid, educational and purely recreational — including privacy tips. I (Anya) like Duolingo for language learning, Tynker for coding and Khan Academy for academic subjects. Epic is a subscription service with endless books and comics for tablets, searchable by age.\u003c/p>\n\u003cp>As we said, you can also get creative with video chat. In addition to checking in with grandparents, try setting up a remote play date for your kids. Some long-distance families stay connected with a Zoom or Google hangout portal that just stays open. Try playing hide-and-seek by carrying a laptop around the house!\u003c/p>\n\u003cp>Also, if school's been canceled, think about using video chat to continue learning opportunities: piano lessons, tutoring or Sunday school with your child's regular teacher. A company called Outschool does live online classes for kids.\u003c/p>\n\u003cp>There are even physical screen-time options. GoNoodle offers both physical dance/movement and meditation videos, and this is a great time for everyone in the family to learn \u003ca href=\"https://www.npr.org/2019/12/11/778228004/5-tiktok-songs-from-2019-well-actually-remember\">TikTok dances\u003c/a> like the Renegade.\u003c/p>\n\u003cp>Special note on teens and screens: Online spaces are their social spaces and it's good to respect that. Take this as an opportunity to learn more about their online worlds. Help them bust rumors and disinformation. (Check out this \u003ca href=\"https://infodemic.blog/\">free online module\u003c/a> to become an expert detector of coronavirus hoaxes.) Check in with their \u003ca href=\"https://www.npr.org/2019/08/27/754362629/the-scientific-debate-over-teens-screens-and-mental-health\">mental health\u003c/a>. \u003ca href=\"https://www.npr.org/2019/06/30/736214974/at-your-wits-end-with-a-screen-obsessed-kid-read-this\">Be a media mentor. \u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Q. What about non-screen activities? \u003c/strong>\u003c/p>\n\u003cp>Yes! Getting outside isn't just a good idea, it's good for your physical and mental health. Go for a walk, a bike ride or, if possible, a family hike.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And here's a wild card: While everyone's home, try giving the kids more responsibility around the house, including cooking a meal or doing the laundry. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We are education reporters by day and parents by night (and day). But, in recent weeks, our two worlds have collided, with parents and educators equally concerned about the spread of COVID-19. So here's a quick rundown of some of the great questions we've heard from listeners and readers and the answers we've been able to explore in our reporting. For even more, you can listen to this new episode of NPR's \u003cem>Life Kit\u003c/em> podcast.\u003c/p>\n\u003cp>\u003cstrong>Q. What's the single most important thing we can do to protect our kids? \u003c/strong>\u003c/p>\n\u003cp>Make sure they understand that hand-washing isn't optional. And that means showing them how to do it properly: using soap, warm water and \u003cem>time\u003c/em>. Washing should take 20 seconds, which means you may need to help them find a song they can sing (in their heads, maybe twice) — like the ABCs or \"Happy Birthday\" songs. Be sure they wash whenever they come in from outside, before eating, after coughing or sneezing or blowing their nose and, of course, after using the bathroom.\u003c/p>\n\u003cp>For younger kids, it can't hurt to remind them that nose-picking is a no-go, and that they should cough into their elbows. If you're feeling ambitious, clip their fingernails frequently, as they provide a sneaky hiding spot for viruses. Hand lotion keeps skin comfy and unbroken, which also helps prevent the spread of infection.\u003c/p>\n\u003cp>A few more ideas: Try laundering things like coats, backpacks and reusable shopping bags more frequently and take off shoes when you come inside. For cleaning the house, the Centers for Disease Control and Prevention says \"diluted household bleach solutions, alcohol solutions with at least 70% alcohol, and most common EPA-registered household disinfectants should be effective.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q. How do I get my kids to STOP TOUCHING THEIR FACES? \u003c/strong>\u003c/p>\n\u003cp>Sorry. This is one of the few questions to which we have no good answer. Because I (Cory) have not yet figured out how to stop touching my own face.\u003c/p>\n\u003cp>As an experiment, maybe try making them wear scratchy mittens. Or do what I (Anya) did and paint your child's face — so you can catch them red-handed, though this could also lead to unwanted faceprints on walls and windows.\u003c/p>\n\u003cp>\u003cstrong>Q. This health crisis can be scary. How should we talk about it with kids? \u003c/strong>\u003c/p>\n\u003cp>Keep it simple, age-appropriate and fact-based. For example, don't tell your child they won't get COVID-19; you don't know that. Instead, the CDC suggests telling children that, from what doctors have seen so far, most kids aren't getting very sick. In fact, most people who've gotten COVID-19 haven't gotten very sick. Only a small group have had serious problems. And, channeling the great Mr. Rogers: Look for the Helpers. Assure your kids, if they (or someone they love) do get sick, the world is full of grown-ups who will help. And be sure to check out this \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\">incredible comic\u003c/a> by our colleague, Malaka Gharib. She made it specifically for kids who may be scared or confused about coronavirus.\u003c/p>\n\u003cp>\u003cstrong>Q. With racist incidents toward Asians and Asian Americans, is this a teaching moment for social justice? \u003c/strong>\u003c/p>\n\u003cp>Absolutely. We must remind the children in our lives that viruses can make anyone sick, regardless of a person's race or ethnicity. No matter where scientists first documented COVID-19, this outbreak isn't anyone's fault. Similarly, just because someone looks different or talks differently, doesn't mean they are at a higher risk of getting the coronavirus or spreading it. And let children know that if they hear language in school or on the playground that suggests otherwise, they should be sure to let you know.\u003c/p>\n\u003cp>\u003cstrong>Q. Why is/isn't my school being closed? \u003c/strong>\u003c/p>\n\u003cp>Closing schools is a \u003cem>complicated\u003c/em> decision. Many school leaders and public health officials seem to be waiting for an infection or potential infection in their immediate school community before closing. While the science suggests closing schools earlier is more effective at slowing the spread of disease, it's important to understand why so many school leaders are so reluctant to close schools.\u003c/p>\n\u003cp>For one thing, parents should understand that for many kids in the United States, being sent home from school is also a public health risk. Many children may not have parents who can take off work, or work from home, if school is canceled. They may also live in unsafe neighborhoods. Millions of U.S. children rely on schools for free or reduced-price meals, too, and 1.5 million schoolchildren nationwide are housing-insecure. For many of these kids, having to miss several weeks of school could be incredibly destabilizing.\u003c/p>\n\u003cp>One more thing: Rest assured that the decision to close schools is not being taken lightly and is being made in conjunction with local public health officials. Emphasis on \u003cem>local\u003c/em> — this decision is being made school by school, district by district.\u003c/p>\n\u003cp>\u003cstrong>Q. What do we do if school is canceled?\u003c/strong>\u003c/p>\n\u003cp>Many parents and caregivers will have to scramble for child care, especially low-wage workers who may not have vacation or sick leave. If you're not one of those parents, try to do something to help those who are. School closure can last two weeks or more; flexibility and empathy will help us all through this.\u003c/p>\n\u003cp>For parents who can stay home, many are wondering: What exactly is \"social distancing?\" Can my children still go on play dates? Or is it screen time, all the time?\u003c/p>\n\u003cp>The idea with closing schools is to limit the number of social contacts. That is what is going to be most effective in slowing the spread of this disease. But we want to acknowledge that staying with immediate family only might be hard to enforce for more than a few days.\u003c/p>\n\u003cp>Luckily, public health officials in King County, Washington, offer this \u003ca href=\"https://publichealthinsider.com/2020/03/10/we-want-social-distancing-not-social-isolation/\">helpful guidance\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"Social distancing doesn't mean you have to stay stuck in your house. ... The current recommendation is to avoid large groups. That mostly means groups over 50 people but conservatively means anything more than 10 people. However, if you don't fall into the high risk group, you can still certainly visit each other.\"\u003c/p>\u003c/blockquote>\n\u003cp>Think of it as a good opportunity for one-on-one hangouts.\u003c/p>\n\u003cp>Also, be extra mindful of grandparents, neighbors, friends and people with compromised immune systems. They are the most vulnerable in this outbreak. Instead of a face-to-face visit next week with Nana and Papa, try starting a video-chat habit: Try coloring together, cooking or reading aloud.\u003c/p>\n\u003cp>\u003cstrong>Q. What does it mean to work from home and parent young (preschool and elementary) kids that are home as a result of school closures at the same time? Disney+ all day everyday??? \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/\">Common Sense Media\u003c/a> is a great resource for quality screen-time recommendations both free and paid, educational and purely recreational — including privacy tips. I (Anya) like Duolingo for language learning, Tynker for coding and Khan Academy for academic subjects. Epic is a subscription service with endless books and comics for tablets, searchable by age.\u003c/p>\n\u003cp>As we said, you can also get creative with video chat. In addition to checking in with grandparents, try setting up a remote play date for your kids. Some long-distance families stay connected with a Zoom or Google hangout portal that just stays open. Try playing hide-and-seek by carrying a laptop around the house!\u003c/p>\n\u003cp>Also, if school's been canceled, think about using video chat to continue learning opportunities: piano lessons, tutoring or Sunday school with your child's regular teacher. A company called Outschool does live online classes for kids.\u003c/p>\n\u003cp>There are even physical screen-time options. GoNoodle offers both physical dance/movement and meditation videos, and this is a great time for everyone in the family to learn \u003ca href=\"https://www.npr.org/2019/12/11/778228004/5-tiktok-songs-from-2019-well-actually-remember\">TikTok dances\u003c/a> like the Renegade.\u003c/p>\n\u003cp>Special note on teens and screens: Online spaces are their social spaces and it's good to respect that. Take this as an opportunity to learn more about their online worlds. Help them bust rumors and disinformation. (Check out this \u003ca href=\"https://infodemic.blog/\">free online module\u003c/a> to become an expert detector of coronavirus hoaxes.) Check in with their \u003ca href=\"https://www.npr.org/2019/08/27/754362629/the-scientific-debate-over-teens-screens-and-mental-health\">mental health\u003c/a>. \u003ca href=\"https://www.npr.org/2019/06/30/736214974/at-your-wits-end-with-a-screen-obsessed-kid-read-this\">Be a media mentor. \u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Q. What about non-screen activities? \u003c/strong>\u003c/p>\n\u003cp>Yes! Getting outside isn't just a good idea, it's good for your physical and mental health. Go for a walk, a bike ride or, if possible, a family hike.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Maryland and Ohio officials have announced that schools in their states will be closed for several weeks amid concerns about the coronavirus. The statewide closures come after many school districts and dozens of colleges and universities have temporarily closed because of the COVID-19 disease.\u003c/p>\n\u003cp>According to an analysis \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">from Education Week\u003c/a>, as of Thursday evening, \"at least 10,600 schools have been closed or are scheduled to close, affecting at least 4.9 million students.\" That is a small but quickly growing fraction of the approximately 50 million students in K-12 public and private schools in the United States.\u003c/p>\n\u003cp>Twelve people have tested positive for the virus in Maryland, though according to state officials, three have already made a full recovery. Five \u003ca href=\"https://www.cleveland.com/news/2020/03/ohio-department-of-health-confirms-fifth-coronavirus-case-odh-update.html\">have tested positive\u003c/a> in Ohio.\u003c/p>\n\u003cp>In Maryland, the decision to close public schools for two weeks was prompted by a patient in his 60s outside Washington, D.C., who \u003ca href=\"https://governor.maryland.gov/2020/03/12/governor-hogan-statement-regarding-first-case-of-covid-19-community-transmission-in-maryland/\">tested positive\u003c/a> for the disease with no known exposure to it from travel or a previously known infected individual. That suggests it is spreading within the community.\u003c/p>\n\u003cp>\"The circumstances of this case indicate that we are entering a new phase of this crisis in our state,\" Maryland Gov. Larry Hogan told reporters. \"We should expect the number of cases to dramatically and rapidly rise. Our primary focus is now turning from containment to aggressively working to mitigate and limit the spread of the virus.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school closures in that state are scheduled from March 16 to 27. Karen Salmon, state superintendent of schools, told reporters that school buildings and buses will be thoroughly cleaned during the break.\u003c/p>\n\u003cp>Maryland state officials are working to make sure that during this time, students are still able to access meals, given that school meals are a crucial source of nutrition for many children.\u003c/p>\n\u003cp>Hogan said state officials are also taking a range of other measures, including requiring some state employees to telework, limiting public access to state buildings, prohibiting gatherings of over 250 people and readying the National Guard.\u003c/p>\n\u003cp>This comes on the same day that many other governors across the country announced a wide range of measures to contain the spread of the virus.\u003c/p>\n\u003cp>Earlier on Thursday, Ohio Gov. Mike DeWine \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1238175154569506816?s=20\">announced that \u003c/a>the state's kids would have \"an extended spring break of 3 weeks\" starting on Monday. That includes public, private and charter K-12 schools.\u003c/p>\n\u003cp>\"During this extended period of closure, schools should work to provide education through alternative means and school district leadership may make decisions on whether to use their school buildings,\" the governor's office said in a statement. The state's Department of Education is also working on a strategy to continue providing meals for children.\u003c/p>\n\u003cp>Kentucky also appears poised to close many schools across the state. \"Effective Monday, March 16, [Gov. Andy] Beshear is suggesting Kentucky's schools suspend in-person classes for at least two weeks,\" according to the \u003ca href=\"https://twitter.com/KyDeptofEd/status/1238211827366006785?s=20\">state's Education Department\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>School closures are even affecting whole countries. On Thursday evening, Belgium and Portugal announced that schools nationwide would be shutting down because of the coronavirus.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Maryland+And+Ohio+To+Close+Schools+Statewide+Due+To+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Maryland and Ohio officials have announced that schools in their states will be closed for several weeks amid concerns about the coronavirus. The statewide closures come after many school districts and dozens of colleges and universities have temporarily closed because of the COVID-19 disease.\u003c/p>\n\u003cp>According to an analysis \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">from Education Week\u003c/a>, as of Thursday evening, \"at least 10,600 schools have been closed or are scheduled to close, affecting at least 4.9 million students.\" That is a small but quickly growing fraction of the approximately 50 million students in K-12 public and private schools in the United States.\u003c/p>\n\u003cp>Twelve people have tested positive for the virus in Maryland, though according to state officials, three have already made a full recovery. Five \u003ca href=\"https://www.cleveland.com/news/2020/03/ohio-department-of-health-confirms-fifth-coronavirus-case-odh-update.html\">have tested positive\u003c/a> in Ohio.\u003c/p>\n\u003cp>In Maryland, the decision to close public schools for two weeks was prompted by a patient in his 60s outside Washington, D.C., who \u003ca href=\"https://governor.maryland.gov/2020/03/12/governor-hogan-statement-regarding-first-case-of-covid-19-community-transmission-in-maryland/\">tested positive\u003c/a> for the disease with no known exposure to it from travel or a previously known infected individual. That suggests it is spreading within the community.\u003c/p>\n\u003cp>\"The circumstances of this case indicate that we are entering a new phase of this crisis in our state,\" Maryland Gov. Larry Hogan told reporters. \"We should expect the number of cases to dramatically and rapidly rise. Our primary focus is now turning from containment to aggressively working to mitigate and limit the spread of the virus.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school closures in that state are scheduled from March 16 to 27. Karen Salmon, state superintendent of schools, told reporters that school buildings and buses will be thoroughly cleaned during the break.\u003c/p>\n\u003cp>Maryland state officials are working to make sure that during this time, students are still able to access meals, given that school meals are a crucial source of nutrition for many children.\u003c/p>\n\u003cp>Hogan said state officials are also taking a range of other measures, including requiring some state employees to telework, limiting public access to state buildings, prohibiting gatherings of over 250 people and readying the National Guard.\u003c/p>\n\u003cp>This comes on the same day that many other governors across the country announced a wide range of measures to contain the spread of the virus.\u003c/p>\n\u003cp>Earlier on Thursday, Ohio Gov. Mike DeWine \u003ca href=\"https://twitter.com/GovMikeDeWine/status/1238175154569506816?s=20\">announced that \u003c/a>the state's kids would have \"an extended spring break of 3 weeks\" starting on Monday. That includes public, private and charter K-12 schools.\u003c/p>\n\u003cp>\"During this extended period of closure, schools should work to provide education through alternative means and school district leadership may make decisions on whether to use their school buildings,\" the governor's office said in a statement. The state's Department of Education is also working on a strategy to continue providing meals for children.\u003c/p>\n\u003cp>Kentucky also appears poised to close many schools across the state. \"Effective Monday, March 16, [Gov. Andy] Beshear is suggesting Kentucky's schools suspend in-person classes for at least two weeks,\" according to the \u003ca href=\"https://twitter.com/KyDeptofEd/status/1238211827366006785?s=20\">state's Education Department\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>School closures are even affecting whole countries. On Thursday evening, Belgium and Portugal announced that schools nationwide would be shutting down because of the coronavirus.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Maryland+And+Ohio+To+Close+Schools+Statewide+Due+To+Coronavirus&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "When Should Schools Close For Coronavirus?",
