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This type of improvement science started in manufacturing and has been used to successfully change human-based systems like healthcare.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.edx.org/course/improvement-science-education-michiganx-leaded503x\" target=\"_blank\" rel=\"noopener\">basic tenets of the process\u003c/a> involve understanding the problem, defining a manageable goal, identifying the drivers that could help reach that goal, and then testing small ideas to change those drivers. When done in a network, this cycle of improvement is expedited as various participants test different change ideas and share their findings with the group. Through a constant interplay of these elements a few change ideas will rise to the top and can be scaled across a system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Many of the biggest problems of practice have been around a long time and aren’t easy to solve. Too often when trying to improve something leaders jump to solutions before properly examining the problem. Understanding the problem requires valuing many types of knowledge. It means doing empathy interviews with participants in the system including teachers, staff, parents, and students. It involves bringing the best research literature to bear on the problem. And sometimes representing the processes involved in the problem can illuminate areas that are breaking down.\u003c/p>\n\u003cp>Biag said this stage is crucial and shouldn’t be rushed. He’s seen improvement projects that require up to a year of study to fully understand the problem, its root causes and the levers of change available to leaders. Often an improvement network will know it’s time to move on when participants feel saturated -- they aren’t turning up any new perspectives or information.\u003c/p>\n\u003cp>“Sometimes it’s good to stop doing the research and try something,” Biag said. Implementing some change ideas often helps inform the problem and may even necessitate that the team revisit and revise the problem statement.\u003c/p>\n\u003cfigure id=\"attachment_51151\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51151\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-Improvement-Journey.png\" alt=\"\" width=\"1920\" height=\"1306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-160x109.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-800x544.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-768x522.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1020x694.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1200x816.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1180x803.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-960x653.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-240x163.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-375x255.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-520x354.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong> DEFINE THE GOALS AND FOCUS COLLECTIVE EFFORT\u003c/strong>\u003c/p>\n\u003cp>Once the group has a “good enough” understanding of the problem it’s crucial that they write a clear, succinct aim statement. It should be specific, measurable and focus on a challenging problem, but it should be doable.\u003c/p>\n\u003cp>The crucial question, Biag said, is “What’s within your span of control and what’s not? So when you act on this problem you aren’t wasting your time on the things that aren’t in your control.”\u003c/p>\n\u003cp>He often sees people define the problem too broadly. If the problem is an achievement gap between student populations, a group might say the root problem is inequality or poverty. Those things may contribute to the problem, but they aren’t within the control of teachers or principals or even districts to solve. A more manageable aim statement might be: “By June 2020 we’re going to increase from 45% to 90% the number of male students enrolling in credit bearing math courses at community colleges.”\u003c/p>\n\u003cp>“It has to be motivating enough for people to continue working on it for several months,” Biag said about the reach goal. But it must be specific and concrete enough that the group can see if change ideas are helping progress towards the goal.\u003c/p>\n\u003cp>“While an aim statement can look deceptively simple, you need to build trust and get on the same page with everyone in your network to even agree on where to focus your efforts,” Biag said. The network itself is important because it accelerates the pace of learning about potential solutions.\u003c/p>\n\u003cp>Once the aim is clear, the group brainstorms three to five primary drivers of the problem. These are the things the group believes provide the most leverage to meet the goal, and that are within the span of control. It’s crucial to only have a few of these, not twenty, because the network must work on all of them in tandem. Staying focused allows for more progress.\u003c/p>\n\u003cp>After identifying the most important drivers, network participants brainstorm change ideas that might affect those drivers. “The word change is very specific to improvement science,” Biag said. “It means an actual change in how you do work.” In other words, the focus is on the process and results in action. Change ideas are not things like “more money” or “more staff.” “It’s an actual change of a process or the introduction of a new process,” Biag said.\u003c/p>\n\u003cp>\u003cstrong>TEST AND BUILD EVIDENCE\u003c/strong>\u003c/p>\n\u003cp>Once the group has a good understanding of the problem, its root causes, what drives it and some ideas that will directly affect those drivers, it’s time to start testing them. Carnegie uses a \u003ca href=\"https://carnegienetworks.zendesk.com/hc/en-us/articles/230497548-Start-and-Run-a-PDSA-Plan-Do-Study-Act-\" target=\"_blank\" rel=\"noopener\">“Plan, Do, Study, Act” (PDSA) cycle\u003c/a> for testing ideas. The changes should be fairly small and the tester collects data along the way. It doesn’t have to be complicated data, just something to help analyze and track whether the change is moving the needle.\u003c/p>\n\u003cfigure id=\"attachment_51153\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51153\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-PDSA.png\" alt=\"\" width=\"1920\" height=\"947\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-160x79.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-800x395.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-768x379.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1020x503.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1200x592.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1180x582.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-960x474.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-240x118.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-375x185.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-520x256.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>“Most schools and districts plan plan plan, then do, and then they never study,” Biag said. He advocates that planning include a prediction because participants are more likely to compare a new strategy with the expected effect. If the change idea didn’t function as expected there’s a lot to learn there.\u003c/p>\n\u003cp>Many of the best change ideas come from looking at what Carnegie calls “positive deviants” -- the bright spots in a network. For example, if a network sets the aim of improving college readiness for English language learner students, when leaders are assembling their knowledge base they should talk to teachers who seem to be achieving better than average results with that population. Those teachers are “positive deviants” and networks should try to learn from the ways their practices differ from colleagues.\u003c/p>\n\u003cp>For example, High Tech High Charter Network leaders identified that they wanted to \u003ca href=\"https://www.carnegiefoundation.org/blog/how-high-tech-high-is-using-improvement-science/\" target=\"_blank\" rel=\"noopener\">increase the number of African American and Latino males applying to four-year colleges\u003c/a>. When they looked at drivers, they realized school attendance was lower for this group and hypothesized that the way teachers communicated with parents might be part of the issue. To try to eliminate variation in parent-teacher communication they tested a change theory that involved using a set of protocols for interacting with families.\u003c/p>\n\u003cp>They went through several iterations of the protocols, but when they hit on one that seemed to work they spread it throughout their network of schools. Now, when teachers meet with parents around achievement or discipline they all try to make it positive, share data about the student, and co-construct an action plan with the parent, among other things.\u003c/p>\n\u003cp>The key thing about working in a network is that different people can be trying different change ideas and sharing their data. “The idea is that you’re not all working on all the same things at the same time,” Biag said. “So you leverage the network, and the power of the network, to increase change ideas.”\u003c/p>\n\u003cp>Some ideas won’t work and will be abandoned. Others might seem promising, but more data is needed, so others in the network might try them too. Over time the change ideas that seem to really impact the drivers rise to the top.\u003c/p>\n\u003cp>“As you’re testing and building evidence you’re going to find ideas that work and then you can talk about spreading those ideas,” Biag said.\u003c/p>\n\u003cfigure id=\"attachment_51152\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51152\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-Change-Ideas.png\" alt=\"\" width=\"1920\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-800x419.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-768x402.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1020x534.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1200x628.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1180x618.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-960x503.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-240x126.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-375x196.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-520x272.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SPREAD AND SCALE\u003c/strong>\u003c/p>\n\u003cp>Even with the best ideas implementation can be hard. Biag said leaders need to weigh several factors when thinking about how to spread an idea that seems to work. How costly will it be to implement? What are the consequences of failure? How reluctant are the people involved? How confident is the leader in the change idea?\u003c/p>\n\u003cp>For example, if the change is a parent meeting protocol and the leader doesn’t think it’s a great idea and that the cost of failure will be high, perhaps she only tests it on her sister first. But, if teachers are ready for the change and there’s nothing to lose, then maybe the idea can scale up more quickly. This is where knowing one’s own system and culture becomes important.\u003c/p>\n\u003cp>It’s also worth thinking about who within the system needs to be on board for the plan to go well. Those folks can be powerful advocates if convinced that the change idea is a good one. “The best people are those who were pretty skeptical in the beginning and you were able to change them,” Biag said.\u003c/p>\n\u003cp>Another strategy is to roll out the idea with those eager to try it and then demonstrate success to those who are more fearful. It’s also necessary to be humble and willing to go back and test new ideas if the ones that seemed to work in the smaller group don’t work when scaled. Perhaps the aim statement needs to change, or maybe the drivers aren’t actually the most impactful.\u003c/p>\n\u003cp>“Our theory is possibly wrong and definitely incomplete; that’s kind of a Carnegie saying,” Biag said. He doesn’t want anyone to think this process is linear, rather it’s a cycle. And when people get comfortable with the cycle they build it into everything they do naturally. The biggest strength of continuous improvement is that it offers a path for systemic change, a way to build the capacity within the system, rather than building whole new systems.\u003c/p>\n\u003cp>“What we’re trying to do is implement these tools and ways of thinking to empower people to engage in this work,” Biag said. And that means having a bias towards action.\u003c/p>\n\u003cp>“You have to start before you feel ready. Your understanding of the problem will change over time and when you act on that problem the problem will change and so your understanding of that problem will change,” Biag said.\u003c/p>\n\u003cp>People learn how to think about continuous improvement through the process of doing it. They get better at narrowing in on motivating, but achievable aim statements. They learn to include more voices in the information gathering stage. The “Plan, Do, Study, Act” cycles become second nature, and analyzing data gets less scary.\u003c/p>\n\u003cp>Perhaps one of the best parts of continuous improvement is that it helps \u003ca href=\"https://www.kqed.org/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements\" target=\"_blank\" rel=\"noopener\">empower those within a system to see themselves as the drivers of change\u003c/a>. The ideas come from practice as does the data. And while data is often associated with accountability requirements, this improvement process offers practitioners the opportunity to think about and evaluate data that are important to their practice.\u003c/p>\n\u003cp>In this process, the data is only worthwhile if it shines light on whether the change is working. And when data is used this way, it’s easier for educators to be transparent about what they’re seeing. Improvement is not about judgement, it’s a constant, normal aspect of professional life.\u003c/p>\n\u003cp>“You have to have a lot of humility to come to the realization that you don’t have the answers, and that you’re going to learn your way into this,” Biag said. “You’ve got to think about this as a learning journey. If you really had the answers to this problem we wouldn’t be talking about it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>To see measurable progress on some of the most intransigent problems in education requires a systematic focus on improving in every aspect of the system. It’s not enough for one teacher to be amazing, or one school to outshine the others around it. All kids deserve an incredible education; and that can only happen by building on the strengths already found in the system.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the classroom, good teachers constantly test small changes to class activities, routines, and workflow. They observe how students interact with the material, identify where they trip up and adjust as they go. This on-the-fly problem solving is so common in classrooms many teachers don’t realize they’re even doing it, and the expertise they are gathering is rarely taken into account when schools or districts try to solve larger, systematic problems.\u003c/p>\n\u003cp>In education research, researchers come up with ideas they think will improve teaching and then set up laboratory experiments or classroom trials to test that idea. If the trial goes well enough that idea gets put on \u003ca href=\"https://ies.ed.gov/ncee/wwc/\" target=\"_blank\" rel=\"noopener\">a list\u003c/a> of research-approved practices. While research-informed practices are important, this process can often mean that the interventions are unrealistic or disconnected from the hectic reality of many classrooms, and are rarely used. But what if \u003ca href=\"https://www.kqed.org/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements\" target=\"_blank\" rel=\"noopener\">teachers themselves were the research engine --\u003c/a> the spark of continued improvement?\u003c/p>\n\u003caside class=\"pullquote alignright\">'You have to have a lot of humility to come to the realization that you don't have the answers, and that you're going to learn your way into this.'\u003ccite>Dr. Manuelito Biag, Carnegie Foundation\u003c/cite>\u003c/aside>\n\u003cp>The Carnegie Foundation is trying to bridge that gap in identifying techniques that work and \"create a much more democratic process in which teachers are involved in identifying and solving problems of practice that matter to them,” said \u003ca href=\"https://www.carnegiefoundation.org/who-we-are/staff-directory/manuelito-biag/\" target=\"_blank\" rel=\"noopener\">Dr. Manuelito Biag\u003c/a>, an associate in network improvement science at the foundation. Biag previously worked on developing research-practitioner partnerships for Stanford’s Graduate School of Education.\u003c/p>\n\u003cp>For the past several years, under the leadership of \u003ca href=\"https://www.carnegiefoundation.org/who-we-are/staff-directory/anthony-s-bryk/\" target=\"_blank\" rel=\"noopener\">Dr. Tony Bryk\u003c/a>, Carnegie is trying to apply a structured inquiry process to problems in education, building the capacity of teachers, principals and district administrators to continuously improve. This type of improvement science started in manufacturing and has been used to successfully change human-based systems like healthcare.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.edx.org/course/improvement-science-education-michiganx-leaded503x\" target=\"_blank\" rel=\"noopener\">basic tenets of the process\u003c/a> involve understanding the problem, defining a manageable goal, identifying the drivers that could help reach that goal, and then testing small ideas to change those drivers. When done in a network, this cycle of improvement is expedited as various participants test different change ideas and share their findings with the group. Through a constant interplay of these elements a few change ideas will rise to the top and can be scaled across a system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE PROBLEM\u003c/strong>\u003c/p>\n\u003cp>Many of the biggest problems of practice have been around a long time and aren’t easy to solve. Too often when trying to improve something leaders jump to solutions before properly examining the problem. Understanding the problem requires valuing many types of knowledge. It means doing empathy interviews with participants in the system including teachers, staff, parents, and students. It involves bringing the best research literature to bear on the problem. And sometimes representing the processes involved in the problem can illuminate areas that are breaking down.