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"content": "\u003cp>The spread of coronavirus has compelled hundreds of K-12 schools in the U.S. to close, affecting more than 850,000 students, according to an analysis by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>. And those numbers are certain to increase in the coming days, as concerned parents \u003ca href=\"https://twitter.com/hashtag/CloseTheSchools\">call for\u003c/a> more school closures.\u003c/p>\n\u003cp>The growing health crisis presents school leaders with a painful choice. Closing schools — as has been done, so far, in\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/05/812557984/as-schools-close-due-to-coronavirus-nearly-300-million-kids-arent-in-class\"> China, Japan, Italy and elsewhere\u003c/a> — is a proven measure that has been shown to slow the spread of disease and, in turn, save lives. But it also causes huge economic and social disruption, especially for children, millions of whom depend on the free and reduced-cost meals they get at school.\u003c/p>\n\u003cp>Public officials understandably don't want to close schools unless they absolutely have to, and many closures so far have been triggered by a known case of infection or exposure among staff or students. Yet research suggests the best time to close schools is before that happens.\u003c/p>\n\u003cp>\"If you wait for the case to occur [in your school], you still have wound up closing the school, but now you've missed the opportunity to have the real benefit that would have accrued had you closed the school earlier,\" says Yale University sociologist and physician Nicholas Christakis.\u003c/p>\n\u003cp>\"It's sort of closing the barn door after the cow is gone.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christakis' Yale lab normally studies how humans spread everything from ideas to behaviors to germs, but he says he's now all-in on studying how coronavirus might spread. Aside from developing a vaccine and getting everyone to wash their hands thoroughly, closing schools is one of the most effective things a community can do to slow contagion, says Christakis, author of \u003cem>Blueprint: The Evolutionary Origins of a Good Society\u003c/em>. But timing matters. He points to studies of the 1918 Spanish flu, which suggest some cities may have saved lives by deciding to close schools earlier.\u003c/p>\n\u003cp>\"Closing the schools before anyone in the schools is sick is a very difficult thing to do,\" Christakis acknowledges, \"even though it's probably extremely beneficial and much wiser.\"\u003c/p>\n\u003cp>Marco Ajelli is a computational epidemiologist at the Bruno Kessler Foundation in Italy. He uses advanced math to model the course of disease outbreaks, and he has studied school closures. Ajelli echoes Christakis, saying that \"there is scientific evidence\" that closing schools can buy time and delay the peak of an epidemic. \"And it's really important to gain time at the moment,\" he says, \"because if you have a lot of people that get infected all at the same time, the hospitals and ICUs have not enough hospital beds.\"\u003c/p>\n\u003cp>But this understanding is based on the science of previous diseases. Ajelli and his colleagues point out that there's something new and different about COVID-19, namely that children appear to be less vulnerable to it. And it isn't clear how that fact could affect the usefulness of school closures.\u003c/p>\n\u003cp>The fact remains that canceling school is a difficult decision because no one knows better than educators just how much some children depend on the support they get there.\u003c/p>\n\u003cp>\"For a large number of our students, the safest place for them to be is actually in school,\" says Sonja Santelises, CEO of Baltimore City Public Schools. That's why, she says, she resists canceling school because of weather, too. \"It gets me some angry emails during snowstorms and inclement weather. ... I will just tell you, our mantra continues to be: Closing schools is a last resort.\"\u003c/p>\n\u003cp>One big concern for school leaders is that many kids would be going home to empty households.\u003c/p>\n\u003cp>\"Yeah, I think that's the hardest contemplation for our districts,\" says Chris Reykdal, the superintendent of public instruction for Washington state, which has been hit hard by coronavirus. He's concerned about sending \"a million Washington kids home knowing that for hundreds of thousands of them, they simply will not have any parents at home.\"\u003c/p>\n\u003cp>Reykdal says that when his schools take a snow day, parents can sometimes make do for a day or two, either taking the time off or working from home. But coronavirus isn't snow, and there's no way to know how long schools would have to close. Many employers may continue to require employees to come to work. (Think about the children of health care workers.) And without government intervention, \u003ca href=\"https://www.npr.org/2020/03/09/813792866/watch-live-trump-speaks-about-coronavirus-on-day-markets-dive\">which is on the table\u003c/a>, many low-wage workers won't be able to afford to stay home.\u003c/p>\n\u003cp>There's a further problem here: The effectiveness of school closures is based on the premise that kids stay home with their families and limit other contacts. Ajelli points out that if parents \"regroup\" children to meet child care needs or if teens congregate freely outside school, the closure won't be as effective.\u003c/p>\n\u003cp>One more big reason school leaders are so reluctant to close schools: Not only will many kids go home to no parents, but they also may not have ample food, either.\u003c/p>\n\u003cp>\"Food insecurity is a real challenge in our community, even without an emergency,\" says Alberto Carvalho, head of Miami-Dade County Public Schools. He says roughly three-quarters of his students live at or below the poverty level. Those children are among the nearly 30 million U.S. students who depend on schools' free and reduced-price meals for lunch, breakfast, snacks and, in some cases, dinner.\u003c/p>\n\u003cp>In Miami, Carvalho says, students will continue to eat — even if school is canceled. Food will be distributed at schools, similar to summer meal programs, or, if need be, the food can be taken out into the community.\u003c/p>\n\u003cp>And food insecurity isn't just a city problem, says Jillian Balow, Wyoming's state superintendent of public instruction. Many of her students live in remote, rural communities and have to spend an hour or more on a bus just to get to school. Balow says her districts are thinking of ways that schools could potentially transport bags of food out to these students in case of cancellation.\u003c/p>\n\u003cp>\"In a worst-case scenario, we have many Wyoming [school districts] that are rural that could look to local [food] producers for an additional food source if needed,\" Balow says.\u003c/p>\n\u003cp>In Baltimore, Santelises says her schools often send kids home on the weekend with a supplementary backpack full of food. She says the district could do something similar in the event of a coronavirus school closure, though \"that only typically gets a family through a weekend. So we have other ideas, we're just trying to see whether they will work in the current context.\"\u003c/p>\n\u003cp>Schools also offer a safe place for the \u003ca href=\"https://www.edweek.org/ew/articles/2020/02/12/number-of-homeless-students-hits-all-time-high.html\">1.5 million U.S. kids\u003c/a> who are housing-insecure, and in some cases, they provide medical care, dental care and even laundry services. It's unclear how schools would continue those services in the event of closures.\u003c/p>\n\u003cp>Beyond the basic public health risks that vulnerable students face when schools close, there's one more big worry that has school leaders scrambling right now: equity.\u003c/p>\n\u003cp>If schools have to close for a while, superintendents want to be sure learning doesn't entirely stop. But educators have a legal obligation to make sure whatever education they do offer works for every child — and that can be expensive. In Washington state, Reykdal says some schools are exploring online learning. That means asking: How many of my students have a computer at home? Wi-Fi? What about appropriate support if they have a disability?\u003c/p>\n\u003cp>\"Those are paramount questions for our schools,\" Reykdal says. \"And if they can't deliver that when they choose to jump to an online model, it's unlikely they're providing a legal basis for an equitable education.\"\u003c/p>\n\u003cp>Of all the district leaders NPR spoke with, only one — Carvalho in Miami-Dade County — said he has the technology to keep kids learning, even at home.\u003c/p>\n\u003cp>\"Enabled by a bond referendum that goes back to 2012, we have acquired in excess of 200,000 personal devices,\" Carvalho says. Those are laptops, tablets and smartphones that kids in need can take home if schools close.\u003c/p>\n\u003cp>But that kind of access is unusual.\u003c/p>\n\u003cp>\"No, there will be no one-on-one technological option ready for every single student,\" says Santelises. Though that doesn't mean learning would stop for her students: She says teachers in Baltimore are putting together old-fashioned paper packets of work that they can send home.\u003c/p>\n\u003cp>\"It's certainly not optimal,\" Santelises says, but it's better than nothing.\u003c/p>\n\u003cp>Having laptops and Wi-Fi routers to loan out doesn't solve every equity problem. \"A growing body of evidence suggests that online learning works least well for our most vulnerable learners,\" Justin Reich, an educational technology expert at Massachusetts Institute of Technology, said \u003ca href=\"https://twitter.com/bjfr/status/1237396247180238849\">on Twitter.\u003c/a> He's recommending that public schools make up days rather than try to rely on tech-based teaching.\u003c/p>\n\u003cp>Moreover, some students with disabilities need specialized, one-on-one support. This help isn't optional; it's protected by federal law.\u003c/p>\n\u003cp>\"And this is where it really gets complicated,\" Reykdal says. \"How does a paraeducator get to their 20 or 30 students in their caseload if they're distributed all in their individual homes, trying to dial in online? It makes the bar for universal online learning very difficult to meet.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If schools decide they can't sufficiently help all kids, then many will likely decide they have no choice but to treat missed days like snow days. Meaning, they'll either have to make up the lost time later this year or simply write it off.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Should+Schools+Close+For+Coronavirus%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The spread of coronavirus has compelled hundreds of K-12 schools in the U.S. to close, affecting more than 850,000 students, according to an analysis by \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">Education Week\u003c/a>. And those numbers are certain to increase in the coming days, as concerned parents \u003ca href=\"https://twitter.com/hashtag/CloseTheSchools\">call for\u003c/a> more school closures.\u003c/p>\n\u003cp>The growing health crisis presents school leaders with a painful choice. Closing schools — as has been done, so far, in\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/05/812557984/as-schools-close-due-to-coronavirus-nearly-300-million-kids-arent-in-class\"> China, Japan, Italy and elsewhere\u003c/a> — is a proven measure that has been shown to slow the spread of disease and, in turn, save lives. But it also causes huge economic and social disruption, especially for children, millions of whom depend on the free and reduced-cost meals they get at school.\u003c/p>\n\u003cp>Public officials understandably don't want to close schools unless they absolutely have to, and many closures so far have been triggered by a known case of infection or exposure among staff or students. Yet research suggests the best time to close schools is before that happens.\u003c/p>\n\u003cp>\"If you wait for the case to occur [in your school], you still have wound up closing the school, but now you've missed the opportunity to have the real benefit that would have accrued had you closed the school earlier,\" says Yale University sociologist and physician Nicholas Christakis.\u003c/p>\n\u003cp>\"It's sort of closing the barn door after the cow is gone.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Christakis' Yale lab normally studies how humans spread everything from ideas to behaviors to germs, but he says he's now all-in on studying how coronavirus might spread. Aside from developing a vaccine and getting everyone to wash their hands thoroughly, closing schools is one of the most effective things a community can do to slow contagion, says Christakis, author of \u003cem>Blueprint: The Evolutionary Origins of a Good Society\u003c/em>. But timing matters. He points to studies of the 1918 Spanish flu, which suggest some cities may have saved lives by deciding to close schools earlier.\u003c/p>\n\u003cp>\"Closing the schools before anyone in the schools is sick is a very difficult thing to do,\" Christakis acknowledges, \"even though it's probably extremely beneficial and much wiser.\"\u003c/p>\n\u003cp>Marco Ajelli is a computational epidemiologist at the Bruno Kessler Foundation in Italy. He uses advanced math to model the course of disease outbreaks, and he has studied school closures. Ajelli echoes Christakis, saying that \"there is scientific evidence\" that closing schools can buy time and delay the peak of an epidemic. \"And it's really important to gain time at the moment,\" he says, \"because if you have a lot of people that get infected all at the same time, the hospitals and ICUs have not enough hospital beds.\"\u003c/p>\n\u003cp>But this understanding is based on the science of previous diseases. Ajelli and his colleagues point out that there's something new and different about COVID-19, namely that children appear to be less vulnerable to it. And it isn't clear how that fact could affect the usefulness of school closures.\u003c/p>\n\u003cp>The fact remains that canceling school is a difficult decision because no one knows better than educators just how much some children depend on the support they get there.\u003c/p>\n\u003cp>\"For a large number of our students, the safest place for them to be is actually in school,\" says Sonja Santelises, CEO of Baltimore City Public Schools. That's why, she says, she resists canceling school because of weather, too. \"It gets me some angry emails during snowstorms and inclement weather. ... I will just tell you, our mantra continues to be: Closing schools is a last resort.\"\u003c/p>\n\u003cp>One big concern for school leaders is that many kids would be going home to empty households.\u003c/p>\n\u003cp>\"Yeah, I think that's the hardest contemplation for our districts,\" says Chris Reykdal, the superintendent of public instruction for Washington state, which has been hit hard by coronavirus. He's concerned about sending \"a million Washington kids home knowing that for hundreds of thousands of them, they simply will not have any parents at home.\"\u003c/p>\n\u003cp>Reykdal says that when his schools take a snow day, parents can sometimes make do for a day or two, either taking the time off or working from home. But coronavirus isn't snow, and there's no way to know how long schools would have to close. Many employers may continue to require employees to come to work. (Think about the children of health care workers.) And without government intervention, \u003ca href=\"https://www.npr.org/2020/03/09/813792866/watch-live-trump-speaks-about-coronavirus-on-day-markets-dive\">which is on the table\u003c/a>, many low-wage workers won't be able to afford to stay home.\u003c/p>\n\u003cp>There's a further problem here: The effectiveness of school closures is based on the premise that kids stay home with their families and limit other contacts. Ajelli points out that if parents \"regroup\" children to meet child care needs or if teens congregate freely outside school, the closure won't be as effective.\u003c/p>\n\u003cp>One more big reason school leaders are so reluctant to close schools: Not only will many kids go home to no parents, but they also may not have ample food, either.\u003c/p>\n\u003cp>\"Food insecurity is a real challenge in our community, even without an emergency,\" says Alberto Carvalho, head of Miami-Dade County Public Schools. He says roughly three-quarters of his students live at or below the poverty level. Those children are among the nearly 30 million U.S. students who depend on schools' free and reduced-price meals for lunch, breakfast, snacks and, in some cases, dinner.\u003c/p>\n\u003cp>In Miami, Carvalho says, students will continue to eat — even if school is canceled. Food will be distributed at schools, similar to summer meal programs, or, if need be, the food can be taken out into the community.\u003c/p>\n\u003cp>And food insecurity isn't just a city problem, says Jillian Balow, Wyoming's state superintendent of public instruction. Many of her students live in remote, rural communities and have to spend an hour or more on a bus just to get to school. Balow says her districts are thinking of ways that schools could potentially transport bags of food out to these students in case of cancellation.\u003c/p>\n\u003cp>\"In a worst-case scenario, we have many Wyoming [school districts] that are rural that could look to local [food] producers for an additional food source if needed,\" Balow says.\u003c/p>\n\u003cp>In Baltimore, Santelises says her schools often send kids home on the weekend with a supplementary backpack full of food. She says the district could do something similar in the event of a coronavirus school closure, though \"that only typically gets a family through a weekend. So we have other ideas, we're just trying to see whether they will work in the current context.\"\u003c/p>\n\u003cp>Schools also offer a safe place for the \u003ca href=\"https://www.edweek.org/ew/articles/2020/02/12/number-of-homeless-students-hits-all-time-high.html\">1.5 million U.S. kids\u003c/a> who are housing-insecure, and in some cases, they provide medical care, dental care and even laundry services. It's unclear how schools would continue those services in the event of closures.\u003c/p>\n\u003cp>Beyond the basic public health risks that vulnerable students face when schools close, there's one more big worry that has school leaders scrambling right now: equity.\u003c/p>\n\u003cp>If schools have to close for a while, superintendents want to be sure learning doesn't entirely stop. But educators have a legal obligation to make sure whatever education they do offer works for every child — and that can be expensive. In Washington state, Reykdal says some schools are exploring online learning. That means asking: How many of my students have a computer at home? Wi-Fi? What about appropriate support if they have a disability?\u003c/p>\n\u003cp>\"Those are paramount questions for our schools,\" Reykdal says. \"And if they can't deliver that when they choose to jump to an online model, it's unlikely they're providing a legal basis for an equitable education.\"\u003c/p>\n\u003cp>Of all the district leaders NPR spoke with, only one — Carvalho in Miami-Dade County — said he has the technology to keep kids learning, even at home.\u003c/p>\n\u003cp>\"Enabled by a bond referendum that goes back to 2012, we have acquired in excess of 200,000 personal devices,\" Carvalho says. Those are laptops, tablets and smartphones that kids in need can take home if schools close.\u003c/p>\n\u003cp>But that kind of access is unusual.\u003c/p>\n\u003cp>\"No, there will be no one-on-one technological option ready for every single student,\" says Santelises. Though that doesn't mean learning would stop for her students: She says teachers in Baltimore are putting together old-fashioned paper packets of work that they can send home.\u003c/p>\n\u003cp>\"It's certainly not optimal,\" Santelises says, but it's better than nothing.\u003c/p>\n\u003cp>Having laptops and Wi-Fi routers to loan out doesn't solve every equity problem. \"A growing body of evidence suggests that online learning works least well for our most vulnerable learners,\" Justin Reich, an educational technology expert at Massachusetts Institute of Technology, said \u003ca href=\"https://twitter.com/bjfr/status/1237396247180238849\">on Twitter.\u003c/a> He's recommending that public schools make up days rather than try to rely on tech-based teaching.\u003c/p>\n\u003cp>Moreover, some students with disabilities need specialized, one-on-one support. This help isn't optional; it's protected by federal law.\u003c/p>\n\u003cp>\"And this is where it really gets complicated,\" Reykdal says. \"How does a paraeducator get to their 20 or 30 students in their caseload if they're distributed all in their individual homes, trying to dial in online? It makes the bar for universal online learning very difficult to meet.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If schools decide they can't sufficiently help all kids, then many will likely decide they have no choice but to treat missed days like snow days. Meaning, they'll either have to make up the lost time later this year or simply write it off.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Should+Schools+Close+For+Coronavirus%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "To Prepare for Coronavirus, Simple Measures Are Often Most Effective",
"title": "To Prepare for Coronavirus, Simple Measures Are Often Most Effective",