\u003c/p>\n\u003cp>Biag said this stage is crucial and shouldn’t be rushed. He’s seen improvement projects that require up to a year of study to fully understand the problem, its root causes and the levers of change available to leaders. Often an improvement network will know it’s time to move on when participants feel saturated -- they aren’t turning up any new perspectives or information.\u003c/p>\n\u003cp>“Sometimes it’s good to stop doing the research and try something,” Biag said. Implementing some change ideas often helps inform the problem and may even necessitate that the team revisit and revise the problem statement.\u003c/p>\n\u003cfigure id=\"attachment_51151\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51151\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-Improvement-Journey.png\" alt=\"\" width=\"1920\" height=\"1306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-160x109.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-800x544.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-768x522.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1020x694.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1200x816.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-1180x803.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-960x653.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-240x163.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-375x255.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Improvement-Journey-520x354.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong> DEFINE THE GOALS AND FOCUS COLLECTIVE EFFORT\u003c/strong>\u003c/p>\n\u003cp>Once the group has a “good enough” understanding of the problem it’s crucial that they write a clear, succinct aim statement. It should be specific, measurable and focus on a challenging problem, but it should be doable.\u003c/p>\n\u003cp>The crucial question, Biag said, is “What’s within your span of control and what’s not? So when you act on this problem you aren’t wasting your time on the things that aren’t in your control.”\u003c/p>\n\u003cp>He often sees people define the problem too broadly. If the problem is an achievement gap between student populations, a group might say the root problem is inequality or poverty. Those things may contribute to the problem, but they aren’t within the control of teachers or principals or even districts to solve. A more manageable aim statement might be: “By June 2020 we’re going to increase from 45% to 90% the number of male students enrolling in credit bearing math courses at community colleges.”\u003c/p>\n\u003cp>“It has to be motivating enough for people to continue working on it for several months,” Biag said about the reach goal. But it must be specific and concrete enough that the group can see if change ideas are helping progress towards the goal.\u003c/p>\n\u003cp>“While an aim statement can look deceptively simple, you need to build trust and get on the same page with everyone in your network to even agree on where to focus your efforts,” Biag said. The network itself is important because it accelerates the pace of learning about potential solutions.\u003c/p>\n\u003cp>Once the aim is clear, the group brainstorms three to five primary drivers of the problem. These are the things the group believes provide the most leverage to meet the goal, and that are within the span of control. It’s crucial to only have a few of these, not twenty, because the network must work on all of them in tandem. Staying focused allows for more progress.\u003c/p>\n\u003cp>After identifying the most important drivers, network participants brainstorm change ideas that might affect those drivers. “The word change is very specific to improvement science,” Biag said. “It means an actual change in how you do work.” In other words, the focus is on the process and results in action. Change ideas are not things like “more money” or “more staff.” “It’s an actual change of a process or the introduction of a new process,” Biag said.\u003c/p>\n\u003cp>\u003cstrong>TEST AND BUILD EVIDENCE\u003c/strong>\u003c/p>\n\u003cp>Once the group has a good understanding of the problem, its root causes, what drives it and some ideas that will directly affect those drivers, it’s time to start testing them. Carnegie uses a \u003ca href=\"https://carnegienetworks.zendesk.com/hc/en-us/articles/230497548-Start-and-Run-a-PDSA-Plan-Do-Study-Act-\" target=\"_blank\" rel=\"noopener\">“Plan, Do, Study, Act” (PDSA) cycle\u003c/a> for testing ideas. The changes should be fairly small and the tester collects data along the way. It doesn’t have to be complicated data, just something to help analyze and track whether the change is moving the needle.\u003c/p>\n\u003cfigure id=\"attachment_51153\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51153\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-PDSA.png\" alt=\"\" width=\"1920\" height=\"947\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-160x79.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-800x395.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-768x379.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1020x503.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1200x592.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-1180x582.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-960x474.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-240x118.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-375x185.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-PDSA-520x256.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>“Most schools and districts plan plan plan, then do, and then they never study,” Biag said. He advocates that planning include a prediction because participants are more likely to compare a new strategy with the expected effect. If the change idea didn’t function as expected there’s a lot to learn there.\u003c/p>\n\u003cp>Many of the best change ideas come from looking at what Carnegie calls “positive deviants” -- the bright spots in a network. For example, if a network sets the aim of improving college readiness for English language learner students, when leaders are assembling their knowledge base they should talk to teachers who seem to be achieving better than average results with that population. Those teachers are “positive deviants” and networks should try to learn from the ways their practices differ from colleagues.\u003c/p>\n\u003cp>For example, High Tech High Charter Network leaders identified that they wanted to \u003ca href=\"https://www.carnegiefoundation.org/blog/how-high-tech-high-is-using-improvement-science/\" target=\"_blank\" rel=\"noopener\">increase the number of African American and Latino males applying to four-year colleges\u003c/a>. When they looked at drivers, they realized school attendance was lower for this group and hypothesized that the way teachers communicated with parents might be part of the issue. To try to eliminate variation in parent-teacher communication they tested a change theory that involved using a set of protocols for interacting with families.\u003c/p>\n\u003cp>They went through several iterations of the protocols, but when they hit on one that seemed to work they spread it throughout their network of schools. Now, when teachers meet with parents around achievement or discipline they all try to make it positive, share data about the student, and co-construct an action plan with the parent, among other things.\u003c/p>\n\u003cp>The key thing about working in a network is that different people can be trying different change ideas and sharing their data. “The idea is that you’re not all working on all the same things at the same time,” Biag said. “So you leverage the network, and the power of the network, to increase change ideas.”\u003c/p>\n\u003cp>Some ideas won’t work and will be abandoned. Others might seem promising, but more data is needed, so others in the network might try them too. Over time the change ideas that seem to really impact the drivers rise to the top.\u003c/p>\n\u003cp>“As you’re testing and building evidence you’re going to find ideas that work and then you can talk about spreading those ideas,” Biag said.\u003c/p>\n\u003cfigure id=\"attachment_51152\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51152\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Carnegie-Change-Ideas.png\" alt=\"\" width=\"1920\" height=\"1005\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-800x419.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-768x402.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1020x534.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1200x628.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-1180x618.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-960x503.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-240x126.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-375x196.