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"content": "\u003cp>With confirmed and suspected cases of the novel coronavirus (SARS-CoV-2) spreading throughout the United States, school and district officials are starting to plan for school closures and shifts to online learning. Yet such measures are seriously costly and disruptive for schools, students, families, employers, and communities. They may also disproportionately harm lower-income families, who may lack the kind of protections — job security, sick days, opportunities to work remotely — that allow caregivers to stay home with children. These families may be less likely to have computers with broadband access for online learning, and they frequently depend on school breakfast and lunch programs to meet their children’s nutritional needs.\u003c/p>\n\u003cp>While future-oriented contingency planning is essential, schools and districts can take immediate action that is low-cost and highly effective: enabling all students and adults to wash their hands with soap and water frequently.\u003c/p>\n\u003cp>“Frequent handwashing with soap and hot water for 20 seconds is a proven way to reduce disease transmission,”\u003cstrong> \u003c/strong>said \u003ca href=\"https://www.hsph.harvard.edu/marc-lipsitch/\" rel=\"nofollow\">Marc Lipsitch\u003c/a>, professor of epidemiology and director of the Center for Communicable Disease Dynamics at \u003ca href=\"https://www.hsph.harvard.edu/\" rel=\"nofollow\">Harvard T.H. Chan School of Public Health\u003c/a>. “It is one of the simplest and most effective things we can do to prevent ourselves and our loved ones from getting infected.”\u003c/p>\n\u003cp>And yet well-stocked school restrooms and healthy handwashing habits are not always the norm. A \u003ca href=\"https://www.bostonglobe.com/metro/2019/12/07/school-bathrooms-are-first-class-mess/ZtG0ACuSPVgb0rPbyRKqlO/story.html\" rel=\"nofollow\">recent investigation\u003c/a> by the \u003cem>Boston Globe\u003c/em> revealed that public health inspectors had found problems in 89 of 111 Boston Public Schools bathrooms. In Detroit, students \u003ca href=\"http://www.publiccounsel.org/tools/assets/files/0812.pdf\" rel=\"nofollow\">filed a lawsuit\u003c/a> against the Michigan Department of Education noting nonworking sinks and lack of basic supplies such as toilet paper. The issues extend beyond infrastructure.\u003c/p>\n\u003cp>“New York City teachers have described elementary schools that refuse to allow students to use bathroom sinks because washing hands ‘wastes time’ and ‘causes incidents (such as water fights),’” says \u003ca href=\"https://www.gse.harvard.edu/\">Harvard Graduate School of Education\u003c/a> Professor \u003ca href=\"https://www.gse.harvard.edu/faculty/meira-levinson\">Meira Levinson\u003c/a>. “This is a good time to turn these approaches around. By investing in bathroom maintenance and improvements and by changing the culture around handwashing, schools have an opportunity to show students both that their health and wellbeing are critically important and that they can be part of a public health solution that will help others.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Indeed, the value of building a positive approach to hygiene in schools is clear. “The school setting is an ideal place to introduce and reinforce the importance of handwashing for long-term health,” says \u003ca href=\"http://www.childrenshospital.org/directory/physicians/m/richard-malley\" rel=\"nofollow\">Rick Malley\u003c/a>, professor of pediatrics at \u003ca href=\"https://hms.harvard.edu/\" rel=\"nofollow\">Harvard Medical School\u003c/a>, senior physician in the Division of Infectious Diseases and Director of the Travel Clinic at \u003ca href=\"https://www.childrenshospital.org/\" rel=\"nofollow\">Boston Children’s Hospital\u003c/a>. “Emphasizing healthy handwashing behavior early in life has significant long term benefits, including fewer days of school or work missed and reduction in transmission of disease.”\u003c/p>\n\u003ch3>Simple, Effective Measures Schools Can Take to Prevent Coronavirus\u003c/h3>\n\u003cp>When it comes to curbing the spread of coronavirus, the most effective response for schools and educators may be: Think globally, act locally. As public health responses to this emerging concern continue to take shape, schools and communities can monitor the global landscape, but they should focus their attention on their local, everyday settings — classrooms, cafeterias, bathrooms, the gym — where behavior and habits can help mitigate the effects of any disease outbreak.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Handwashing remains the single most effective way to prevent the spread of infection\u003c/strong>. Mandatory handwashing policies have been \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0196655309007536\" rel=\"nofollow\">linked\u003c/a> to reduced illness-related absences. Make sure students and all school staff are aware of the importance of washing hands. Adults should practice and model good public-health hygiene on their own: handwashing, cough-covering, staying home when sick or symptomatic.\n\u003cul>\n\u003cli>Teach \u003ca href=\"https://www.cdc.gov/handwashing/when-how-handwashing.html\" rel=\"nofollow\">best practices\u003c/a> like scrubbing for 20 seconds with soap and warm water and making sure to clean the backs of hands, between fingers, and under the fingernails.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3797645/\" rel=\"nofollow\">Encourage handwashing\u003c/a> before meals; upon entering the building or classroom; after recess; after coughing, blowing your nose, or sneezing; and after using the bathroom.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools should build disease-prevention practices into daily schedules.\u003c/strong>\u003c/li>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Add 5 minutes to lunch and recess periods to ensure students have time to wash their hands.\u003c/li>\n\u003cli>Build in the practice of handwashing throughout the day, during transition times.\u003c/li>\n\u003cli>Provide hand sanitizer at school entrances.\u003c/li>\n\u003cli>Set up hand-sanitizer stations in each classroom, so that each time children return to the classroom, they get a squirt. Students should be taught to spread the sanitizer evenly and entirely over both hands and to allow their hands to air-dry. (Note that public health guidance says that washing hands with soap and water is most effective, but hand sanitizers with at least 60 percent alcohol are a sound alternative when soap and water are unavailable.)\u003c/li>\n\u003cli>Post handwashing reminders around the school that reinforce proper handwashing techniques.\u003c/li>\n\u003cli>Make it a classroom habit to regularly clean or wipe surfaces that everyone touches often. Appoint students to a “clean squad,”and make it as special as being appointed line leader or any other classroom perk.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools should ensure that all restrooms are always well stocked with soap and paper towels.\u003c/strong> Sinks should all have hot and cold running water. Washrooms should be accessible — all students should be able to reach the sink.\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>\u003ca href=\"https://aricjournal.biomedcentral.com/articles/10.1186/s13756-019-0500-z\" rel=\"nofollow\">Clean public washrooms\u003c/a> frequently.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools can mobilize PTO and parent volunteers to equip schools and classrooms with cleaning supplies, as needed\u003c/strong>.\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Smooth out processes to accept parent donations of soap, hand sanitizer, and cleaning supplies.\u003c/li>\n\u003cli>Take advantage of classroom representatives, if they exist at your school. These classroom-based parent volunteers can coordinate preparedness at a hyper-local level. These preparations can be fun and customized to each classroom.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Schools can empower middle- and high-school students to ge\u003c/strong>\u003cstrong>t active\u003c/strong> — through “soap drives,” by supporting or thanking maintenance staff, by student-created hygiene-awareness social media campaigns and posters, etc.\u003c/li>\n\u003cli>\u003cstrong>Schools can tap into young people’s desire to take leadership roles in causes they care about.\u003c/strong> Help them learn that handwashing and other preventive public health measures \u003cem>will help others\u003c/em> and \u003cem>will make a difference\u003c/em>.\u003c/li>\n\u003cli>\u003cstrong>Schools can use this opportunity to create relevant learning experiences.\u003c/strong> Encourage science teachers to create a mini-unit on viruses, \u003ca href=\"https://www.healthychildren.org/English/health-issues/conditions/prevention/Pages/Germ-Prevention-Strategies.aspx\" rel=\"nofollow\">germ-fighting\u003c/a>, or the science behind the spread of infections. Have students become epidemiologists, sleuthing out clues and finding patterns in how diseases spread.\u003c/li>\n\u003c/ul>\n\u003cp>Focusing on prevention alongside education not only can help control the present spread of disease but can also equip students to be responsible and responsive in the future. “All of these critical measures can support young people as they learn not only to protect themselves but also their communities in the midst of a global public health crisis. We need their action and commitment to become the prevention advocates of the future,” says Dr. \u003ca href=\"https://www.hsph.harvard.edu/howard-koh/\">Howard Koh\u003c/a>, 14th U.S. Assistant Secretary for Health and former Massachusetts Commissioner of Public Health.\u003c/p>\n\u003ch3>Protecting Public Health: The Importance of School-Community Partnerships\u003c/h3>\n\u003cp>Under-resourced schools are particularly vulnerable, raising broader questions around equity and funding for basic supplies and maintenance. For schools with scarce resources, a call to action that demands supplies and infrastructure could increase the burden. In such cases, communities — including health providers, community health organizations, and businesses — should step up to take responsibility, working with schools as partners to help address the problem.\u003c/p>\n\u003cp>“The coronavirus crisis presents an opportunity for various community partners to reach out to their school colleagues and offer various forms of support to mitigate the threats to children and families. Schools alone will be unable to solve this problem; a coordinated, community response is urgently needed,” says \u003ca href=\"https://www.gse.harvard.edu/faculty/paul-reville\">Paul Reville\u003c/a>, professor and founding director of the \u003ca href=\"https://edredesign.org/\" rel=\"nofollow\">Education Redesign Lab\u003c/a> at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Although schools will follow local guidance during this health crisis, the resources below offer information on building long-term, cross-sector partnerships between schools and community stakeholders:\u003c/p>\n\u003cul>\n\u003cli>The Education Redesign Lab: This initiative offers innovative funding solutions and a pathway to building coalitions of community stakeholders to support the growth of the whole child and the creation of a cradle-to-career pipeline of supports and opportunities for all children.\u003c/li>\n\u003cli>The California Endowment: A healthcare model that focuses on empowering communities to address the social determinants of health through collective action. Their Building Healthy Communities initiative focuses on local change designed for broader impact.\u003c/li>\n\u003cli>The Partnership for Resilience (PFR): A nonprofit focusing on integrating education, health, and community to empower the whole child. PFR’s communities in Chicago Southland and rural Southern Illinois are part of EdRedesign’s By All Means initiative.\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003ch2 class=\"field-item even\">Resources from the Centers for Disease Control and Prevention\u003c/h2>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Resources for K-12 Schools and Childcare Programs\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/when-how-handwashing.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Guide to Proper Handwashing\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/handwashing-family.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Handwashing Tips for Families\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/materials.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Stickers, Posters, and Other Promotional Material for Healthy Schools\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Developing a High-Quality School Emergency Operations Plan\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>\u003c/div>\n\u003ch2 class=\"field-item even\">Resources from the World Health Organization\u003c/h2>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Myth Busters About Coronavirus Disease\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/videos\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Instructional Videos on the Virus and Prevention\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/docs/default-source/coronaviruse/helping-children-cope-with-stress-print.pdf?sfvrsn=f3a063ff_2\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Helping Children Cope with Stress Related to Coronavirus\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/docs/default-source/coronaviruse/getting-workplace-ready-for-covid-19.pdf?sfvrsn=359a81e7_6\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Preparing a Workplace for Coronavirus Disease\u003cbr>\n\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n",
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"excerpt": "Public health experts and educators emphasize clear benefits of handwashing habits and well-stocked restrooms in schools",
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"nprByline": "\u003ca href=\"https://www.gse.harvard.edu/news/uk/20/03/prepare-coronavirus-simple-measures-are-often-most-effective\">Emily Boudreau, Usable Knowledge\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With confirmed and suspected cases of the novel coronavirus (SARS-CoV-2) spreading throughout the United States, school and district officials are starting to plan for school closures and shifts to online learning. Yet such measures are seriously costly and disruptive for schools, students, families, employers, and communities. They may also disproportionately harm lower-income families, who may lack the kind of protections — job security, sick days, opportunities to work remotely — that allow caregivers to stay home with children. These families may be less likely to have computers with broadband access for online learning, and they frequently depend on school breakfast and lunch programs to meet their children’s nutritional needs.\u003c/p>\n\u003cp>While future-oriented contingency planning is essential, schools and districts can take immediate action that is low-cost and highly effective: enabling all students and adults to wash their hands with soap and water frequently.\u003c/p>\n\u003cp>“Frequent handwashing with soap and hot water for 20 seconds is a proven way to reduce disease transmission,”\u003cstrong> \u003c/strong>said \u003ca href=\"https://www.hsph.harvard.edu/marc-lipsitch/\" rel=\"nofollow\">Marc Lipsitch\u003c/a>, professor of epidemiology and director of the Center for Communicable Disease Dynamics at \u003ca href=\"https://www.hsph.harvard.edu/\" rel=\"nofollow\">Harvard T.H. Chan School of Public Health\u003c/a>. “It is one of the simplest and most effective things we can do to prevent ourselves and our loved ones from getting infected.”\u003c/p>\n\u003cp>And yet well-stocked school restrooms and healthy handwashing habits are not always the norm. A \u003ca href=\"https://www.bostonglobe.com/metro/2019/12/07/school-bathrooms-are-first-class-mess/ZtG0ACuSPVgb0rPbyRKqlO/story.html\" rel=\"nofollow\">recent investigation\u003c/a> by the \u003cem>Boston Globe\u003c/em> revealed that public health inspectors had found problems in 89 of 111 Boston Public Schools bathrooms. In Detroit, students \u003ca href=\"http://www.publiccounsel.org/tools/assets/files/0812.pdf\" rel=\"nofollow\">filed a lawsuit\u003c/a> against the Michigan Department of Education noting nonworking sinks and lack of basic supplies such as toilet paper. The issues extend beyond infrastructure.\u003c/p>\n\u003cp>“New York City teachers have described elementary schools that refuse to allow students to use bathroom sinks because washing hands ‘wastes time’ and ‘causes incidents (such as water fights),’” says \u003ca href=\"https://www.gse.harvard.edu/\">Harvard Graduate School of Education\u003c/a> Professor \u003ca href=\"https://www.gse.harvard.edu/faculty/meira-levinson\">Meira Levinson\u003c/a>. “This is a good time to turn these approaches around. By investing in bathroom maintenance and improvements and by changing the culture around handwashing, schools have an opportunity to show students both that their health and wellbeing are critically important and that they can be part of a public health solution that will help others.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Indeed, the value of building a positive approach to hygiene in schools is clear. “The school setting is an ideal place to introduce and reinforce the importance of handwashing for long-term health,” says \u003ca href=\"http://www.childrenshospital.org/directory/physicians/m/richard-malley\" rel=\"nofollow\">Rick Malley\u003c/a>, professor of pediatrics at \u003ca href=\"https://hms.harvard.edu/\" rel=\"nofollow\">Harvard Medical School\u003c/a>, senior physician in the Division of Infectious Diseases and Director of the Travel Clinic at \u003ca href=\"https://www.childrenshospital.org/\" rel=\"nofollow\">Boston Children’s Hospital\u003c/a>. “Emphasizing healthy handwashing behavior early in life has significant long term benefits, including fewer days of school or work missed and reduction in transmission of disease.”\u003c/p>\n\u003ch3>Simple, Effective Measures Schools Can Take to Prevent Coronavirus\u003c/h3>\n\u003cp>When it comes to curbing the spread of coronavirus, the most effective response for schools and educators may be: Think globally, act locally. As public health responses to this emerging concern continue to take shape, schools and communities can monitor the global landscape, but they should focus their attention on their local, everyday settings — classrooms, cafeterias, bathrooms, the gym — where behavior and habits can help mitigate the effects of any disease outbreak.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Handwashing remains the single most effective way to prevent the spread of infection\u003c/strong>. Mandatory handwashing policies have been \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0196655309007536\" rel=\"nofollow\">linked\u003c/a> to reduced illness-related absences. Make sure students and all school staff are aware of the importance of washing hands. Adults should practice and model good public-health hygiene on their own: handwashing, cough-covering, staying home when sick or symptomatic.\n\u003cul>\n\u003cli>Teach \u003ca href=\"https://www.cdc.gov/handwashing/when-how-handwashing.html\" rel=\"nofollow\">best practices\u003c/a> like scrubbing for 20 seconds with soap and warm water and making sure to clean the backs of hands, between fingers, and under the fingernails.\u003c/li>\n\u003cli>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3797645/\" rel=\"nofollow\">Encourage handwashing\u003c/a> before meals; upon entering the building or classroom; after recess; after coughing, blowing your nose, or sneezing; and after using the bathroom.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools should build disease-prevention practices into daily schedules.\u003c/strong>\u003c/li>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Add 5 minutes to lunch and recess periods to ensure students have time to wash their hands.\u003c/li>\n\u003cli>Build in the practice of handwashing throughout the day, during transition times.\u003c/li>\n\u003cli>Provide hand sanitizer at school entrances.\u003c/li>\n\u003cli>Set up hand-sanitizer stations in each classroom, so that each time children return to the classroom, they get a squirt. Students should be taught to spread the sanitizer evenly and entirely over both hands and to allow their hands to air-dry. (Note that public health guidance says that washing hands with soap and water is most effective, but hand sanitizers with at least 60 percent alcohol are a sound alternative when soap and water are unavailable.)\u003c/li>\n\u003cli>Post handwashing reminders around the school that reinforce proper handwashing techniques.\u003c/li>\n\u003cli>Make it a classroom habit to regularly clean or wipe surfaces that everyone touches often. Appoint students to a “clean squad,”and make it as special as being appointed line leader or any other classroom perk.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools should ensure that all restrooms are always well stocked with soap and paper towels.\u003c/strong> Sinks should all have hot and cold running water. Washrooms should be accessible — all students should be able to reach the sink.\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>\u003ca href=\"https://aricjournal.biomedcentral.com/articles/10.1186/s13756-019-0500-z\" rel=\"nofollow\">Clean public washrooms\u003c/a> frequently.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli>\u003cstrong>Schools can mobilize PTO and parent volunteers to equip schools and classrooms with cleaning supplies, as needed\u003c/strong>.\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Smooth out processes to accept parent donations of soap, hand sanitizer, and cleaning supplies.\u003c/li>\n\u003cli>Take advantage of classroom representatives, if they exist at your school. These classroom-based parent volunteers can coordinate preparedness at a hyper-local level. These preparations can be fun and customized to each classroom.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Schools can empower middle- and high-school students to ge\u003c/strong>\u003cstrong>t active\u003c/strong> — through “soap drives,” by supporting or thanking maintenance staff, by student-created hygiene-awareness social media campaigns and posters, etc.\u003c/li>\n\u003cli>\u003cstrong>Schools can tap into young people’s desire to take leadership roles in causes they care about.\u003c/strong> Help them learn that handwashing and other preventive public health measures \u003cem>will help others\u003c/em> and \u003cem>will make a difference\u003c/em>.\u003c/li>\n\u003cli>\u003cstrong>Schools can use this opportunity to create relevant learning experiences.\u003c/strong> Encourage science teachers to create a mini-unit on viruses, \u003ca href=\"https://www.healthychildren.org/English/health-issues/conditions/prevention/Pages/Germ-Prevention-Strategies.aspx\" rel=\"nofollow\">germ-fighting\u003c/a>, or the science behind the spread of infections. Have students become epidemiologists, sleuthing out clues and finding patterns in how diseases spread.\u003c/li>\n\u003c/ul>\n\u003cp>Focusing on prevention alongside education not only can help control the present spread of disease but can also equip students to be responsible and responsive in the future. “All of these critical measures can support young people as they learn not only to protect themselves but also their communities in the midst of a global public health crisis. We need their action and commitment to become the prevention advocates of the future,” says Dr. \u003ca href=\"https://www.hsph.harvard.edu/howard-koh/\">Howard Koh\u003c/a>, 14th U.S. Assistant Secretary for Health and former Massachusetts Commissioner of Public Health.\u003c/p>\n\u003ch3>Protecting Public Health: The Importance of School-Community Partnerships\u003c/h3>\n\u003cp>Under-resourced schools are particularly vulnerable, raising broader questions around equity and funding for basic supplies and maintenance. For schools with scarce resources, a call to action that demands supplies and infrastructure could increase the burden. In such cases, communities — including health providers, community health organizations, and businesses — should step up to take responsibility, working with schools as partners to help address the problem.\u003c/p>\n\u003cp>“The coronavirus crisis presents an opportunity for various community partners to reach out to their school colleagues and offer various forms of support to mitigate the threats to children and families. Schools alone will be unable to solve this problem; a coordinated, community response is urgently needed,” says \u003ca href=\"https://www.gse.harvard.edu/faculty/paul-reville\">Paul Reville\u003c/a>, professor and founding director of the \u003ca href=\"https://edredesign.org/\" rel=\"nofollow\">Education Redesign Lab\u003c/a> at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although schools will follow local guidance during this health crisis, the resources below offer information on building long-term, cross-sector partnerships between schools and community stakeholders:\u003c/p>\n\u003cul>\n\u003cli>The Education Redesign Lab: This initiative offers innovative funding solutions and a pathway to building coalitions of community stakeholders to support the growth of the whole child and the creation of a cradle-to-career pipeline of supports and opportunities for all children.\u003c/li>\n\u003cli>The California Endowment: A healthcare model that focuses on empowering communities to address the social determinants of health through collective action. Their Building Healthy Communities initiative focuses on local change designed for broader impact.\u003c/li>\n\u003cli>The Partnership for Resilience (PFR): A nonprofit focusing on integrating education, health, and community to empower the whole child. PFR’s communities in Chicago Southland and rural Southern Illinois are part of EdRedesign’s By All Means initiative.\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003ch2 class=\"field-item even\">Resources from the Centers for Disease Control and Prevention\u003c/h2>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Resources for K-12 Schools and Childcare Programs\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/when-how-handwashing.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Guide to Proper Handwashing\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/handwashing-family.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Handwashing Tips for Families\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.cdc.gov/handwashing/materials.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Stickers, Posters, and Other Promotional Material for Healthy Schools\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Developing a High-Quality School Emergency Operations Plan\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv class=\"field field-name-field-title field-type-text field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv>\u003c/div>\n\u003ch2 class=\"field-item even\">Resources from the World Health Organization\u003c/h2>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-collection-container clearfix\">\n\u003cdiv class=\"field field-name-field-resource field-type-field-collection field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Myth Busters About Coronavirus Disease\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/videos\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Instructional Videos on the Virus and Prevention\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/docs/default-source/coronaviruse/helping-children-cope-with-stress-print.pdf?sfvrsn=f3a063ff_2\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Helping Children Cope with Stress Related to Coronavirus\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"field-collection-view clearfix view-mode-full field-collection-view-final\">\n\u003cdiv class=\"fc__resource entity entity-field-collection-item field-collection-item-field-resource clearfix\">\u003ca class=\"fc__resource__link\" href=\"https://www.who.int/docs/default-source/coronaviruse/getting-workplace-ready-for-covid-19.pdf?sfvrsn=359a81e7_6\" target=\"_blank\" rel=\"noopener noreferrer\" data-resource-type=\"link\">Preparing a Workplace for Coronavirus Disease\u003cbr>\n\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Focusing on the Fifth Year to Help Students Graduate",
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"content": "\u003cp>\u003cem>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/em>\u003c/p>\n\u003cp>When Indiana releases four-year graduation rates each year, it inspires celebration at schools with big gains and raises alarms bells at those with notable drops. But the state also keeps another, less-touted measure: The number of students who graduate in five years — many of them overcoming hurdles that could have prevented them from earning diplomas.\u003c/p>\n\u003cp>About 700 fifth-year students graduated from public high schools in Indiana in 2018, the latest year for which data is available. At most campuses, few students graduate in the fifth year. On average, high school graduation rates went up by less than 1 percentage point between the fourth and fifth years. But delayed graduates are clustered in several dozen schools, and at three of them, graduation rates rose by more than 10-percentage points.\u003c/p>\n\u003cp>Several schools where large numbers of students graduate in the fifth year are dedicated to educating teens who fall behind on credits or face other barriers to graduation. And they can offer insight into how the state — and other campuses — can help students who struggle the most to persist and graduate. Earning a diploma even a year late opens up students’ options for higher education and increases their economic opportunities.\u003c/p>\n\u003cp>“Kids vary a lot in their preparation for high school. … Some students need and should be allowed to have more than four years to graduate,” said Russell Rumberger, a professor emeritus at the University of California, Santa Barbara, who directs the California Dropout Research Project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They still get a diploma, which is a good thing,” Rumberger said. “And it kind of shows in some ways a level of perseverance.”\u003c/p>\n\u003cp>A focus on the five-year graduation rate is built into the model at Indianapolis Metropolitan High School. The school educates many students who transfer in low on credits and face other barriers to graduation, said Principal Christina Lear. And the mayor’s office uses the five-year graduation rate, rather than the traditional four-year one, to judge the charter school.\u003c/p>\n\u003cp>Some students might need a fifth year to take all the classes they need for their diploma without doing online credit recovery, Lear said. “If that’s the case, we want them to stay with us for the fifth year because we want them to have that stability,” she said.\u003c/p>\n\u003cp>“We have kind of built our programming to say, whenever you are ready to complete all the requirements is when you should graduate,” Lear said.\u003c/p>\n\u003cp>In 2018, the graduation rate at the school jumped by over 16 percentage points to 55% after nine students graduated in their fifth year.\u003c/p>\n\u003cp>The school, which is operated by Goodwill Education Initiatives, has overhauled its model in recent years to offer more support to students and families. That approach has yielded dramatic results, and the four-year graduation rate skyrocketed — it was 82% in 2019. Consequently, fewer students are staying to the fifth year, Lear said. But because they focus on serving students facing barriers, she expects the number of delayed graduates could grow again.\u003c/p>\n\u003cp>At White’s Jr./Sr. High School in Wabash County, nine students who were originally expected to graduate in 2017 ended up earning their degrees in 2018 — increasing the small school’s graduation rate by nearly 12 percentage points to 65%.\u003c/p>\n\u003cp>The school serves a combination of students: Some live at a private, residential program for teens placed by the courts. Others participate in an online program that’s open to students from around the state, many of whom were previously placed at White’s or have been suspended or expelled from another school.\u003c/p>\n\u003cp>Because students are often behind on credits when they enroll in White’s, it can take time for them to graduate, said Tonya Boone, director of the school’s credit alternative recovery program.\u003c/p>\n\u003cp>“For a lot of our students, it’s easier to quit than finish,” Boone said. In order to keep students enrolled and persisting in the fifth year, she and other educators focus on building personal relationships — even with online students. “It takes lots of texts and phone calls and sometimes face-to-face,” she said.\u003c/p>\n\u003cp>In many states and communities where five-year graduation rates are regularly reported, the gains are significantly larger than in Indiana. In Colorado, the latest statewide graduation rate \u003ca href=\"https://www.cde.state.co.us/cdereval/gradratecurrent\">jumped by over 4 percentage points\u003c/a> once five-year graduates were included. In Chicago, graduation rates rose by \u003ca href=\"https://cps.edu/SchoolData/Pages/SchoolData.aspx\">about 3 percentage points\u003c/a>.\u003c/p>\n\u003cp>But it’s not clear why relatively few Indiana students graduate in the fifth year. About 87% of high schoolers graduate within four years, which limits the number of students who might be good candidates to graduate in five years. It also has a robust network of adult high schools called Excel Centers, which are not included in the five-year graduation rate data, where students who are close to graduating may be completing their studies.\u003c/p>\n\u003cp>But there remains a group of students who could be graduating in the fifth year and are dropping out instead. Officially, the state’s dropout rate is about 6%, and it’s clear many students never earn diplomas without being counted in that figure. Chalkbeat’s reporting found that roughly 3,700 Indiana high school students in the class of 2018 were \u003ca href=\"https://chalkbeat.org/posts/in/2019/09/17/hidden-dropouts-how-indiana-schools-can-write-off-struggling-students-as-home-schoolers/\">officially recorded as leaving to home-school\u003c/a> and removed from the graduation calculations.\u003c/p>\n\u003cp>More than 40% of the 375 public high schools the state tracked had no students who graduated in the fifth year. And many other campuses had just one or two delayed graduates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"nprByline": "\u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/\">Dylan Peers McCoy, Chalkbeat\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/in/2020/03/03/for-some-indiana-students-graduating-takes-an-extra-year-some-high-schools-are-adapting/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> on March 3, 2020\u003c/em>\u003c/p>\n\u003cp>When Indiana releases four-year graduation rates each year, it inspires celebration at schools with big gains and raises alarms bells at those with notable drops. But the state also keeps another, less-touted measure: The number of students who graduate in five years — many of them overcoming hurdles that could have prevented them from earning diplomas.\u003c/p>\n\u003cp>About 700 fifth-year students graduated from public high schools in Indiana in 2018, the latest year for which data is available. At most campuses, few students graduate in the fifth year. On average, high school graduation rates went up by less than 1 percentage point between the fourth and fifth years. But delayed graduates are clustered in several dozen schools, and at three of them, graduation rates rose by more than 10-percentage points.\u003c/p>\n\u003cp>Several schools where large numbers of students graduate in the fifth year are dedicated to educating teens who fall behind on credits or face other barriers to graduation. And they can offer insight into how the state — and other campuses — can help students who struggle the most to persist and graduate. Earning a diploma even a year late opens up students’ options for higher education and increases their economic opportunities.\u003c/p>\n\u003cp>“Kids vary a lot in their preparation for high school. … Some students need and should be allowed to have more than four years to graduate,” said Russell Rumberger, a professor emeritus at the University of California, Santa Barbara, who directs the California Dropout Research Project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They still get a diploma, which is a good thing,” Rumberger said. “And it kind of shows in some ways a level of perseverance.”\u003c/p>\n\u003cp>A focus on the five-year graduation rate is built into the model at Indianapolis Metropolitan High School. The school educates many students who transfer in low on credits and face other barriers to graduation, said Principal Christina Lear. And the mayor’s office uses the five-year graduation rate, rather than the traditional four-year one, to judge the charter school.\u003c/p>\n\u003cp>Some students might need a fifth year to take all the classes they need for their diploma without doing online credit recovery, Lear said. “If that’s the case, we want them to stay with us for the fifth year because we want them to have that stability,” she said.\u003c/p>\n\u003cp>“We have kind of built our programming to say, whenever you are ready to complete all the requirements is when you should graduate,” Lear said.\u003c/p>\n\u003cp>In 2018, the graduation rate at the school jumped by over 16 percentage points to 55% after nine students graduated in their fifth year.\u003c/p>\n\u003cp>The school, which is operated by Goodwill Education Initiatives, has overhauled its model in recent years to offer more support to students and families. That approach has yielded dramatic results, and the four-year graduation rate skyrocketed — it was 82% in 2019. Consequently, fewer students are staying to the fifth year, Lear said. But because they focus on serving students facing barriers, she expects the number of delayed graduates could grow again.\u003c/p>\n\u003cp>At White’s Jr./Sr. High School in Wabash County, nine students who were originally expected to graduate in 2017 ended up earning their degrees in 2018 — increasing the small school’s graduation rate by nearly 12 percentage points to 65%.\u003c/p>\n\u003cp>The school serves a combination of students: Some live at a private, residential program for teens placed by the courts. Others participate in an online program that’s open to students from around the state, many of whom were previously placed at White’s or have been suspended or expelled from another school.\u003c/p>\n\u003cp>Because students are often behind on credits when they enroll in White’s, it can take time for them to graduate, said Tonya Boone, director of the school’s credit alternative recovery program.\u003c/p>\n\u003cp>“For a lot of our students, it’s easier to quit than finish,” Boone said. In order to keep students enrolled and persisting in the fifth year, she and other educators focus on building personal relationships — even with online students. “It takes lots of texts and phone calls and sometimes face-to-face,” she said.\u003c/p>\n\u003cp>In many states and communities where five-year graduation rates are regularly reported, the gains are significantly larger than in Indiana. In Colorado, the latest statewide graduation rate \u003ca href=\"https://www.cde.state.co.us/cdereval/gradratecurrent\">jumped by over 4 percentage points\u003c/a> once five-year graduates were included. In Chicago, graduation rates rose by \u003ca href=\"https://cps.edu/SchoolData/Pages/SchoolData.aspx\">about 3 percentage points\u003c/a>.\u003c/p>\n\u003cp>But it’s not clear why relatively few Indiana students graduate in the fifth year. About 87% of high schoolers graduate within four years, which limits the number of students who might be good candidates to graduate in five years. It also has a robust network of adult high schools called Excel Centers, which are not included in the five-year graduation rate data, where students who are close to graduating may be completing their studies.\u003c/p>\n\u003cp>But there remains a group of students who could be graduating in the fifth year and are dropping out instead. Officially, the state’s dropout rate is about 6%, and it’s clear many students never earn diplomas without being counted in that figure. Chalkbeat’s reporting found that roughly 3,700 Indiana high school students in the class of 2018 were \u003ca href=\"https://chalkbeat.org/posts/in/2019/09/17/hidden-dropouts-how-indiana-schools-can-write-off-struggling-students-as-home-schoolers/\">officially recorded as leaving to home-school\u003c/a> and removed from the graduation calculations.\u003c/p>\n\u003cp>More than 40% of the 375 public high schools the state tracked had no students who graduated in the fifth year. And many other campuses had just one or two delayed graduates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "10 Nonfiction Children’s Books That Humanize Mathematics",
"title": "10 Nonfiction Children’s Books That Humanize Mathematics",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As a young math student, Rachel Eng memorized formulas and theorems, but she never learned about the mathematicians who developed them. Nor did she hear about the controversies and dramas that surrounded their ideas. If math had a history, she never encountered it. “It gave me a sense that math was a really abstract subject with no grounding,” said Eng, who is now a teacher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an undergraduate math major, Eng found \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/31743/finding-the-beauty-in-math\">\u003cspan style=\"font-weight: 400\">a new perspective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During an independent study, a professor gave her a list of math fiction and nonfiction books to read, such as \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/329336.Zero\">\u003cspan style=\"font-weight: 400\">“Zero: A Biography of a Dangerous Idea”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Charles Seife. Through such books, Eng began to view math as “diverse, evolving, quirky and sometimes even chilling.” In short: “Math came alive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53767/getting-physical-how-the-flagway-game-sparks-learning-and-love-of-math\">\u003cspan style=\"font-weight: 400\">spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> happened for Eng in college, it doesn’t have to wait that long. According to Vanderbilt education researcher \u003c/span>\u003ca href=\"http://ilanahorn.com/#bio\">\u003cspan style=\"font-weight: 400\">Ilana Horn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, math is “inherently interesting” to all children. In the absence of diverse, relatable role models, though, kids receive \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">messages from pop culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that math is only for certain people. “If students believe that they are fundamentally disaffiliated or disidentified with a subject … why in the world would they want to engage or be motivated to continue on its study?” asked Horn.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/50593/10-books-to-spark-a-love-of-math-in-kids-of-all-ages\">\u003cspan style=\"font-weight: 400\">Books revolving around math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can spark curiosity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50640/how-reading-novels-in-math-class-can-strengthen-student-engagement\">\u003cspan style=\"font-weight: 400\">increase math engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among kids of all ages. A \u003c/span>\u003ca href=\"https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/72631-booksellers-rethink-ways-to-promote-children-s-nonfiction.html\">\u003cspan style=\"font-weight: 400\">growing library of children’s nonfiction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> tells true stories of mathematicians who explored and advanced our understanding of numbers and patterns in real life. Below are more than 10 children’s books about diverse people who played a role in math history.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft wp-image-55418\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Hidden-Figures.jpeg\" alt=\"\" width=\"225\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Hidden-Figures.jpeg 176w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Hidden-Figures-160x195.jpeg 160w\" sizes=\"(max-width: 225px) 100vw, 225px\">Hidden Figures\u003cbr>\n\u003c/b>by Margot Lee Shetterly\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school students who enjoyed the 2016 blockbuster “Hidden Figures” can dive deeper into the \u003c/span>\u003ca href=\"https://www.npr.org/2016/09/25/495179824/hidden-figures-how-black-women-did-the-math-that-put-men-on-the-moon\">\u003cspan style=\"font-weight: 400\">true story of African-American women whose calculations helped launch NASA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> astronauts into space through \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/27161178-hidden-figures\">\u003cspan style=\"font-weight: 400\">Margot Lee Shetterly’s book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the same name. For younger students, there’s a \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/30840370-hidden-figures\">\u003cspan style=\"font-weight: 400\">young readers’ edition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/35008834-hidden-figures\">\u003cspan style=\"font-weight: 400\">picture book version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft wp-image-55419\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Counting-on-Katherine.jpeg\" alt=\"\" width=\"225\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Counting-on-Katherine.jpeg 204w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Counting-on-Katherine-160x195.jpeg 160w\" sizes=\"(max-width: 225px) 100vw, 225px\">More books about Katherine Johnson\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to “Hidden Figures,” NASA mathematician and Presidential Medal of Freedom recipient \u003c/span>\u003ca href=\"https://www.npr.org/2018/08/27/642356456/pioneering-nasa-mathematician-katherine-johnson-celebrates-100th-birthday\">\u003cspan style=\"font-weight: 400\">Katherine Johnson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is at the center of several other recent books. Those titles include her middle-grade autobiography, “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/43309900-reaching-for-the-moon\">\u003cspan style=\"font-weight: 400\">Reaching for the Moon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and two picture books, “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/35795914-counting-on-katherine\">\u003cspan style=\"font-weight: 400\">Counting on Katherine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Helaine Becker and Dow Phumiruk and “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/43121539-counting-the-stars\">\u003cspan style=\"font-weight: 400\">Counting the Stars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Lesa Cline-Ransome and Raúl Colón.