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Carnegie-Change-Ideas-520x272.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Carnegie Foundation\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SPREAD AND SCALE\u003c/strong>\u003c/p>\n\u003cp>Even with the best ideas implementation can be hard. Biag said leaders need to weigh several factors when thinking about how to spread an idea that seems to work. How costly will it be to implement? What are the consequences of failure? How reluctant are the people involved? How confident is the leader in the change idea?\u003c/p>\n\u003cp>For example, if the change is a parent meeting protocol and the leader doesn’t think it’s a great idea and that the cost of failure will be high, perhaps she only tests it on her sister first. But, if teachers are ready for the change and there’s nothing to lose, then maybe the idea can scale up more quickly. This is where knowing one’s own system and culture becomes important.\u003c/p>\n\u003cp>It’s also worth thinking about who within the system needs to be on board for the plan to go well. Those folks can be powerful advocates if convinced that the change idea is a good one. “The best people are those who were pretty skeptical in the beginning and you were able to change them,” Biag said.\u003c/p>\n\u003cp>Another strategy is to roll out the idea with those eager to try it and then demonstrate success to those who are more fearful. It’s also necessary to be humble and willing to go back and test new ideas if the ones that seemed to work in the smaller group don’t work when scaled. Perhaps the aim statement needs to change, or maybe the drivers aren’t actually the most impactful.\u003c/p>\n\u003cp>“Our theory is possibly wrong and definitely incomplete; that’s kind of a Carnegie saying,” Biag said. He doesn’t want anyone to think this process is linear, rather it’s a cycle. And when people get comfortable with the cycle they build it into everything they do naturally. The biggest strength of continuous improvement is that it offers a path for systemic change, a way to build the capacity within the system, rather than building whole new systems.\u003c/p>\n\u003cp>“What we’re trying to do is implement these tools and ways of thinking to empower people to engage in this work,” Biag said. And that means having a bias towards action.\u003c/p>\n\u003cp>“You have to start before you feel ready. Your understanding of the problem will change over time and when you act on that problem the problem will change and so your understanding of that problem will change,” Biag said.\u003c/p>\n\u003cp>People learn how to think about continuous improvement through the process of doing it. They get better at narrowing in on motivating, but achievable aim statements. They learn to include more voices in the information gathering stage. The “Plan, Do, Study, Act” cycles become second nature, and analyzing data gets less scary.\u003c/p>\n\u003cp>Perhaps one of the best parts of continuous improvement is that it helps \u003ca href=\"https://www.kqed.org/mindshift/43762/tapping-teachers-intrinsic-motivation-to-develop-school-improvements\" target=\"_blank\" rel=\"noopener\">empower those within a system to see themselves as the drivers of change\u003c/a>. The ideas come from practice as does the data. And while data is often associated with accountability requirements, this improvement process offers practitioners the opportunity to think about and evaluate data that are important to their practice.\u003c/p>\n\u003cp>In this process, the data is only worthwhile if it shines light on whether the change is working. And when data is used this way, it’s easier for educators to be transparent about what they’re seeing. Improvement is not about judgement, it’s a constant, normal aspect of professional life.\u003c/p>\n\u003cp>“You have to have a lot of humility to come to the realization that you don’t have the answers, and that you’re going to learn your way into this,” Biag said. “You’ve got to think about this as a learning journey. If you really had the answers to this problem we wouldn’t be talking about it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To see measurable progress on some of the most intransigent problems in education requires a systematic focus on improving in every aspect of the system. It’s not enough for one teacher to be amazing, or one school to outshine the others around it. All kids deserve an incredible education; and that can only happen by building on the strengths already found in the system.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>May 1 is an exciting day for many high school seniors. It's decision day, when students commit to college — and send in those deposits — to hold their spot on campus.\u003c/p>\n\u003cp>Across the country, schools celebrate the achievement in different ways. Some hold assemblies where students get up and announce their decisions. In other places, students wear their college gear — a T-shirt or ball cap or sweatshirt.\u003c/p>\n\u003cp>Walk down any high school hallway — or sit in a college adviser's office — and you'll likely hear a chorus of \"Where are you going next year? What's your school choice? Where are you going?\"\u003c/p>\n\u003cp>That's what I hear in an adviser's office at McKinley Tech High School in Washington, D.C. The room is abuzz with activity. Students are filling out scholarship prompts, trying to access their financial award letters to inform last minute decisions and announcing their final college choice to anyone who asks.\u003c/p>\n\u003cp>Alexis Liggins, a senior, is hunched over her laptop, putting the final touches on a scholarship application due tomorrow. She's committed to Florida A&M University — a highly ranked public, historically black university in Tallahassee, Fla. — and she's planning to major in biology. When she visited the campus earlier this year, she said she just knew.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It was a nurturing environment when we went,\" she explains. \"It was like a big family.\" Later this week, she'll get up in front of her peers and say her school choice out loud.\u003c/p>\n\u003cp>The relief of finally deciding is palpable in this room, but it doesn't mean all the anxiety is gone. For many, here and across the country, there are still a number of questions. The biggest: Can I \u003cem>actually\u003c/em> afford to go?\u003c/p>\n\u003cp>\"I kind of like the idea that there's glorification of the academic. I think that's awesome,\" says Lindsay Page, an education professor at the University of Pittsburgh. She studies college access and says she's glad high schools have moved away from only celebrating sports. But decision day can be a bit misleading — especially for low-income students.\u003c/p>\n\u003cp>\"We know that plenty of students can look like they have it all together at the end of high school, and lots of those students don't successfully make the transition.\"\u003c/p>\n\u003cp>In some places, \u003ca href=\"https://www.npr.org/2017/07/17/537740926/why-arent-students-showing-up-for-college\">nearly 40 percent of high school seniors\u003c/a> never make it to campus in the fall, according to research Page has worked on.\u003c/p>\n\u003cp>In so many cases, it relates back to money.\u003c/p>\n\u003cp>\"Oftentimes there's a big gap in between what students and their families are able to pay and what is their unmet need, basically what's left in their bill that they're supposed to make up,\" Page says.\u003c/p>\n\u003cp>Alexis, the student who committed to Florida A&M, says she didn't get as much financial aid as she had hoped for, and she has to come up with about $20,000 — per year.\u003c/p>\n\u003cp>She knows that $20,000 is a big number and that over four years, that net cost is actually $80,000. But she's determined that come August, she'll be soaking up that warm weather in Tallahassee.\u003c/p>\n\u003cp>\"I'm still gonna go,\" she explains. Her plan is to apply for as many outside scholarships as possible.\u003c/p>\n\u003cp>\"Every single day,\" she says. \"During class, during lunch. During my sleep time that I wish I get.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says she'll work her grocery store job all summer and see if she can transfer — or find a new job — when she moves to Florida in the fall.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=College+Decision+Day+Brings+Relief%2C+Excitement+And+Big+Worries+About+Money&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>May 1 is an exciting day for many high school seniors. It's decision day, when students commit to college — and send in those deposits — to hold their spot on campus.\u003c/p>\n\u003cp>Across the country, schools celebrate the achievement in different ways. Some hold assemblies where students get up and announce their decisions. In other places, students wear their college gear — a T-shirt or ball cap or sweatshirt.\u003c/p>\n\u003cp>Walk down any high school hallway — or sit in a college adviser's office — and you'll likely hear a chorus of \"Where are you going next year? What's your school choice? Where are you going?\"\u003c/p>\n\u003cp>That's what I hear in an adviser's office at McKinley Tech High School in Washington, D.C. The room is abuzz with activity. Students are filling out scholarship prompts, trying to access their financial award letters to inform last minute decisions and announcing their final college choice to anyone who asks.\u003c/p>\n\u003cp>Alexis Liggins, a senior, is hunched over her laptop, putting the final touches on a scholarship application due tomorrow. She's committed to Florida A&M University — a highly ranked public, historically black university in Tallahassee, Fla. — and she's planning to major in biology. When she visited the campus earlier this year, she said she just knew.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It was a nurturing environment when we went,\" she explains. \"It was like a big family.\" Later this week, she'll get up in front of her peers and say her school choice out loud.\u003c/p>\n\u003cp>The relief of finally deciding is palpable in this room, but it doesn't mean all the anxiety is gone. For many, here and across the country, there are still a number of questions. The biggest: Can I \u003cem>actually\u003c/em> afford to go?\u003c/p>\n\u003cp>\"I kind of like the idea that there's glorification of the academic. I think that's awesome,\" says Lindsay Page, an education professor at the University of Pittsburgh. She studies college access and says she's glad high schools have moved away from only celebrating sports. But decision day can be a bit misleading — especially for low-income students.\u003c/p>\n\u003cp>\"We know that plenty of students can look like they have it all together at the end of high school, and lots of those students don't successfully make the transition.\"\u003c/p>\n\u003cp>In some places, \u003ca href=\"https://www.npr.org/2017/07/17/537740926/why-arent-students-showing-up-for-college\">nearly 40 percent of high school seniors\u003c/a> never make it to campus in the fall, according to research Page has worked on.\u003c/p>\n\u003cp>In so many cases, it relates back to money.\u003c/p>\n\u003cp>\"Oftentimes there's a big gap in between what students and their families are able to pay and what is their unmet need, basically what's left in their bill that they're supposed to make up,\" Page says.\u003c/p>\n\u003cp>Alexis, the student who committed to Florida A&M, says she didn't get as much financial aid as she had hoped for, and she has to come up with about $20,000 — per year.\u003c/p>\n\u003cp>She knows that $20,000 is a big number and that over four years, that net cost is actually $80,000. But she's determined that come August, she'll be soaking up that warm weather in Tallahassee.\u003c/p>\n\u003cp>\"I'm still gonna go,\" she explains. Her plan is to apply for as many outside scholarships as possible.\u003c/p>\n\u003cp>\"Every single day,\" she says. \"During class, during lunch. During my sleep time that I wish I get.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says she'll work her grocery store job all summer and see if she can transfer — or find a new job — when she moves to Florida in the fall.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=College+Decision+Day+Brings+Relief%2C+Excitement+And+Big+Worries+About+Money&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There are now well over 1,000 colleges and universities that don't require SAT or ACT scores in deciding whom to admit, a number that's growing every year. And a new study finds that scores on those tests are of little value in predicting students' performance in college, and raises the question: Should those tests be required at all?\u003c/p>\n\u003cp>Colleges that have gone \"test optional\" enroll — and graduate — a higher proportion of low-income and first generation-students, and more students from diverse backgrounds, the researchers found in the study, \u003ca href=\"https://www.nacacnet.org/HowTest-OptionalWorks\">Defining Access: How Test-Optional Works\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\"Our research clearly demonstrates that these students graduate often at a higher rate,\" said Steve Syverson, an assistant vice chancellor at the University of Washington Bothell, and co-author of the study.\u003c/p>\n\u003cp>\"When a college considers going test-optional, one of the first reactions that people, including alumni, feel is that the college will be admitting less qualified students,\" he added. Syverson says the study should reassure admissions officials who've decided to go test-optional.\u003c/p>\n\u003cp>Syverson and his team of researchers studied 28 public and private institutions that no longer require test scores, and tracked about 956,000 individual student records.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students like Ian Haimowitz, a sophomore at George Washington University, a test-optional school in Washington D.C.\u003c/p>\n\u003cp>He says in the beginning, he felt like a fish out of water.\u003c/p>\n\u003cp>\"I know for a fact I'm the first Nicaraguan-American, the first Latino, the first Jewish Latino that a lot of kids meet,\" he says.\u003c/p>\n\u003cp>He adds that when he arrived at GW, he looked around and asked himself, \"What am I doing here with kids who went to private schools and got the best education possible?\"\u003c/p>\n\u003cp>It was a very different world than he grew up in back in New Mexico.\u003c/p>\n\u003cp>\"I remember my freshman year of high school, I didn't have a math teacher. Maybe that's why you see in my test score that I didn't have a good grounding in math. But I believed my potential was still there.\"\u003c/p>\n\u003cp>Ian was a straight-A student in high school, but his SAT scores were so low he didn't think any top tier school would accept him. He says not having to submit his test scores opened the doors to a top selective school.\u003c/p>\n\u003cp>This year, George Washington received about 26,500 undergraduate applications from all over the country. Close to 20 percent did not submit their test scores, which GW says has helped enroll more students from diverse backgrounds.\u003c/p>\n\u003cp>Still, some researchers question the impact that test-optional admissions policies have had on schools.\u003c/p>\n\u003cp>Jack Buckley, a senior vice president at the American Institutes for Research, notes that while diversity improved at schools that have gone test-optional, that also happened \"at the same rate among those that didn't.\"\u003c/p>\n\u003cp>In other words, says Buckley, test-optional schools are not more effective in enrolling minorities than schools that still require test scores.\u003c/p>\n\u003cp>Syverson says that's not what the evidence in his study is showing. \"We certainly are not arguing that everyone should abolish test scores,\" he says. \"Test scores do have some value.\"\u003c/p>\n\u003cp>Syverson insists that his study shows that tests can be an obstacle not just for students who don't test well, but for students from under-served, under-represented populations.\u003c/p>\n\u003cp>More importantly, he adds, you can admit pretty good students by looking at something other than test scores.\u003c/p>\n\u003cp>That's been the experience at George Washington University. \"Our experience is actually that (students') high school performance predicts college performance extremely well,\" says Forrest Maltzman, the university's provost and chief academic officer.\u003c/p>\n\u003cp>Maltzman says that whatever helped students be successful in high school tends to work for them in college: \"Standardized tests don't get at that.\"\u003c/p>\n\u003cp>Two years worth of data show that students who got into GW with high test scores performed no better as freshman and sophomores than those who got in without submitting their test scores, he says.\u003c/p>\n\u003cp>\"The added value of test scores in predicting performance today is really very very minimal,\" Maltzman argues. \"The best thing these tests match up with is actually family income.\"\u003c/p>\n\u003cp>And that, says Syverson, is consistent with his team's findings. Still, he cautions that test optional policies are no panacea. They're just another way to make college more accessible.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Our study clearly supports the notion that if an institution wants to do a better job serving traditionally under-served populations, test optional (policies) can provide a very useful tool.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study%3A+Colleges+That+Ditch+The+SAT+And+ACT+Can+Enhance+Diversity+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "A new study confirms what some researchers have been saying for decades — standardized tests have little or no value in predicting students' success in college. So why do institutions use them?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are now well over 1,000 colleges and universities that don't require SAT or ACT scores in deciding whom to admit, a number that's growing every year. And a new study finds that scores on those tests are of little value in predicting students' performance in college, and raises the question: Should those tests be required at all?