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/32333310-the-world-is-not-a-rectangle\">\u003cimg class=\"alignleft size-full wp-image-55420\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-World-is-Not-a-Rectangle.jpeg\" alt=\"\" width=\"224\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-World-is-Not-a-Rectangle.jpeg 224w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-World-is-Not-a-Rectangle-160x161.jpeg 160w\" sizes=\"(max-width: 224px) 100vw, 224px\">The World Is Not a Rectangle: A Portrait of Architect Zaha Hadid \u003c/a>\u003cbr>\n\u003c/b>by Jeanette Winter\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rote learning can make math feel like it’s all about rules. \u003c/span>\u003ca href=\"https://www.npr.org/2016/03/31/472577733/renowned-iraqi-british-architect-zaha-hadid-dies-at-65\">\u003cspan style=\"font-weight: 400\">Zaha Hadid’s life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows otherwise. The Iraqi-British architect designed opera houses, museums and bridges whose swirling structures and irregular shapes defied convention. Teachers and students can extend the learning by checking out real photos of Hadid’s work and mapping their locations around the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/33673116-nothing-stopped-sophie\">\u003cimg class=\"alignleft size-full wp-image-55427\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Nothing-Stopped-Sophie.jpeg\" alt=\"\" width=\"225\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Nothing-Stopped-Sophie.jpeg 225w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Nothing-Stopped-Sophie-160x160.jpeg 160w\" sizes=\"(max-width: 225px) 100vw, 225px\">Nothing Stopped Sophie\u003c/a>\u003cbr>\n\u003c/b>by Cheryl Bardoe and Barbara McClintock\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A winner of the \u003c/span>\u003ca href=\"http://www.mathicalbooks.org/portfolio/2019-winners/\">\u003cspan style=\"font-weight: 400\">2019 Mathical Book Prize\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this picture book captures the life of Sophie Germain, a girl who grew up amid the French Revolution and found order and sense in math. Sophie dedicated her adult life to tackling big math problems, such as Fermat’s Last Theorem. McClintock’s marker, gouache and collage illustrations infuse the space around Sophie with vibrant numbers and equations, making the dynamic activity of her mind visible for readers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-full wp-image-55421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Adas-Ideas.jpeg\" alt=\"\" width=\"224\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Adas-Ideas.jpeg 224w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Adas-Ideas-160x160.jpeg 160w\" sizes=\"(max-width: 224px) 100vw, 224px\">Ada Lovelace biographies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As coding increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/kids-and-coding\">\u003cspan style=\"font-weight: 400\">makes its way into curricula\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for students to see names beyond Steve Jobs and Bill Gates connected to the development of information technology. Ada Lovelace, for example, is credited with writing the first computer program. A recent spate of picture books celebrate that legacy. Titles include “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/28818295-ada-s-ideas?ac=1&from_search=true\">\u003cspan style=\"font-weight: 400\">Ada’s Ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Fiona Robinson, “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/24694140-ada-byron-lovelace-and-the-thinking-machine\">\u003cspan style=\"font-weight: 400\">Ada Byron Lovelace and the Thinking Machine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Laurie Wallmark and April Chu and “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/25728418-ada-lovelace\">\u003cspan style=\"font-weight: 400\">Ada Lovelace, Poet of Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Diane Stanley and Jessie Hartland.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/16002003-the-boy-who-loved-math\">\u003cimg class=\"alignleft wp-image-55435\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/The-Boy-Who-Loved-Math.jpg\" alt=\"\" width=\"225\" height=\"279\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/The-Boy-Who-Loved-Math.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/The-Boy-Who-Loved-Math-160x199.jpg 160w\" sizes=\"(max-width: 225px) 100vw, 225px\">\u003c/a>\u003c/b>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/16002003-the-boy-who-loved-math\">The Boy Who Loved Math: The Improbable Life of Paul Erdos\u003c/a>\u003c/b>\u003cbr>\nby Deborah Heiligman and LeUyen Pham\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young readers don’t need to understand Paul Erdos’ mathematical proofs to relate to his dislike for adult rules and his zeal for his favorite subject. Born in Hungary, Paul spent his life exploring and adoring numbers \u003c/span>\u003ca href=\"https://www.bostonglobe.com/arts/music/2016/09/18/six-degrees-hungarian-mathematician-paul-erdos/mE8BVQp2vXQMSBQLPuLOzN/story.html\">\u003cspan style=\"font-weight: 400\">with friends all over the world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With equations, graphs, and number groups peppered throughout the artwork, this book’s illustration note provides avenues for extended learning about concepts such as harmonic primes and amicable numbers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/30340888-grace-hopper\">\u003cimg class=\"alignleft size-full wp-image-55423\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Grace-Hopper.jpeg\" alt=\"\" width=\"200\" height=\"252\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Grace-Hopper.jpeg 200w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Grace-Hopper-160x202.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Grace Hopper: Queen of Computer Code\u003c/a>\u003cbr>\n\u003c/b>by Laurie Wallmark\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This biography spotlights Grace Hopper — another \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/38010/the-forgotten-female-programmers-who-created-modern-tech\">\u003cspan style=\"font-weight: 400\">forgotten female pioneer of computer science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. You’ve heard of a software “bug,” but did you know the origin of the term? When one of the U.S. Navy’s early computers stopped working, Grace used a pocket mirror and her penchant for problem-solving to find the root of the trouble: a trapped moth, blocking a switch. She also developed a computer language that simplified programming and retired from the Navy as an admiral.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/37815011-the-girl-with-a-mind-for-math\">\u003cimg class=\"alignleft size-full wp-image-55424\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-Girl-with-a-Mind-for-Math.jpeg\" alt=\"\" width=\"224\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-Girl-with-a-Mind-for-Math.jpeg 224w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-Girl-with-a-Mind-for-Math-160x160.jpeg 160w\" sizes=\"(max-width: 224px) 100vw, 224px\">The Girl with a Mind for Math: The Story of Raye Montague\u003c/a>\u003cbr>\n\u003c/b>by Julia Finley Mosca and Daniel Rieley\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing up in the segregated south, Raye Montague navigated racial and gender discrimination as she steered toward her dream of designing ships. Rhyming text shares Montagues early interest in math and how she taught herself engineering while working as a U.S. Navy typist. When a president ordered a ship design in an expedited time frame, Montague surprised her white male colleagues by completing the world’s first ship design by computer. She eventually became a registered engineer and the Navy’s first female program manager of ships.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/39292619-little-dreamers\">\u003cimg class=\"alignleft size-full wp-image-55425\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Little-Dreamers.jpeg\" alt=\"\" width=\"205\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Little-Dreamers.jpeg 205w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Little-Dreamers-160x192.jpeg 160w\" sizes=\"(max-width: 205px) 100vw, 205px\">Little Dreamers: Visionary Women Around the World\u003c/a>\u003cbr>\n\u003c/b>by Vashti Harrison\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A collective biography for middle grade readers, this illustrated volume includes profiles on mathematicians Wang Zhenyi, Ada Lovelace and Grace Hopper. According to \u003c/span>\u003ca href=\"https://twitter.com/MarcieFAtkins\">\u003cspan style=\"font-weight: 400\">Marcie Flinchum Atkins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who is a school librarian in Fairfax County, Virginia, this book is ideal “for students who want to read just a small bit of information about a person” and for teachers who “want to do a short read aloud about one particular person that is featured.” Flinchum Atkins also recommends Harrison’s other collective biography, “Little Leaders: Bold Women in Black History,” which features Katherine Johnson among its 40 profiles.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/6705807-blockhead\">\u003cimg class=\"alignleft size-full wp-image-55426\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Blockhead.jpeg\" alt=\"\" width=\"196\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Blockhead.jpeg 196w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Blockhead-160x211.jpeg 160w\" sizes=\"(max-width: 196px) 100vw, 196px\">Blockhead: The Life of Fibonacci\u003c/a>\u003cbr>\n\u003c/b>by Joseph D'Agnese and John O'Brien\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a traveling merchant in the 12th and 13th centuries, Leonardo Fibonacci learned and promoted mathematical ideas from across cultures, such as the Hindu-Arabic numeral system. With little known about his life, this biography crafts a fictional narrative around the facts about the number pattern that orders the natural world — now called the Fibonacci sequence. The final page includes prompts for children to explore the pattern in the book’s illustrations and with familiar objects.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Math is often seen as a subject removed from everyday feelings and experiences. These ten books reveal the people who loved math and made it an important part of their identities. ",
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"description": "Math is often seen as a subject removed from everyday feelings and experiences. These ten books reveal the people who loved math and made it an important part of their identities. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As a young math student, Rachel Eng memorized formulas and theorems, but she never learned about the mathematicians who developed them. Nor did she hear about the controversies and dramas that surrounded their ideas. If math had a history, she never encountered it. “It gave me a sense that math was a really abstract subject with no grounding,” said Eng, who is now a teacher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an undergraduate math major, Eng found \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/31743/finding-the-beauty-in-math\">\u003cspan style=\"font-weight: 400\">a new perspective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During an independent study, a professor gave her a list of math fiction and nonfiction books to read, such as \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/329336.Zero\">\u003cspan style=\"font-weight: 400\">“Zero: A Biography of a Dangerous Idea”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Charles Seife. Through such books, Eng began to view math as “diverse, evolving, quirky and sometimes even chilling.” In short: “Math came alive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53767/getting-physical-how-the-flagway-game-sparks-learning-and-love-of-math\">\u003cspan style=\"font-weight: 400\">spark\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> happened for Eng in college, it doesn’t have to wait that long. According to Vanderbilt education researcher \u003c/span>\u003ca href=\"http://ilanahorn.com/#bio\">\u003cspan style=\"font-weight: 400\">Ilana Horn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, math is “inherently interesting” to all children. In the absence of diverse, relatable role models, though, kids receive \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">messages from pop culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that math is only for certain people. “If students believe that they are fundamentally disaffiliated or disidentified with a subject … why in the world would they want to engage or be motivated to continue on its study?” asked Horn.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/50593/10-books-to-spark-a-love-of-math-in-kids-of-all-ages\">\u003cspan style=\"font-weight: 400\">Books revolving around math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can spark curiosity and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50640/how-reading-novels-in-math-class-can-strengthen-student-engagement\">\u003cspan style=\"font-weight: 400\">increase math engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among kids of all ages. A \u003c/span>\u003ca href=\"https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/72631-booksellers-rethink-ways-to-promote-children-s-nonfiction.html\">\u003cspan style=\"font-weight: 400\">growing library of children’s nonfiction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> tells true stories of mathematicians who explored and advanced our understanding of numbers and patterns in real life. Below are more than 10 children’s books about diverse people who played a role in math history.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft wp-image-55418\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Hidden-Figures.jpeg\" alt=\"\" width=\"225\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Hidden-Figures.jpeg 176w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Hidden-Figures-160x195.jpeg 160w\" sizes=\"(max-width: 225px) 100vw, 225px\">Hidden Figures\u003cbr>\n\u003c/b>by Margot Lee Shetterly\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school students who enjoyed the 2016 blockbuster “Hidden Figures” can dive deeper into the \u003c/span>\u003ca href=\"https://www.npr.org/2016/09/25/495179824/hidden-figures-how-black-women-did-the-math-that-put-men-on-the-moon\">\u003cspan style=\"font-weight: 400\">true story of African-American women whose calculations helped launch NASA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> astronauts into space through \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/27161178-hidden-figures\">\u003cspan style=\"font-weight: 400\">Margot Lee Shetterly’s book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the same name. For younger students, there’s a \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/30840370-hidden-figures\">\u003cspan style=\"font-weight: 400\">young readers’ edition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/35008834-hidden-figures\">\u003cspan style=\"font-weight: 400\">picture book version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft wp-image-55419\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Counting-on-Katherine.jpeg\" alt=\"\" width=\"225\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Counting-on-Katherine.jpeg 204w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Counting-on-Katherine-160x195.jpeg 160w\" sizes=\"(max-width: 225px) 100vw, 225px\">More books about Katherine Johnson\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to “Hidden Figures,” NASA mathematician and Presidential Medal of Freedom recipient \u003c/span>\u003ca href=\"https://www.npr.org/2018/08/27/642356456/pioneering-nasa-mathematician-katherine-johnson-celebrates-100th-birthday\">\u003cspan style=\"font-weight: 400\">Katherine Johnson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is at the center of several other recent books. Those titles include her middle-grade autobiography, “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/43309900-reaching-for-the-moon\">\u003cspan style=\"font-weight: 400\">Reaching for the Moon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and two picture books, “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/35795914-counting-on-katherine\">\u003cspan style=\"font-weight: 400\">Counting on Katherine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Helaine Becker and Dow Phumiruk and “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/43121539-counting-the-stars\">\u003cspan style=\"font-weight: 400\">Counting the Stars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Lesa Cline-Ransome and Raúl Colón.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/32333310-the-world-is-not-a-rectangle\">\u003cimg class=\"alignleft size-full wp-image-55420\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-World-is-Not-a-Rectangle.jpeg\" alt=\"\" width=\"224\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-World-is-Not-a-Rectangle.jpeg 224w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-World-is-Not-a-Rectangle-160x161.jpeg 160w\" sizes=\"(max-width: 224px) 100vw, 224px\">The World Is Not a Rectangle: A Portrait of Architect Zaha Hadid \u003c/a>\u003cbr>\n\u003c/b>by Jeanette Winter\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rote learning can make math feel like it’s all about rules. \u003c/span>\u003ca href=\"https://www.npr.org/2016/03/31/472577733/renowned-iraqi-british-architect-zaha-hadid-dies-at-65\">\u003cspan style=\"font-weight: 400\">Zaha Hadid’s life\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows otherwise. The Iraqi-British architect designed opera houses, museums and bridges whose swirling structures and irregular shapes defied convention. Teachers and students can extend the learning by checking out real photos of Hadid’s work and mapping their locations around the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/33673116-nothing-stopped-sophie\">\u003cimg class=\"alignleft size-full wp-image-55427\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Nothing-Stopped-Sophie.jpeg\" alt=\"\" width=\"225\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Nothing-Stopped-Sophie.jpeg 225w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Nothing-Stopped-Sophie-160x160.jpeg 160w\" sizes=\"(max-width: 225px) 100vw, 225px\">Nothing Stopped Sophie\u003c/a>\u003cbr>\n\u003c/b>by Cheryl Bardoe and Barbara McClintock\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A winner of the \u003c/span>\u003ca href=\"http://www.mathicalbooks.org/portfolio/2019-winners/\">\u003cspan style=\"font-weight: 400\">2019 Mathical Book Prize\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this picture book captures the life of Sophie Germain, a girl who grew up amid the French Revolution and found order and sense in math. Sophie dedicated her adult life to tackling big math problems, such as Fermat’s Last Theorem. McClintock’s marker, gouache and collage illustrations infuse the space around Sophie with vibrant numbers and equations, making the dynamic activity of her mind visible for readers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-full wp-image-55421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Adas-Ideas.jpeg\" alt=\"\" width=\"224\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Adas-Ideas.jpeg 224w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Adas-Ideas-160x160.jpeg 160w\" sizes=\"(max-width: 224px) 100vw, 224px\">Ada Lovelace biographies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As coding increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/category/kids-and-coding\">\u003cspan style=\"font-weight: 400\">makes its way into curricula\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for students to see names beyond Steve Jobs and Bill Gates connected to the development of information technology. Ada Lovelace, for example, is credited with writing the first computer program. A recent spate of picture books celebrate that legacy. Titles include “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/28818295-ada-s-ideas?ac=1&from_search=true\">\u003cspan style=\"font-weight: 400\">Ada’s Ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Fiona Robinson, “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/24694140-ada-byron-lovelace-and-the-thinking-machine\">\u003cspan style=\"font-weight: 400\">Ada Byron Lovelace and the Thinking Machine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Laurie Wallmark and April Chu and “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/25728418-ada-lovelace\">\u003cspan style=\"font-weight: 400\">Ada Lovelace, Poet of Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” by Diane Stanley and Jessie Hartland.