\u003c/p>\n\u003cp>Colleges that have gone \"test optional\" enroll — and graduate — a higher proportion of low-income and first generation-students, and more students from diverse backgrounds, the researchers found in the study, \u003ca href=\"https://www.nacacnet.org/HowTest-OptionalWorks\">Defining Access: How Test-Optional Works\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\"Our research clearly demonstrates that these students graduate often at a higher rate,\" said Steve Syverson, an assistant vice chancellor at the University of Washington Bothell, and co-author of the study.\u003c/p>\n\u003cp>\"When a college considers going test-optional, one of the first reactions that people, including alumni, feel is that the college will be admitting less qualified students,\" he added. Syverson says the study should reassure admissions officials who've decided to go test-optional.\u003c/p>\n\u003cp>Syverson and his team of researchers studied 28 public and private institutions that no longer require test scores, and tracked about 956,000 individual student records.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students like Ian Haimowitz, a sophomore at George Washington University, a test-optional school in Washington D.C.\u003c/p>\n\u003cp>He says in the beginning, he felt like a fish out of water.\u003c/p>\n\u003cp>\"I know for a fact I'm the first Nicaraguan-American, the first Latino, the first Jewish Latino that a lot of kids meet,\" he says.\u003c/p>\n\u003cp>He adds that when he arrived at GW, he looked around and asked himself, \"What am I doing here with kids who went to private schools and got the best education possible?\"\u003c/p>\n\u003cp>It was a very different world than he grew up in back in New Mexico.\u003c/p>\n\u003cp>\"I remember my freshman year of high school, I didn't have a math teacher. Maybe that's why you see in my test score that I didn't have a good grounding in math. But I believed my potential was still there.\"\u003c/p>\n\u003cp>Ian was a straight-A student in high school, but his SAT scores were so low he didn't think any top tier school would accept him. He says not having to submit his test scores opened the doors to a top selective school.\u003c/p>\n\u003cp>This year, George Washington received about 26,500 undergraduate applications from all over the country. Close to 20 percent did not submit their test scores, which GW says has helped enroll more students from diverse backgrounds.\u003c/p>\n\u003cp>Still, some researchers question the impact that test-optional admissions policies have had on schools.\u003c/p>\n\u003cp>Jack Buckley, a senior vice president at the American Institutes for Research, notes that while diversity improved at schools that have gone test-optional, that also happened \"at the same rate among those that didn't.\"\u003c/p>\n\u003cp>In other words, says Buckley, test-optional schools are not more effective in enrolling minorities than schools that still require test scores.\u003c/p>\n\u003cp>Syverson says that's not what the evidence in his study is showing. \"We certainly are not arguing that everyone should abolish test scores,\" he says. \"Test scores do have some value.\"\u003c/p>\n\u003cp>Syverson insists that his study shows that tests can be an obstacle not just for students who don't test well, but for students from under-served, under-represented populations.\u003c/p>\n\u003cp>More importantly, he adds, you can admit pretty good students by looking at something other than test scores.\u003c/p>\n\u003cp>That's been the experience at George Washington University. \"Our experience is actually that (students') high school performance predicts college performance extremely well,\" says Forrest Maltzman, the university's provost and chief academic officer.\u003c/p>\n\u003cp>Maltzman says that whatever helped students be successful in high school tends to work for them in college: \"Standardized tests don't get at that.\"\u003c/p>\n\u003cp>Two years worth of data show that students who got into GW with high test scores performed no better as freshman and sophomores than those who got in without submitting their test scores, he says.\u003c/p>\n\u003cp>\"The added value of test scores in predicting performance today is really very very minimal,\" Maltzman argues. \"The best thing these tests match up with is actually family income.\"\u003c/p>\n\u003cp>And that, says Syverson, is consistent with his team's findings. Still, he cautions that test optional policies are no panacea. They're just another way to make college more accessible.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Our study clearly supports the notion that if an institution wants to do a better job serving traditionally under-served populations, test optional (policies) can provide a very useful tool.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study%3A+Colleges+That+Ditch+The+SAT+And+ACT+Can+Enhance+Diversity+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "High-Paying Trade Jobs Sit Empty, While High School Grads Line Up For University",
"title": "High-Paying Trade Jobs Sit Empty, While High School Grads Line Up For University",
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"content": "\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/SCkYCn5zDjCvr26SprSfz?domain=hechingerreport.org\">\u003cspan class=\"s2\">\u003ci>job training\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/XB4OCo2OEkuE6RKS7tPn2?domain=..\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/DIBlCpYzGlimpWxfxKpYf?domain=eepurl.com\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>Like most other American high school students, Garret Morgan had it drummed into him constantly: Go to college. Get a bachelor's degree.\u003c/p>\n\u003cp>\"All through my life it was, if you don't go to college you're going to end up on the streets,\" Morgan said. \"Everybody's so gung-ho about going to college.\"\u003c/p>\n\u003cp>So he tried it for a while. Then he quit and started training as an ironworker, which is what he's doing on a weekday morning in a nondescript high-ceilinged building with a cement floor in an industrial park near the Seattle-Tacoma International Airport.\u003c/p>\n\u003cp>Morgan and several other men and women are dressed in work boots, hardhats and Carhartt's, clipped to safety harnesses with heavy wrenches hanging from their belts. They're being timed as they wrestle 600-pound I-beams into place.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Seattle is a forest of construction cranes, and employers are clamoring for skilled ironworkers. Morgan, who is 20, is already working on a job site when he isn't here at the Pacific Northwest Ironworkers shop. He gets benefits, including a pension, from employers at the job sites where he's training. And he's earning $28.36 an hour, or more than $50,000 a year, which is almost certain to steadily increase.\u003c/p>\n\u003cp>As for his friends from high school, \"they're still in college,\" he said with a wry grin. \"Someday maybe they'll make as much as me.\"\u003c/p>\n\u003cp>\u003cstrong>Raising alarms\u003c/strong>\u003c/p>\n\u003cp>While a shortage of workers is pushing wages higher in the skilled trades, the financial return from a bachelor's degree is softening, even as the price — and the average debt into which it plunges students — keeps going up.\u003c/p>\n\u003cp>But high school graduates have been so effectively encouraged to get a bachelor's that high-paid jobs requiring shorter and less expensive training are going unfilled. This affects those students and also poses a real threat to the economy.\u003c/p>\n\u003cp>\"Parents want success for their kids,\" said Mike Clifton, who teaches machining at a technical college near Seattle called the Lake Washington Institute of Technology. \"They get stuck on [four-year bachelor's degrees], and they're not seeing the shortage there is in tradespeople until they hire a plumber and have to write a check.\"\u003c/p>\n\u003cfigure id=\"attachment_51119\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-51119\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-1_slide-e46ce0c4cf30a845c6b2fae579cda75eaf07c8be-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Garret Morgan, center, is training as an ironworker near Seattle, and already has a job that pays him $50,000 a year. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003ca href=\"http://www.sao.wa.gov/state/Documents/PA_Career_Tech_Ed_Leading_Practices_ar1020510.pdf\">a new report\u003c/a>, the Washington State Auditor found that good jobs in the skilled trades are going begging because students are being universally steered to bachelor's degrees.\u003c/p>\n\u003cp>Among other things, the Washington auditor recommended that career guidance — including choices that require less than four years in college — start as early as the seventh grade.\u003c/p>\n\u003cp>\"There is an emphasis on the four-year university track\" in high schools, said Chris Cortines, who co-authored the report. Yet, nationwide, three out of 10 high school grads who go to four-year public universities still haven't earned degrees within even six years, \u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/SnapshotReport32.pdf\">according to the National Student Clearinghouse\u003c/a>, which tracks this. At four-year private colleges, that number is more than one in five.