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/16002003-the-boy-who-loved-math\">\u003cimg class=\"alignleft wp-image-55435\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/The-Boy-Who-Loved-Math.jpg\" alt=\"\" width=\"225\" height=\"279\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/The-Boy-Who-Loved-Math.jpg 318w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/The-Boy-Who-Loved-Math-160x199.jpg 160w\" sizes=\"(max-width: 225px) 100vw, 225px\">\u003c/a>\u003c/b>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/16002003-the-boy-who-loved-math\">The Boy Who Loved Math: The Improbable Life of Paul Erdos\u003c/a>\u003c/b>\u003cbr>\nby Deborah Heiligman and LeUyen Pham\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young readers don’t need to understand Paul Erdos’ mathematical proofs to relate to his dislike for adult rules and his zeal for his favorite subject. Born in Hungary, Paul spent his life exploring and adoring numbers \u003c/span>\u003ca href=\"https://www.bostonglobe.com/arts/music/2016/09/18/six-degrees-hungarian-mathematician-paul-erdos/mE8BVQp2vXQMSBQLPuLOzN/story.html\">\u003cspan style=\"font-weight: 400\">with friends all over the world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With equations, graphs, and number groups peppered throughout the artwork, this book’s illustration note provides avenues for extended learning about concepts such as harmonic primes and amicable numbers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/30340888-grace-hopper\">\u003cimg class=\"alignleft size-full wp-image-55423\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Grace-Hopper.jpeg\" alt=\"\" width=\"200\" height=\"252\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Grace-Hopper.jpeg 200w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Grace-Hopper-160x202.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Grace Hopper: Queen of Computer Code\u003c/a>\u003cbr>\n\u003c/b>by Laurie Wallmark\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This biography spotlights Grace Hopper — another \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/38010/the-forgotten-female-programmers-who-created-modern-tech\">\u003cspan style=\"font-weight: 400\">forgotten female pioneer of computer science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. You’ve heard of a software “bug,” but did you know the origin of the term? When one of the U.S. Navy’s early computers stopped working, Grace used a pocket mirror and her penchant for problem-solving to find the root of the trouble: a trapped moth, blocking a switch. She also developed a computer language that simplified programming and retired from the Navy as an admiral.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/37815011-the-girl-with-a-mind-for-math\">\u003cimg class=\"alignleft size-full wp-image-55424\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-Girl-with-a-Mind-for-Math.jpeg\" alt=\"\" width=\"224\" height=\"224\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-Girl-with-a-Mind-for-Math.jpeg 224w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/The-Girl-with-a-Mind-for-Math-160x160.jpeg 160w\" sizes=\"(max-width: 224px) 100vw, 224px\">The Girl with a Mind for Math: The Story of Raye Montague\u003c/a>\u003cbr>\n\u003c/b>by Julia Finley Mosca and Daniel Rieley\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing up in the segregated south, Raye Montague navigated racial and gender discrimination as she steered toward her dream of designing ships. Rhyming text shares Montagues early interest in math and how she taught herself engineering while working as a U.S. Navy typist. When a president ordered a ship design in an expedited time frame, Montague surprised her white male colleagues by completing the world’s first ship design by computer. She eventually became a registered engineer and the Navy’s first female program manager of ships.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/39292619-little-dreamers\">\u003cimg class=\"alignleft size-full wp-image-55425\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Little-Dreamers.jpeg\" alt=\"\" width=\"205\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Little-Dreamers.jpeg 205w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Little-Dreamers-160x192.jpeg 160w\" sizes=\"(max-width: 205px) 100vw, 205px\">Little Dreamers: Visionary Women Around the World\u003c/a>\u003cbr>\n\u003c/b>by Vashti Harrison\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A collective biography for middle grade readers, this illustrated volume includes profiles on mathematicians Wang Zhenyi, Ada Lovelace and Grace Hopper. According to \u003c/span>\u003ca href=\"https://twitter.com/MarcieFAtkins\">\u003cspan style=\"font-weight: 400\">Marcie Flinchum Atkins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who is a school librarian in Fairfax County, Virginia, this book is ideal “for students who want to read just a small bit of information about a person” and for teachers who “want to do a short read aloud about one particular person that is featured.” Flinchum Atkins also recommends Harrison’s other collective biography, “Little Leaders: Bold Women in Black History,” which features Katherine Johnson among its 40 profiles.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.goodreads.com/book/show/6705807-blockhead\">\u003cimg class=\"alignleft size-full wp-image-55426\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Blockhead.jpeg\" alt=\"\" width=\"196\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Blockhead.jpeg 196w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/Blockhead-160x211.jpeg 160w\" sizes=\"(max-width: 196px) 100vw, 196px\">Blockhead: The Life of Fibonacci\u003c/a>\u003cbr>\n\u003c/b>by Joseph D'Agnese and John O'Brien\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a traveling merchant in the 12th and 13th centuries, Leonardo Fibonacci learned and promoted mathematical ideas from across cultures, such as the Hindu-Arabic numeral system. With little known about his life, this biography crafts a fictional narrative around the facts about the number pattern that orders the natural world — now called the Fibonacci sequence. The final page includes prompts for children to explore the pattern in the book’s illustrations and with familiar objects.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>School counselors have long been understood as a \u003ca href=\"https://www.gse.harvard.edu/news/uk/14/11/counselors-and-road-college\">key ingredient in college access\u003c/a>, but the impact of counselors on student achievement has largely gone unmeasured. A recent \u003ca href=\"https://www.cmulhern.com/research\">paper\u003c/a> from researcher \u003ca href=\"https://cepr.harvard.edu/people/christine-mulhern\">Christine Mulhern\u003c/a>, a Ph.D. student and \u003ca href=\"https://cepr.harvard.edu/pier\">PIER fellow \u003c/a>at the \u003ca href=\"https://cepr.harvard.edu/\">Center on Education Policy Research at Harvard University\u003c/a>, fills that gap, making clear just how valuable a counselor’s role can be. Indeed, Mulhern found that while teachers and counselors make an impact on students via different avenues, the effect of counselors is similar to that of teachers when it comes to educational attainment.\u003c/p>\n\u003cp>The findings offer more evidence of the value of the counselor role and suggest that a greater investment in school counselors may be as effective and more cost-effective than rolling out new college-going interventions that operate outside of schools, like online platforms or external mentoring opportunities. But the study also found that investing in counselors doesn't nececssarily mean hiring new counselors; it means investigating and sharing the practices of effective counselors so that more students can have access to the caliber of support they provide.\u003c/p>\n\u003ch4>The Findings\u003c/h4>\n\u003cp>Using methods similar to those used in teacher \u003ca href=\"https://www.nassp.org/policy-advocacy-center/nassp-position-statements/value-added-measures-in-teacher-evaluation/\">valued-added studies\u003c/a>, Mulhern looked at a sample of quasi-randomly assigned high school students and their corresponding counselors from 131 schools in the state of Massachusetts. Her findings indicate that:\u003cbr>\n\u003cstrong>\u003cbr>\nCounselors absolutely influence post-secondary achievement\u003c/strong>\u003cbr>\nMulhern's paper finds that improving access to the type of support provided by the best school counselors may be a promising way to increase educational attainment and close socioeconomic gaps. By making the impact of school counselors explicit, the study provides an impetus for further investigation. Though her data did not provide detail on what practices effective counselors use, Mulhern thinks that her findings indicate that there are other \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/06/college-and-good-student\">avenues and levers\u003c/a> that education leaders can consider, beyond classroom teachers, for driving opportunity.\u003c/p>\n\u003cp>\u003cstrong>Supporting effective counselor practices has value even when caseloads are high\u003c/strong>\u003cbr>\nThere may be large benefits, like mental health outcomes, to drastic reductions in \u003ca href=\"https://www.gse.harvard.edu/news/ed/19/08/outnumbered\">caseloads\u003c/a> (like going from 500 students to 200), but for schools in which caseloads will remain high, focusing on developing effective counselor practices may be more cost-effective and influential. Working with a sample of counselors who had roughly an average of 285 students, Mulhern found that reducing caseloads from 285 to 220 students (which is the expected reduction from hiring one more counselor in the average Massachusetts high school) had only a marginal positive impact on educational attainment. But the paper suggests that the potential for leveraging effective practices among a school's existing counselors is significant.\u003c/p>\n\u003cp>\u003cstrong>Counselors can help students access information and opportunities\u003c/strong>\u003cbr>\nMulhern shows that counselor practices, and the information they provide, can be vital in helping students access opportunities and apply to college, independent of classroom performance. “There’s this whole other area of things outside that traditional domain that students need assistance accessing, and counselors are particularly important for helping with that,” Mulhern says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>We should leverage the potential of all educators in a school\u003c/strong>\u003cbr>\nA large body of research suggests that classroom teachers are instrumental in student achievement, but Mulhern's study suggests the value of exploring how a school’s entire professional network — social workers, paraprofessionals, counselors — supports student achievement. “One thing I want to look at next,\" Mulhern says, \"is the interaction between counselor and teacher effects — so, how are they working together, how are students navigating the different types of educators to whom they have access to figure out what they’re doing. Are they complementing each other?”\u003c/p>\n\u003ch4>Moving forward\u003c/h4>\n\u003cp>Counselors are a vital lever for \u003ca href=\"https://edtrust.org/resource/equality-isnt-equity-every-student-needs-great-school-counselor/\">advancing equity\u003c/a> and educational attainment. But tapping the potential counselors offer doesn't necessarily mean that all schools need more of them. Rather, what's needed is a deeper understanding of the role counselors play, the practices that enable effective impact, and how to best match students with counselors. “Understanding that [counselors] can have important effects, but also knowing how to improve students’ access to effective counselors, is in line with a lot of policy and education goals,” Mulhern says.\u003c/p>\n\u003ch4>Considerations for school leaders\u003c/h4>\n\u003cul>\n\u003cli>What information do our most effective counselors have, and how are they leveraging this knowledge to support their students?\u003c/li>\n\u003cli>Will reducing counselor caseloads be effective in this particular setting, or would expanding professional development opportunities have a greater impact?\u003c/li>\n\u003cli>How can different types of educators with different expertise collaborate to provide an optimal learning environment, and how should schools deploy resources to support that mix?\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. Usable Knowledge is based at the Harvard Graduate School of Education.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School counselors have long been understood as a \u003ca href=\"https://www.gse.harvard.edu/news/uk/14/11/counselors-and-road-college\">key ingredient in college access\u003c/a>, but the impact of counselors on student achievement has largely gone unmeasured. A recent \u003ca href=\"https://www.cmulhern.com/research\">paper\u003c/a> from researcher \u003ca href=\"https://cepr.harvard.edu/people/christine-mulhern\">Christine Mulhern\u003c/a>, a Ph.D. student and \u003ca href=\"https://cepr.harvard.edu/pier\">PIER fellow \u003c/a>at the \u003ca href=\"https://cepr.harvard.edu/\">Center on Education Policy Research at Harvard University\u003c/a>, fills that gap, making clear just how valuable a counselor’s role can be. Indeed, Mulhern found that while teachers and counselors make an impact on students via different avenues, the effect of counselors is similar to that of teachers when it comes to educational attainment.\u003c/p>\n\u003cp>The findings offer more evidence of the value of the counselor role and suggest that a greater investment in school counselors may be as effective and more cost-effective than rolling out new college-going interventions that operate outside of schools, like online platforms or external mentoring opportunities. But the study also found that investing in counselors doesn't nececssarily mean hiring new counselors; it means investigating and sharing the practices of effective counselors so that more students can have access to the caliber of support they provide.\u003c/p>\n\u003ch4>The Findings\u003c/h4>\n\u003cp>Using methods similar to those used in teacher \u003ca href=\"https://www.nassp.org/policy-advocacy-center/nassp-position-statements/value-added-measures-in-teacher-evaluation/\">valued-added studies\u003c/a>, Mulhern looked at a sample of quasi-randomly assigned high school students and their corresponding counselors from 131 schools in the state of Massachusetts. Her findings indicate that:\u003cbr>\n\u003cstrong>\u003cbr>\nCounselors absolutely influence post-secondary achievement\u003c/strong>\u003cbr>\nMulhern's paper finds that improving access to the type of support provided by the best school counselors may be a promising way to increase educational attainment and close socioeconomic gaps. By making the impact of school counselors explicit, the study provides an impetus for further investigation. Though her data did not provide detail on what practices effective counselors use, Mulhern thinks that her findings indicate that there are other \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/06/college-and-good-student\">avenues and levers\u003c/a> that education leaders can consider, beyond classroom teachers, for driving opportunity.\u003c/p>\n\u003cp>\u003cstrong>Supporting effective counselor practices has value even when caseloads are high\u003c/strong>\u003cbr>\nThere may be large benefits, like mental health outcomes, to drastic reductions in \u003ca href=\"https://www.gse.harvard.edu/news/ed/19/08/outnumbered\">caseloads\u003c/a> (like going from 500 students to 200), but for schools in which caseloads will remain high, focusing on developing effective counselor practices may be more cost-effective and influential. Working with a sample of counselors who had roughly an average of 285 students, Mulhern found that reducing caseloads from 285 to 220 students (which is the expected reduction from hiring one more counselor in the average Massachusetts high school) had only a marginal positive impact on educational attainment. But the paper suggests that the potential for leveraging effective practices among a school's existing counselors is significant.\u003c/p>\n\u003cp>\u003cstrong>Counselors can help students access information and opportunities\u003c/strong>\u003cbr>\nMulhern shows that counselor practices, and the information they provide, can be vital in helping students access opportunities and apply to college, independent of classroom performance. “There’s this whole other area of things outside that traditional domain that students need assistance accessing, and counselors are particularly important for helping with that,” Mulhern says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>We should leverage the potential of all educators in a school\u003c/strong>\u003cbr>\nA large body of research suggests that classroom teachers are instrumental in student achievement, but Mulhern's study suggests the value of exploring how a school’s entire professional network — social workers, paraprofessionals, counselors — supports student achievement. “One thing I want to look at next,\" Mulhern says, \"is the interaction between counselor and teacher effects — so, how are they working together, how are students navigating the different types of educators to whom they have access to figure out what they’re doing. Are they complementing each other?”\u003c/p>\n\u003ch4>Moving forward\u003c/h4>\n\u003cp>Counselors are a vital lever for \u003ca href=\"https://edtrust.org/resource/equality-isnt-equity-every-student-needs-great-school-counselor/\">advancing equity\u003c/a> and educational attainment. But tapping the potential counselors offer doesn't necessarily mean that all schools need more of them. Rather, what's needed is a deeper understanding of the role counselors play, the practices that enable effective impact, and how to best match students with counselors. “Understanding that [counselors] can have important effects, but also knowing how to improve students’ access to effective counselors, is in line with a lot of policy and education goals,” Mulhern says.\u003c/p>\n\u003ch4>Considerations for school leaders\u003c/h4>\n\u003cul>\n\u003cli>What information do our most effective counselors have, and how are they leveraging this knowledge to support their students?\u003c/li>\n\u003cli>Will reducing counselor caseloads be effective in this particular setting, or would expanding professional development opportunities have a greater impact?\u003c/li>\n\u003cli>How can different types of educators with different expertise collaborate to provide an optimal learning environment, and how should schools deploy resources to support that mix?\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared in \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. Usable Knowledge is based at the Harvard Graduate School of Education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Lydia Denworth wants you to make more time for your friends.\u003c/p>\n\u003cp>We don't fully appreciate our friendships, says the science writer and author of the new book \u003cem>Friendship: The Evolution, Biology, and Extraordinary Power of Life's Fundamental Bond.\u003c/em> If we did, we'd take cultivating those intimate bonds as seriously as working out or eating well. Because, she writes, a new field of science is revealing that social connections play a vital role in our health.\u003c/p>\n\u003cp>On average, people have only four very close relationships, Denworth finds, and very few people can sustain more than six. But the effect of these few core relationships extends beyond our social lives, influencing our health on the cellular level — from our immune system to our cardiovascular system.\u003c/p>\n\u003cp>Denworth spoke with NPR about the science of friendship and its underestimated value to kids and adults and even for other species like sheep and fish. (Although she's frequently asked about human-animal friendships, Denworth sticks to bonds within one species in the book.)\u003c/p>\n\u003cp>\u003cem>This interview has been edited for clarity and length.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What is most misunderstood about friendships?\u003c/strong>\u003c/p>\n\u003cp>Very few people understand that your social relationships can actually change your health. They can change your cardiovascular system, your immune system, how you sleep, your cognitive health. How could this thing that exists entirely outside the body affect whether you're likely to catch a virus? And yet that's exactly what we now know that social connection does. We thought of loneliness as this difficult emotion, but just an emotion. And we think of friends as this lovely thing — but it is actually a matter of life and death. And there's this evolutionary drive to connect. People think all the time about competition and survival of the fittest, but really it's survival of the friendliest.\u003c/p>\n\u003cp>\u003cstrong>Is friendship just something humans do, or do we see it in other species?\u003c/strong>\u003c/p>\n\u003cp>What has been surprising to evolutionary biologists is just how much friendship exists across species. They have found something that looks like friendship in dolphins, and elephants, and horses, and zebras, and hyenas and all kinds of species. Even fish — their brains respond to familiar fish versus strange fish in ways that look a lot like what goes on in our brains. Understanding that tells you there's this much larger story than just human culture. And that's what people thought friendship was: a product of human culture and language. But now we understand that it is universal.\u003c/p>\n\u003cp>\u003cstrong>Are bonds with friends different from bonds with romantic or sexual partners? Or bonds with family?\u003c/strong>\u003c/p>\n\u003cp>I don't actually think that it's all that unique. We generally think of friends as people we don't have sex with and to whom we're not related. But the truth is that in this new science and in fact the way we live our lives, those lines are blurred. I think of friendship now as a template for all your relationships, because if you think about the sort of basic definition of friendship — it makes you feel good, it's positive, a long-lasting stable relationship, and it has some cooperation and reciprocity to it — that's what you want to be striving for in your closest relationships. And that can be with your spouse or your sibling or a relative, but not always. What matters is the quality of the bond, not its origin.\u003c/p>\n\u003cp>\u003cstrong>Does gender play a role in friendships? \u003c/strong>\u003c/p>\n\u003cp>The standard line is that women do friendship face-to-face and men do it side by side, meaning women spend their time talking and men do things together. And there's truth to that, but when you ask men how much they value friendship, their answers are the same, for the most part. The similarities are greater than the differences between men and women.\u003c/p>\n\u003cp>\u003cstrong>One of your chapters focuses on the social aspect of middle school. How did researching that affect your thinking as a parent?\u003c/strong>\u003c/p>\n\u003cp>The middle school thing, it's such a crucible. And it really is true: Middle school is about lunch. Most parents thinking about their kids going into middle school, they do know that socially it can be a very difficult time, but they don't necessarily think about how that plays out in the course of a day. [Realizing] that crystallized to me this idea that friendship really, really matters in kids' lives, and we are falling down on the job, as parents and teachers, if we aren't fully understanding that. Things that I might have said no to before, I am more likely to say yes to now, if it means that my kids are going to be with their good friends.\u003c/p>\n\u003cp>\u003cstrong>Is social media helping or hurting our friendships?\u003c/strong>\u003c/p>\n\u003cp>Friendship is alive and well in the age of social media. In terms of relationships and connectivity and networks, it's a positive. The place where it is hard on relationships is when you're face-to-face and instead of looking at your friends, you're looking at your phone. Looking at a person face-to-face, in person, your brain responds differently even if you look at that same person on a screen, and certainly if you're online and not looking at their face. There's all this talk about the word \"friend\" being devalued by things like Facebook using [the term], but I don't really think that's true. We know who our really good friends are, whether we're online with them or offline.\u003c/p>\n\u003cp>\u003cstrong>Do you see friendship taken for granted in the world around you?\u003c/strong>\u003c/p>\n\u003cp>I do. Friendship is so familiar that we think we know all about it, but we don't fully appreciate it. We think it's pleasurable and fun, but friends are often the first thing to go when you're busy. Or you fall in love and ditch your friends. I was guilty myself of passing a friend on the street corner here in Brooklyn and saying, \"Let's definitely get together,\" and then not. We are so achievement driven in so much of what we do. I think it's healthy to be reminded that time with other people really matters.\u003c/p>\n\u003cp>\u003cstrong>How did writing this book make you think differently about your own friendships?\u003c/strong>\u003c/p>\n\u003cp>It's made me prioritize them more. The message is not that I want people to think of friendship as another chore. I am hoping that people feel this is giving them permission to make friends a priority. To spend time with their friends and to know that when they do, they're doing something good for their own health and for their friends' health, and I've taken that to heart.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Elena Renken is an intern on the NPR science desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Survival+Of+The+Friendliest%3A+How+Our+Close+Friendships+Help+Us+Thrive&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lydia Denworth wants you to make more time for your friends.\u003c/p>\n\u003cp>We don't fully appreciate our friendships, says the science writer and author of the new book \u003cem>Friendship: The Evolution, Biology, and Extraordinary Power of Life's Fundamental Bond.\u003c/em> If we did, we'd take cultivating those intimate bonds as seriously as working out or eating well. Because, she writes, a new field of science is revealing that social connections play a vital role in our health.\u003c/p>\n\u003cp>On average, people have only four very close relationships, Denworth finds, and very few people can sustain more than six. But the effect of these few core relationships extends beyond our social lives, influencing our health on the cellular level — from our immune system to our cardiovascular system.\u003c/p>\n\u003cp>Denworth spoke with NPR about the science of friendship and its underestimated value to kids and adults and even for other species like sheep and fish. (Although she's frequently asked about human-animal friendships, Denworth sticks to bonds within one species in the book.)\u003c/p>\n\u003cp>\u003cem>This interview has been edited for clarity and length.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What is most misunderstood about friendships?\u003c/strong>\u003c/p>\n\u003cp>Very few people understand that your social relationships can actually change your health. They can change your cardiovascular system, your immune system, how you sleep, your cognitive health. How could this thing that exists entirely outside the body affect whether you're likely to catch a virus? And yet that's exactly what we now know that social connection does. We thought of loneliness as this difficult emotion, but just an emotion. And we think of friends as this lovely thing — but it is actually a matter of life and death. And there's this evolutionary drive to connect. People think all the time about competition and survival of the fittest, but really it's survival of the friendliest.\u003c/p>\n\u003cp>\u003cstrong>Is friendship just something humans do, or do we see it in other species?\u003c/strong>\u003c/p>\n\u003cp>What has been surprising to evolutionary biologists is just how much friendship exists across species. They have found something that looks like friendship in dolphins, and elephants, and horses, and zebras, and hyenas and all kinds of species. Even fish — their brains respond to familiar fish versus strange fish in ways that look a lot like what goes on in our brains. Understanding that tells you there's this much larger story than just human culture. And that's what people thought friendship was: a product of human culture and language. But now we understand that it is universal.\u003c/p>\n\u003cp>\u003cstrong>Are bonds with friends different from bonds with romantic or sexual partners? Or bonds with family?\u003c/strong>\u003c/p>\n\u003cp>I don't actually think that it's all that unique. We generally think of friends as people we don't have sex with and to whom we're not related. But the truth is that in this new science and in fact the way we live our lives, those lines are blurred. I think of friendship now as a template for all your relationships, because if you think about the sort of basic definition of friendship — it makes you feel good, it's positive, a long-lasting stable relationship, and it has some cooperation and reciprocity to it — that's what you want to be striving for in your closest relationships. And that can be with your spouse or your sibling or a relative, but not always. What matters is the quality of the bond, not its origin.\u003c/p>\n\u003cp>\u003cstrong>Does gender play a role in friendships? \u003c/strong>\u003c/p>\n\u003cp>The standard line is that women do friendship face-to-face and men do it side by side, meaning women spend their time talking and men do things together. And there's truth to that, but when you ask men how much they value friendship, their answers are the same, for the most part. The similarities are greater than the differences between men and women.\u003c/p>\n\u003cp>\u003cstrong>One of your chapters focuses on the social aspect of middle school. How did researching that affect your thinking as a parent?\u003c/strong>\u003c/p>\n\u003cp>The middle school thing, it's such a crucible. And it really is true: Middle school is about lunch. Most parents thinking about their kids going into middle school, they do know that socially it can be a very difficult time, but they don't necessarily think about how that plays out in the course of a day. [Realizing] that crystallized to me this idea that friendship really, really matters in kids' lives, and we are falling down on the job, as parents and teachers, if we aren't fully understanding that. Things that I might have said no to before, I am more likely to say yes to now, if it means that my kids are going to be with their good friends.\u003c/p>\n\u003cp>\u003cstrong>Is social media helping or hurting our friendships?\u003c/strong>\u003c/p>\n\u003cp>Friendship is alive and well in the age of social media. In terms of relationships and connectivity and networks, it's a positive. The place where it is hard on relationships is when you're face-to-face and instead of looking at your friends, you're looking at your phone. Looking at a person face-to-face, in person, your brain responds differently even if you look at that same person on a screen, and certainly if you're online and not looking at their face. There's all this talk about the word \"friend\" being devalued by things like Facebook using [the term], but I don't really think that's true. We know who our really good friends are, whether we're online with them or offline.\u003c/p>\n\u003cp>\u003cstrong>Do you see friendship taken for granted in the world around you?\u003c/strong>\u003c/p>\n\u003cp>I do. Friendship is so familiar that we think we know all about it, but we don't fully appreciate it. We think it's pleasurable and fun, but friends are often the first thing to go when you're busy. Or you fall in love and ditch your friends. I was guilty myself of passing a friend on the street corner here in Brooklyn and saying, \"Let's definitely get together,\" and then not. We are so achievement driven in so much of what we do. I think it's healthy to be reminded that time with other people really matters.\u003c/p>\n\u003cp>\u003cstrong>How did writing this book make you think differently about your own friendships?\u003c/strong>\u003c/p>\n\u003cp>It's made me prioritize them more. The message is not that I want people to think of friendship as another chore. I am hoping that people feel this is giving them permission to make friends a priority. To spend time with their friends and to know that when they do, they're doing something good for their own health and for their friends' health, and I've taken that to heart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "2 Big Teachers Unions Call For Rethinking Student Involvement In Lockdown Drills",
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"content": "\u003cp>Ryan Pascal, a 17-year-old student at Palos Verdes High School near Los Angeles, says when her school holds active shooter drills, it's \"chaos.\" The first time it happened, not long after the shooting at Marjory Stoneman Douglas High School in Parkland, Fla., in 2018, rumors started flying over Snapchat and text that the school was really under attack.\u003c/p>\n\u003cp>\"We had some students trying to stack up desks to blockade the door. We had some students sort of joking around because they weren't sure how to handle this. There are other students who are very, very afraid.\"\u003c/p>\n\u003cp>On top of all the other stresses of high school, she says, some students are now on constant alert: \"When the little bell before an announcement happens, or when the fire alarm goes off, you can see this fear in students' faces as they wonder, is this going to be a lockdown? Is this a drill? What's happening? There's so much anxiety just by a little trigger like that.\"\u003c/p>\n\u003cp>About 95% of American public schools conduct some form of regular active shooter safety drill — sometimes called a lockdown or active threat drill — \u003ca href=\"https://nces.ed.gov/pubs2019/2019047.pdf\">according to the National Center for Education Statistics\u003c/a>. But concerns are growing that these drills have not been proven effective in preventing violence and that they may even traumatize some students.\u003c/p>\n\u003cp>Now the advocacy group Everytown For Gun Safety is joining with the American Federation of Teachers and the National Education Association — the nation's largest education unions, with several million members — in calling for schools to reassess the use of lockdown drills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a \u003ca href=\"https://everytownresearch.org/school-safety-drills/\">white paper out Tuesday\u003c/a>, the groups say they do not recommend active shooter training for students. And if schools do choose to do these drills with students, they shouldn't be unnecessarily realistic and schools should give plenty of warning. Plus, they should be done with age-appropriateness and sensitivity toward children with special needs or those who have experienced trauma.\u003c/p>\n\u003cp>The group Moms Demand Action for Gun Safety in America, part of Everytown, focuses on raising awareness about gun violence. But founder Shannon Watts said she was increasingly hearing from parents whose children were terrified by active shooter drills. So, she started to look at \u003ca href=\"https://www.npr.org/2019/11/10/778015261/experts-worry-active-shooter-drills-in-schools-could-be-traumatic-for-students\">emerging evidence\u003c/a> that \"these drills cause trauma, whether it's anxiety or depression, sleeplessness, worsening school performance in kids.\" There are reports, Watts says, of drills getting \"over the top\" with things like teachers being shot with pellet guns. \"When we have a fire drill in a school, we don't set a fire in the hallway.\"\u003c/p>\n\u003cp>Randi Weingarten, the president of the American Federation of Teachers, says making schools \"safe and welcoming\" is her membership's \"No. 1 priority.\"\u003c/p>\n\u003cp>\"Those terrifying and traumatizing drills — they have no basis in fact and they harm more than they have ever helped.\"\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.liebertpub.com/doi/10.1089/vio.2018.0044\">2019 research paper\u003c/a>, James H. Price and Jagdish Khubchandani found a lack of empirical evidence in favor of active shooter drills and other \"hardening\" measures used in schools. Partly this is because gun violence in school \u003ca href=\"https://www.npr.org/sections/ed/2018/08/27/640323347/the-school-shootings-that-werent\">remains very rare\u003c/a>.\u003c/p>\n\u003cp>And yet, the school security industry is worth \u003ca href=\"https://www.the74million.org/article/inside-the-3-billion-school-security-industry-companies-market-sophisticated-technology-to-harden-campuses-but-will-it-make-us-safe/\">a reported $3 billion\u003c/a>. Guy Grace with the Partner Alliance for Safer Schools, an educator and industry partnership, insists that twice a year active shooter drills for students are an important piece of violence prevention.\u003c/p>\n\u003cp>\"It's not about scaring kids or scaring staff. It's about empowering staff and being able to respond to a multitude of situations.\"\u003c/p>\n\u003cp>But he agrees that drills should not simulate violence — and that they should never be unannounced.\u003c/p>\n\u003cp>\"You should not do drills without a warning. It shouldn't be all pure chaos.\"\u003c/p>\n\u003cp>Shannon Watts says there are steps that schools can take to prevent gun violence, and they don't necessarily start with active shooter drills. Her organization \u003ca href=\"https://everytownresearch.org/reports/keeping-our-schools-safe-a-plan-to-stop-mass-shootings-and-end-all-gun-violence-in-american-schools/\">wants schools to focus instead \u003c/a>on prevention through threat assessment and expanded mental health services, \u003ca href=\"https://www.npr.org/2019/11/27/782902802/active-shooter-drills-may-not-stop-a-school-shooting-but-this-method-could\">as recommended by the U.S. Secret Service\u003c/a>, as well as by spreading the word about secure gun storage at home.\u003c/p>\n\u003cp>\"Schools are a very important place to talk about gun violence prevention,\" Watts tells NPR, \"because about 4.6 million children in this country have easy access to guns that are not secure, meaning they're loaded, they're unlocked, they're easily accessible.\"\u003c/p>\n\u003cp>Guns at home should be the focus, Watts says, because studies show most school shooters accessed firearms from the home of family, friends or relatives. And conversely, schools remain some of the very safest places for kids, who are most likely to encounter gun violence — though still rarely — in domestic situations.\u003c/p>\n\u003cp>Moms Demand Action worked with teachers unions on the \u003ca href=\"https://momsdemandaction.org/california-moms-demand-action-everytown-applaud-passage-of-resolution-to-require-los-angeles-public-schools-to-send-information-home-about-responsible-firearms-storage/\">passage of a resolution\u003c/a> that requires Los Angeles Unified School District, the second-largest in the country, to send home a letter for parents to read and sign about their responsibilities on gun storage.\u003c/p>\n\u003cp>Abbey Clements was a second-grade teacher at Sandy Hook Elementary School in 2012 when a shooter killed 26 people, including 20 students. She is an AFT member and an activist with Everytown. She says her district in Newtown, Conn., where she still teaches, doesn't use lockdown drills as part of their security measures today.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Instead, her district focuses on training staff to keep kids safe. And, she says, \"If that is good enough for Newtown, shouldn't that be good enough for all districts across the country?\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=2+Big+Teachers+Unions+Call+For+Rethinking+Student+Involvement+In+Lockdown+Drills&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ryan Pascal, a 17-year-old student at Palos Verdes High School near Los Angeles, says when her school holds active shooter drills, it's \"chaos.\" The first time it happened, not long after the shooting at Marjory Stoneman Douglas High School in Parkland, Fla., in 2018, rumors started flying over Snapchat and text that the school was really under attack.\u003c/p>\n\u003cp>\"We had some students trying to stack up desks to blockade the door. We had some students sort of joking around because they weren't sure how to handle this. There are other students who are very, very afraid.\"\u003c/p>\n\u003cp>On top of all the other stresses of high school, she says, some students are now on constant alert: \"When the little bell before an announcement happens, or when the fire alarm goes off, you can see this fear in students' faces as they wonder, is this going to be a lockdown? Is this a drill? What's happening? There's so much anxiety just by a little trigger like that.\"\u003c/p>\n\u003cp>About 95% of American public schools conduct some form of regular active shooter safety drill — sometimes called a lockdown or active threat drill — \u003ca href=\"https://nces.ed.gov/pubs2019/2019047.pdf\">according to the National Center for Education Statistics\u003c/a>. But concerns are growing that these drills have not been proven effective in preventing violence and that they may even traumatize some students.\u003c/p>\n\u003cp>Now the advocacy group Everytown For Gun Safety is joining with the American Federation of Teachers and the National Education Association — the nation's largest education unions, with several million members — in calling for schools to reassess the use of lockdown drills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a \u003ca href=\"https://everytownresearch.org/school-safety-drills/\">white paper out Tuesday\u003c/a>, the groups say they do not recommend active shooter training for students. And if schools do choose to do these drills with students, they shouldn't be unnecessarily realistic and schools should give plenty of warning. Plus, they should be done with age-appropriateness and sensitivity toward children with special needs or those who have experienced trauma.\u003c/p>\n\u003cp>The group Moms Demand Action for Gun Safety in America, part of Everytown, focuses on raising awareness about gun violence. But founder Shannon Watts said she was increasingly hearing from parents whose children were terrified by active shooter drills. So, she started to look at \u003ca href=\"https://www.npr.org/2019/11/10/778015261/experts-worry-active-shooter-drills-in-schools-could-be-traumatic-for-students\">emerging evidence\u003c/a> that \"these drills cause trauma, whether it's anxiety or depression, sleeplessness, worsening school performance in kids.\" There are reports, Watts says, of drills getting \"over the top\" with things like teachers being shot with pellet guns. \"When we have a fire drill in a school, we don't set a fire in the hallway.\"\u003c/p>\n\u003cp>Randi Weingarten, the president of the American Federation of Teachers, says making schools \"safe and welcoming\" is her membership's \"No. 1 priority.\"\u003c/p>\n\u003cp>\"Those terrifying and traumatizing drills — they have no basis in fact and they harm more than they have ever helped.\"\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.liebertpub.com/doi/10.1089/vio.2018.0044\">2019 research paper\u003c/a>, James H. Price and Jagdish Khubchandani found a lack of empirical evidence in favor of active shooter drills and other \"hardening\" measures used in schools. Partly this is because gun violence in school \u003ca href=\"https://www.npr.org/sections/ed/2018/08/27/640323347/the-school-shootings-that-werent\">remains very rare\u003c/a>.