\u003c/p>\n\u003cp>\"Being more aware of other types of options may be exactly what they need,\" Cortines said. In spite of a perception \"that college is the sole path for everybody,\" he said, \"when you look at the types of wages that apprenticeships and other career areas pay and the fact that you do not pay four years of tuition and you're paid while you learn, these other paths really need some additional consideration.\"\u003c/p>\n\u003cp>And not just in Washington State.\u003c/p>\n\u003cp>Seventy-percent of construction companies nationwide are having trouble finding qualified workers, \u003ca href=\"https://www.agc.org/news/2017/08/29/seventy-percent-contractors-have-hard-time-finding-qualified-craft-workers-hire-am-0\">according to the Associated General Contractors of America\u003c/a>; in Washington, the proportion is 80 percent.\u003c/p>\n\u003cp>There are already more trade jobs like carpentry, electrical, plumbing, sheet-metal work and pipe-fitting than Washingtonians to fill them, \u003ca href=\"http://www.sao.wa.gov/state/Documents/PA_Career_Tech_Ed_Leading_Practices_ar1020510.pdf\">the state auditor reports\u003c/a>. Many pay more than the state's average annual wage of $54,000.\u003c/p>\n\u003cp>Construction, along with health care and personal care, will account for one-third of all new jobs through 2022, according to the Bureau of Labor Statistics. There will also be a need for new plumbers and new electricians. And, as politicians debate a massive overhaul of the nation's roads, bridges and airports, \u003ca href=\"http://cte.ed.gov/initiatives/advancing-cte-in-state-and-local-career-pathways-system\">the U.S. Department of Education reports\u003c/a> that there will be 68 percent more job openings in infrastructure-related fields in the next five years than there are people training to fill them.\u003c/p>\n\u003cp>\"The economy is definitely pushing this issue to the forefront,\" said Amy Morrison Goings, president of the Lake Washington Institute of Technology, which educates students in these fields. \"There isn't a day that goes by that a business doesn't contact the college and ask the faculty who's ready to go to work.\"\u003c/p>\n\u003cp>In all, some 30 million jobs in the United States that pay an average of $55,000 per year don't require bachelor's degrees, \u003ca href=\"https://goodjobsdata.org/\">according to the Georgetown Center on Education and the Workforce\u003c/a>.\u003c/p>\n\u003cp>Yet the march to bachelor's degrees continues. And while people who get them are more likely to be employed and make more money than those who don't, that premium appears to be softening; \u003ca href=\"https://nces.ed.gov/programs/coe/pdf/coe_sbc.pdf\">their median earnings were lower in 2015\u003c/a>, when adjusted for inflation, than in 2010.\u003c/p>\n\u003cp>\"There's that perception of the bachelor's degree being the American dream, the best bang for your buck,\" said Kate Blosveren Kreamer, deputy executive director of Advance CTE, an association of state officials who work in career and technical education. \"The challenge is that in many cases it's become the fallback. People are going to college without a plan, without a career in mind, because the mindset in high school is just, 'Go to college.'\"\u003c/p>\n\u003cfigure id=\"attachment_51128\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51128\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"542\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-768x520.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-240x163.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-375x254.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-520x352.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Matthew Dickinson, 21, asks a classmate for help as they rebuild an automatic transmission in one of their Auto Repair Technician Program classes at the Lake Washington Institute of Technology. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's not that finding a job in the trades, or even manufacturing, means needing no education after high school. Most regulators and employers require certificates, certifications or associate degrees. But those cost less and take less time than earning a bachelor's degree. Tuition and fees for in-state students to attend a community or technical college in Washington State, for example, come to less than half the cost of a four-year public university, \u003ca href=\"http://www.sao.wa.gov/state/Documents/PA_Career_Tech_Ed_Leading_Practices_ar1020510.pdf\">the state auditor points out\u003c/a>, and less than a tenth of the price of attending a private four-year college.\u003c/p>\n\u003cp>People with career and technical educations are also more likely to be employed than their counterparts with academic credentials, \u003ca href=\"https://nces.ed.gov/surveys/ctes/figures/fig_2016107-2.asp\">the U.S. Department of Education reports\u003c/a>, and significantly more likely to be working in their fields of study.\u003c/p>\n\u003cp>Young people don't seem to be getting that message. The proportion of high school students who earned three or more credits in occupational education — typically an indication that they're interested in careers in the skilled trades — has fallen from one in four in 1990 to one in five now, \u003ca href=\"https://nces.ed.gov/surveys/ctes/table_archive.asp\">according to the U.S. Department of Education\u003c/a>.\u003c/p>\n\u003cp>Washington is not the only state devoting attention to this. California \u003ca href=\"http://hechingerreport.org/after-decades-of-pushing-bachelors-degrees-u-s-needs-more-tradespeople/\">is spending $200 million\u003c/a> to improve the delivery of career and technical education. Iowa community colleges and businesses are collaborating to increase the number of \"work-related learning opportunities,\" including apprenticeships, job-shadowing and internships. Tennessee has made its technical colleges free.\u003c/p>\n\u003cp>So severe are looming shortages of workers in the skilled trades in Michigan, Gov. Rick Snyder in February announced \u003ca href=\"http://www.michigan.gov/ted/0,5863,7-336-85008---,00.html\">a $100 million proposal he likens to the Marshall Plan\u003c/a> that rebuilt Europe after World War II.\u003c/p>\n\u003cp>At the federal level, there's bipartisan support for making Pell grants available for short-term job-training courses and not just university tuition. The Trump administration \u003ca href=\"https://www2.ed.gov/about/overview/budget/budget19/summary/19summary.pdf\">supports the idea\u003c/a>.\u003c/p>\n\u003cp>For all the promises to improve vocational education, however, a principal federal source of money for it, called Tech-Prep, hasn't been funded since 2011. A quarter of states last year reduced their own funding for postsecondary career and technical education, according to the National Association of State Directors of Career Technical Education.\u003c/p>\n\u003cp>\u003cstrong>The branding issue\u003c/strong>\u003c/p>\n\u003cp>Money isn't the only issue, advocates for career and technical education say. An even bigger challenge is convincing parents that it leads to good jobs.\u003c/p>\n\u003cfigure id=\"attachment_51130\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51130\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"573\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-768x550.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-240x172.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-375x269.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-520x372.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darren Redford, 20, looks to his instructor after completing a connector mockup drill at the Iron Workers Local Union #86 Administrative Offices in Tukwila, Wash. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They remember 'voc-ed' from what they were in high school, which is not necessarily what they aspire to for their own kids,\" Kreamer said.\u003c/p>\n\u003cp>The parents \"are definitely harder to convince because there is that stigma of the six-pack-totin' ironworker,\" said Greg Christiansen, who runs the ironworkers training program. Added Kairie Pierce, apprenticeship and college director for the Washington State Labor Council of the AFL-CIO: \"It sort of has this connotation of being a dirty job. It's hard work — I want something better for my son or daughter.\"\u003c/p>\n\u003cp>Of the $200 million that California is spending on vocational education, $6 million is going into \u003ca href=\"http://doingwhatmatters.cccco.edu/Home.aspx\">a campaign\u003c/a> to improve the way people regard it. The Lake Washington Institute of Technology changed its name from Lake Washington Technical College, said Goings, its president, to avoid being stereotyped as a vocational school.\u003c/p>\n\u003cp>These perceptions fuel the worry that, if students are urged as early as the seventh grade to consider the trades, low-income, first-generation and ethnic and racial minority high school students will be channeled into blue-collar jobs while wealthier and white classmates are pushed by their parents to get bachelor's degrees.