\u003c/p>\n\u003cp>And yet, the school security industry is worth \u003ca href=\"https://www.the74million.org/article/inside-the-3-billion-school-security-industry-companies-market-sophisticated-technology-to-harden-campuses-but-will-it-make-us-safe/\">a reported $3 billion\u003c/a>. Guy Grace with the Partner Alliance for Safer Schools, an educator and industry partnership, insists that twice a year active shooter drills for students are an important piece of violence prevention.\u003c/p>\n\u003cp>\"It's not about scaring kids or scaring staff. It's about empowering staff and being able to respond to a multitude of situations.\"\u003c/p>\n\u003cp>But he agrees that drills should not simulate violence — and that they should never be unannounced.\u003c/p>\n\u003cp>\"You should not do drills without a warning. It shouldn't be all pure chaos.\"\u003c/p>\n\u003cp>Shannon Watts says there are steps that schools can take to prevent gun violence, and they don't necessarily start with active shooter drills. Her organization \u003ca href=\"https://everytownresearch.org/reports/keeping-our-schools-safe-a-plan-to-stop-mass-shootings-and-end-all-gun-violence-in-american-schools/\">wants schools to focus instead \u003c/a>on prevention through threat assessment and expanded mental health services, \u003ca href=\"https://www.npr.org/2019/11/27/782902802/active-shooter-drills-may-not-stop-a-school-shooting-but-this-method-could\">as recommended by the U.S. Secret Service\u003c/a>, as well as by spreading the word about secure gun storage at home.\u003c/p>\n\u003cp>\"Schools are a very important place to talk about gun violence prevention,\" Watts tells NPR, \"because about 4.6 million children in this country have easy access to guns that are not secure, meaning they're loaded, they're unlocked, they're easily accessible.\"\u003c/p>\n\u003cp>Guns at home should be the focus, Watts says, because studies show most school shooters accessed firearms from the home of family, friends or relatives. And conversely, schools remain some of the very safest places for kids, who are most likely to encounter gun violence — though still rarely — in domestic situations.\u003c/p>\n\u003cp>Moms Demand Action worked with teachers unions on the \u003ca href=\"https://momsdemandaction.org/california-moms-demand-action-everytown-applaud-passage-of-resolution-to-require-los-angeles-public-schools-to-send-information-home-about-responsible-firearms-storage/\">passage of a resolution\u003c/a> that requires Los Angeles Unified School District, the second-largest in the country, to send home a letter for parents to read and sign about their responsibilities on gun storage.\u003c/p>\n\u003cp>Abbey Clements was a second-grade teacher at Sandy Hook Elementary School in 2012 when a shooter killed 26 people, including 20 students. She is an AFT member and an activist with Everytown. She says her district in Newtown, Conn., where she still teaches, doesn't use lockdown drills as part of their security measures today.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Instead, her district focuses on training staff to keep kids safe. And, she says, \"If that is good enough for Newtown, shouldn't that be good enough for all districts across the country?\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=2+Big+Teachers+Unions+Call+For+Rethinking+Student+Involvement+In+Lockdown+Drills&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Scientists have found a clue to how autism spectrum disorder disrupts the brain's information highways.\u003c/p>\n\u003cp>The problem involves cells that help keep the traffic of signals moving smoothly through brain circuits, a team \u003ca href=\"https://www.nature.com/articles/s41593-019-0578-x\">reported\u003c/a> Monday in the journal \u003cem>Nature Neuroscience\u003c/em>.\u003c/p>\n\u003cp>The team found that in both mouse and human brains affected by autism, there's an abnormality in cells that produce a substance called myelin.\u003c/p>\n\u003cp>That's a problem because myelin provides the \"insulation\" for brain circuits, allowing them to quickly and reliably carry electrical signals from one area to another. And having either too little or too much of this myelin coating can result in a wide range of neurological problems.\u003c/p>\n\u003cp>For example, \u003ca href=\"https://www.nationalmssociety.org/What-is-MS/MS-FAQ-s\">multiple sclerosis\u003c/a> occurs when the myelin around nerve fibers is damaged. The results, which vary from person to person, can affect not only the signals that control muscles, but also the ones involved in learning and thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The finding could help explain why autism spectrum disorders include such a wide range of social and behavioral features, says \u003ca href=\"https://www.libd.org/team/brady-maher\">Brady Maher\u003c/a>, a lead investigator at the Lieber Institute for Brain Development and an associate professor in the psychiatry department at Johns Hopkins School of Medicine.\u003c/p>\n\u003cp>\"Myelination could be a problem that ties all of these autism spectrum disorders together,\" Maher says. And if that's true, he says, it might be possible to prevent or even reverse the symptoms using drugs that affect myelination.\u003c/p>\n\u003cp>\"If we get to these kids really early, we might be able to change their developmental trajectory and improve their outcomes,\" Maher says.\u003c/p>\n\u003cp>\"It's possible to make these cells healthier,\" adds \u003ca href=\"https://www.libd.org/team/Daniel-Weinberger/\">Dr. Daniel Weinberger\u003c/a>, director of the Lieber Institute and a professor at Johns Hopkins. \"And it's never been a target of treatment in autism.\"\u003c/p>\n\u003cp>The study adds to the evidence that myelination problems are present in \"several developmental disorders and in particular in autism,\" says \u003ca href=\"https://medicine.yale.edu/profile/flora_vaccarino/\">Dr. Flora Vaccarino\u003c/a>, a professor in the neuroscience department at Yale who was not involved in the research.\u003c/p>\n\u003cp>It also shows how one faulty regulatory system in the brain can lead to either too much myelination and too little, she says. And that may help explain why people with autism spectrum disorders may have brains that are either unusually large or unusually small.\u003c/p>\n\u003cp>Researchers involved in the study came upon the myelination problem while looking for something else.\u003c/p>\n\u003cp>They were studying brain cells in mice with a gene mutation that causes \u003ca href=\"https://ghr.nlm.nih.gov/condition/pitt-hopkins-syndrome\">Pitt-Hopkins syndrome\u003c/a>, which can include features of autism spectrum disorder. \"We saw a signature that suggested there might be something wrong with myelination,\" Maher says. \"So that was pretty surprising to us.\"\u003c/p>\n\u003cp>More experiments confirmed that \"there was a clear deficit,\" in the cells that control myelination, which are called oligodendrocytes, he says. This was true not only in mice with the Pitt-Hopkins syndrome, but in other mouse models of autism, too.\u003c/p>\n\u003cp>Next, a biostatistics expert named \u003ca href=\"https://www.libd.org/team/andrew-jaffe/\">Andrew Jaffe\u003c/a> looked at a genetic analysis of brain tissue from people with autism who had died. And that experiment also found problems with the system that controls myelination.\u003c/p>\n\u003cp>To fully understand what's going on though, the problem needs to be studied in developing brain tissue, Vaccarino says.\u003c/p>\n\u003cp>That should be possible, she says, using tiny clusters of human brain cells called \u003ca href=\"https://www.npr.org/sections/health-shots/2017/04/26/525705550/minibrains-in-a-dish-shed-a-little-light-on-autism-and-epilepsy\">brain organoids\u003c/a>, which can be grown in a petri dish. Vaccarino's lab has created brain organoids from the cells of people with autism spectrum disorder, which might reveal how the myelination problems begin, she says.\u003c/p>\n\u003cp>Brain myelination \"really does not start in earnest until the first year or two of life,\" Weinberger says. \"And this is around the time that autism is first apparent.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might eventually mean a treatment that corrected a problem with myelination could help children who are diagnosed early in life, he says. Several such treatments are being developed to treat people with multiple sclerosis, a disease that erodes myelin.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Researchers+Link+Autism+To+A+System+That+Insulates+Brain+Wiring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Scientists have found a clue to how autism spectrum disorder disrupts the brain's information highways.\u003c/p>\n\u003cp>The problem involves cells that help keep the traffic of signals moving smoothly through brain circuits, a team \u003ca href=\"https://www.nature.com/articles/s41593-019-0578-x\">reported\u003c/a> Monday in the journal \u003cem>Nature Neuroscience\u003c/em>.\u003c/p>\n\u003cp>The team found that in both mouse and human brains affected by autism, there's an abnormality in cells that produce a substance called myelin.\u003c/p>\n\u003cp>That's a problem because myelin provides the \"insulation\" for brain circuits, allowing them to quickly and reliably carry electrical signals from one area to another. And having either too little or too much of this myelin coating can result in a wide range of neurological problems.\u003c/p>\n\u003cp>For example, \u003ca href=\"https://www.nationalmssociety.org/What-is-MS/MS-FAQ-s\">multiple sclerosis\u003c/a> occurs when the myelin around nerve fibers is damaged. The results, which vary from person to person, can affect not only the signals that control muscles, but also the ones involved in learning and thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The finding could help explain why autism spectrum disorders include such a wide range of social and behavioral features, says \u003ca href=\"https://www.libd.org/team/brady-maher\">Brady Maher\u003c/a>, a lead investigator at the Lieber Institute for Brain Development and an associate professor in the psychiatry department at Johns Hopkins School of Medicine.\u003c/p>\n\u003cp>\"Myelination could be a problem that ties all of these autism spectrum disorders together,\" Maher says. And if that's true, he says, it might be possible to prevent or even reverse the symptoms using drugs that affect myelination.\u003c/p>\n\u003cp>\"If we get to these kids really early, we might be able to change their developmental trajectory and improve their outcomes,\" Maher says.\u003c/p>\n\u003cp>\"It's possible to make these cells healthier,\" adds \u003ca href=\"https://www.libd.org/team/Daniel-Weinberger/\">Dr. Daniel Weinberger\u003c/a>, director of the Lieber Institute and a professor at Johns Hopkins. \"And it's never been a target of treatment in autism.\"\u003c/p>\n\u003cp>The study adds to the evidence that myelination problems are present in \"several developmental disorders and in particular in autism,\" says \u003ca href=\"https://medicine.yale.edu/profile/flora_vaccarino/\">Dr. Flora Vaccarino\u003c/a>, a professor in the neuroscience department at Yale who was not involved in the research.\u003c/p>\n\u003cp>It also shows how one faulty regulatory system in the brain can lead to either too much myelination and too little, she says. And that may help explain why people with autism spectrum disorders may have brains that are either unusually large or unusually small.\u003c/p>\n\u003cp>Researchers involved in the study came upon the myelination problem while looking for something else.\u003c/p>\n\u003cp>They were studying brain cells in mice with a gene mutation that causes \u003ca href=\"https://ghr.nlm.nih.gov/condition/pitt-hopkins-syndrome\">Pitt-Hopkins syndrome\u003c/a>, which can include features of autism spectrum disorder. \"We saw a signature that suggested there might be something wrong with myelination,\" Maher says. \"So that was pretty surprising to us.\"\u003c/p>\n\u003cp>More experiments confirmed that \"there was a clear deficit,\" in the cells that control myelination, which are called oligodendrocytes, he says. This was true not only in mice with the Pitt-Hopkins syndrome, but in other mouse models of autism, too.\u003c/p>\n\u003cp>Next, a biostatistics expert named \u003ca href=\"https://www.libd.org/team/andrew-jaffe/\">Andrew Jaffe\u003c/a> looked at a genetic analysis of brain tissue from people with autism who had died. And that experiment also found problems with the system that controls myelination.\u003c/p>\n\u003cp>To fully understand what's going on though, the problem needs to be studied in developing brain tissue, Vaccarino says.\u003c/p>\n\u003cp>That should be possible, she says, using tiny clusters of human brain cells called \u003ca href=\"https://www.npr.org/sections/health-shots/2017/04/26/525705550/minibrains-in-a-dish-shed-a-little-light-on-autism-and-epilepsy\">brain organoids\u003c/a>, which can be grown in a petri dish. Vaccarino's lab has created brain organoids from the cells of people with autism spectrum disorder, which might reveal how the myelination problems begin, she says.\u003c/p>\n\u003cp>Brain myelination \"really does not start in earnest until the first year or two of life,\" Weinberger says. \"And this is around the time that autism is first apparent.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might eventually mean a treatment that corrected a problem with myelination could help children who are diagnosed early in life, he says. Several such treatments are being developed to treat people with multiple sclerosis, a disease that erodes myelin.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Researchers+Link+Autism+To+A+System+That+Insulates+Brain+Wiring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The final moments of Friday afternoon are slipping away at Eastern High School in Lansing, Mich., as announcements echo through the halls.\u003c/p>\n\u003cp>As students stream through the doors, teacher Dee Halstead is rolling her supply cart to the library. Her workday is just ramping up.\u003c/p>\n\u003cp>\"This is my classroom on wheels,\" Halstead said. \"It's my laptop and all of the papers I need to give the students and my flash drive so I can print off this exam.\"\u003c/p>\n\u003cp>Halstead coordinates an experimental program called Eastern Flex Academy, where a handful of students attend school from 3 p.m. to 8 p.m. They start off with English and math classes, break for dinner and then finish their remaining courses online.\u003c/p>\n\u003cp>The motivation for this was two-pronged. The district wanted to make better use of its building during off-hours. And the school board wanted to find out how a mobile, digital 21st-century workflow could supplant an agrarian-based 19th-century school day. Eastern Flex Academy was designed to accommodate part-time job schedules, internships and even family responsibilities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Senior Taylor Burford taps away at her English term paper: a review of a historical fiction on the life of Malcolm X, who lived in Lansing in his youth. She's dual enrolled in college, works at a child care center and takes dance classes. Burford says going to school late in the day has really helped her.\u003c/p>\n\u003cp>\"Here, I don't really have to worry about socializing or being performative,\" she says. \"I can just stay chill, do my work. It's easier.\"\u003c/p>\n\u003cfigure id=\"attachment_55242\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55242\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/flex-4_wide-7df09f76aee8b3a43d443563417d22c2a8d21421-e1580282797176.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Eastern Flex Academy is an experimental program in Lansing, Mich. \u003ccite>(Kevin Lavery/WKAR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>High school evening classes are not completely unheard of. But they're not usually built around lifestyle demands.\u003c/p>\n\u003cp>\"I think what you're seeing in Lansing is a response to the needs of young people,\" says Monika Kincheloe, a senior director with America's Promise Alliance. While some schools provide evening classes to help students recover lost credit hours or help working adults earn their GED diploma, Kincheloe says the Lansing model is different. Here, flex students are on a parallel course with their daytime peers.\u003c/p>\n\u003cp>\"That gives me great comfort in knowing that they aren't getting lost, because they're part of the school,\" Kincheloe says. \"So when the school reports a graduation rate or a testing outcome, it's going to include those young people in the evening classes. And that's a good thing.\"\u003c/p>\n\u003cfigure id=\"attachment_55243\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55243\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/flex-2_wide-88ca0ba16e3aa0014efb79746e67627a26ec3e14-e1580283970268.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The students start off with English and math classes, break for dinner and then finish their remaining courses online. \u003ccite>(Kevin Lavery/WKAR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's a more basic — and popular — reason for flex classes: catching up on your rest.\u003c/p>\n\u003cp>\"I'm able to sleep in as long as I need to, so I always get like a good night's rest,\" says junior Jerome Tiel. \"I'm able to just do more things with my day. I feel like this is one of the best changes in my life.\"\u003c/p>\n\u003cp>Jerome's father, James Brains, likes what he's seeing so far.\u003c/p>\n\u003cp>\"Before he was failing class here and there and his top grades would be in the C or B range, and now he's getting A's,\" Brains says. \"Also, he was having some behavioral issues as well, and those have decreased quite a bit.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The program is already planning to grow. This semester, the Lansing School District will offer it to juniors and seniors in the city's two other high schools and even to neighboring schools in the suburbs.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WKAR Public Media. To see more, visit \u003ca href=\"http://wkar.org\">WKAR Public Media\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=High+School+Starts+At+3+p.m.+For+These+Michigan+Students+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Senior Taylor Burford taps away at her English term paper: a review of a historical fiction on the life of Malcolm X, who lived in Lansing in his youth. She's dual enrolled in college, works at a child care center and takes dance classes. Burford says going to school late in the day has really helped her.\u003c/p>\n\u003cp>\"Here, I don't really have to worry about socializing or being performative,\" she says. \"I can just stay chill, do my work. It's easier.\"\u003c/p>\n\u003cfigure id=\"attachment_55242\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55242\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/flex-4_wide-7df09f76aee8b3a43d443563417d22c2a8d21421-e1580282797176.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Eastern Flex Academy is an experimental program in Lansing, Mich. \u003ccite>(Kevin Lavery/WKAR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>High school evening classes are not completely unheard of. But they're not usually built around lifestyle demands.\u003c/p>\n\u003cp>\"I think what you're seeing in Lansing is a response to the needs of young people,\" says Monika Kincheloe, a senior director with America's Promise Alliance. While some schools provide evening classes to help students recover lost credit hours or help working adults earn their GED diploma, Kincheloe says the Lansing model is different. Here, flex students are on a parallel course with their daytime peers.\u003c/p>\n\u003cp>\"That gives me great comfort in knowing that they aren't getting lost, because they're part of the school,\" Kincheloe says. \"So when the school reports a graduation rate or a testing outcome, it's going to include those young people in the evening classes. And that's a good thing.\"\u003c/p>\n\u003cfigure id=\"attachment_55243\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55243\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/flex-2_wide-88ca0ba16e3aa0014efb79746e67627a26ec3e14-e1580283970268.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The students start off with English and math classes, break for dinner and then finish their remaining courses online. \u003ccite>(Kevin Lavery/WKAR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's a more basic — and popular — reason for flex classes: catching up on your rest.\u003c/p>\n\u003cp>\"I'm able to sleep in as long as I need to, so I always get like a good night's rest,\" says junior Jerome Tiel. \"I'm able to just do more things with my day. I feel like this is one of the best changes in my life.\"\u003c/p>\n\u003cp>Jerome's father, James Brains, likes what he's seeing so far.\u003c/p>\n\u003cp>\"Before he was failing class here and there and his top grades would be in the C or B range, and now he's getting A's,\" Brains says. \"Also, he was having some behavioral issues as well, and those have decreased quite a bit.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The program is already planning to grow. This semester, the Lansing School District will offer it to juniors and seniors in the city's two other high schools and even to neighboring schools in the suburbs.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WKAR Public Media. To see more, visit \u003ca href=\"http://wkar.org\">WKAR Public Media\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=High+School+Starts+At+3+p.m.+For+These+Michigan+Students+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"order": 9
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"masters-of-scale": {
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"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
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"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
"link": "/perspectives",
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
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