\u003c/p>\n\u003cfigure id=\"attachment_51129\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-51129\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-8_custom-f111a16a172a2ca8333e3b50e066316a0e9d9d4c-s300-c85.jpg\" alt=\"\" width=\"200\" height=\"139\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-8_custom-f111a16a172a2ca8333e3b50e066316a0e9d9d4c-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-8_custom-f111a16a172a2ca8333e3b50e066316a0e9d9d4c-s300-c85-160x111.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-8_custom-f111a16a172a2ca8333e3b50e066316a0e9d9d4c-s300-c85-240x166.jpg 240w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Amy Morrison Goings, president of the Lake Washington Institute of Technology, poses for a portrait in Kirkland, Wash. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"When CTE was vocational education, part of the reason we had a real disinvestment from the system was because we were tracking low-income and minority kids into these pathways,\" Kreamer said. \"There is this tension between, do you want to focus on the people who would get the most benefit from these programs, and — is that tracking?\"\u003c/p>\n\u003cp>In a quest for prestige and rankings, and to bolster real-estate values, high schools also like to emphasize the number of their graduates who go on to four-year colleges and universities.\u003c/p>\n\u003cp>Jessica Bruce followed that path, enrolling in college after high school for one main reason: because she was recruited to play fast-pitch softball. \"I was still trying to figure out what I wanted to do with my life,\" she said.\u003c/p>\n\u003cp>She never earned her degree and now, she's an apprentice ironworker, making $32.42 an hour, or more than $60,000 a year, while continuing her training. At 5-foot-2, \"I can run with the big boys,\" she said, laughing.\u003c/p>\n\u003cp>As for whether anyone looks down on her for not having a bachelor's degree, Bruce doesn't particularly care.\u003c/p>\n\u003cp>\"The misconception,\" she said, \"is that we don't make as much money.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And then she laughed again.\u003c/p>\n\u003cfigure id=\"attachment_51126\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51126\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"546\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-160x109.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-768x524.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-240x164.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-375x256.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-520x355.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Taylor Fawcett, 23, moves a column during a connector mockup drill at the Iron Workers Local Union #86 Administrative Offices in Tukwila, Wash. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/SCkYCn5zDjCvr26SprSfz?domain=hechingerreport.org\">\u003cspan class=\"s2\">\u003ci>job training\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/XB4OCo2OEkuE6RKS7tPn2?domain=..\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/DIBlCpYzGlimpWxfxKpYf?domain=eepurl.com\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=High-Paying+Trade+Jobs+Sit+Empty%2C+While+High+School+Grads+Line+Up+For+University&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Huge shortages loom in the skilled trades, which require less — and cheaper — training. Should that make students rethink the four-year degree?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/SCkYCn5zDjCvr26SprSfz?domain=hechingerreport.org\">\u003cspan class=\"s2\">\u003ci>job training\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/XB4OCo2OEkuE6RKS7tPn2?domain=..\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/DIBlCpYzGlimpWxfxKpYf?domain=eepurl.com\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>Like most other American high school students, Garret Morgan had it drummed into him constantly: Go to college. Get a bachelor's degree.\u003c/p>\n\u003cp>\"All through my life it was, if you don't go to college you're going to end up on the streets,\" Morgan said. \"Everybody's so gung-ho about going to college.\"\u003c/p>\n\u003cp>So he tried it for a while. Then he quit and started training as an ironworker, which is what he's doing on a weekday morning in a nondescript high-ceilinged building with a cement floor in an industrial park near the Seattle-Tacoma International Airport.\u003c/p>\n\u003cp>Morgan and several other men and women are dressed in work boots, hardhats and Carhartt's, clipped to safety harnesses with heavy wrenches hanging from their belts. They're being timed as they wrestle 600-pound I-beams into place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Seattle is a forest of construction cranes, and employers are clamoring for skilled ironworkers. Morgan, who is 20, is already working on a job site when he isn't here at the Pacific Northwest Ironworkers shop. He gets benefits, including a pension, from employers at the job sites where he's training. And he's earning $28.36 an hour, or more than $50,000 a year, which is almost certain to steadily increase.\u003c/p>\n\u003cp>As for his friends from high school, \"they're still in college,\" he said with a wry grin. \"Someday maybe they'll make as much as me.\"\u003c/p>\n\u003cp>\u003cstrong>Raising alarms\u003c/strong>\u003c/p>\n\u003cp>While a shortage of workers is pushing wages higher in the skilled trades, the financial return from a bachelor's degree is softening, even as the price — and the average debt into which it plunges students — keeps going up.\u003c/p>\n\u003cp>But high school graduates have been so effectively encouraged to get a bachelor's that high-paid jobs requiring shorter and less expensive training are going unfilled. This affects those students and also poses a real threat to the economy.\u003c/p>\n\u003cp>\"Parents want success for their kids,\" said Mike Clifton, who teaches machining at a technical college near Seattle called the Lake Washington Institute of Technology. \"They get stuck on [four-year bachelor's degrees], and they're not seeing the shortage there is in tradespeople until they hire a plumber and have to write a check.\"\u003c/p>\n\u003cfigure id=\"attachment_51119\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-51119\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-1_slide-e46ce0c4cf30a845c6b2fae579cda75eaf07c8be-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Garret Morgan, center, is training as an ironworker near Seattle, and already has a job that pays him $50,000 a year. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003ca href=\"http://www.sao.wa.gov/state/Documents/PA_Career_Tech_Ed_Leading_Practices_ar1020510.pdf\">a new report\u003c/a>, the Washington State Auditor found that good jobs in the skilled trades are going begging because students are being universally steered to bachelor's degrees.\u003c/p>\n\u003cp>Among other things, the Washington auditor recommended that career guidance — including choices that require less than four years in college — start as early as the seventh grade.\u003c/p>\n\u003cp>\"There is an emphasis on the four-year university track\" in high schools, said Chris Cortines, who co-authored the report. Yet, nationwide, three out of 10 high school grads who go to four-year public universities still haven't earned degrees within even six years, \u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/SnapshotReport32.pdf\">according to the National Student Clearinghouse\u003c/a>, which tracks this. At four-year private colleges, that number is more than one in five.\u003c/p>\n\u003cp>\"Being more aware of other types of options may be exactly what they need,\" Cortines said. In spite of a perception \"that college is the sole path for everybody,\" he said, \"when you look at the types of wages that apprenticeships and other career areas pay and the fact that you do not pay four years of tuition and you're paid while you learn, these other paths really need some additional consideration.\"\u003c/p>\n\u003cp>And not just in Washington State.\u003c/p>\n\u003cp>Seventy-percent of construction companies nationwide are having trouble finding qualified workers, \u003ca href=\"https://www.agc.org/news/2017/08/29/seventy-percent-contractors-have-hard-time-finding-qualified-craft-workers-hire-am-0\">according to the Associated General Contractors of America\u003c/a>; in Washington, the proportion is 80 percent.\u003c/p>\n\u003cp>There are already more trade jobs like carpentry, electrical, plumbing, sheet-metal work and pipe-fitting than Washingtonians to fill them, \u003ca href=\"http://www.sao.wa.gov/state/Documents/PA_Career_Tech_Ed_Leading_Practices_ar1020510.pdf\">the state auditor reports\u003c/a>. Many pay more than the state's average annual wage of $54,000.\u003c/p>\n\u003cp>Construction, along with health care and personal care, will account for one-third of all new jobs through 2022, according to the Bureau of Labor Statistics. There will also be a need for new plumbers and new electricians. And, as politicians debate a massive overhaul of the nation's roads, bridges and airports, \u003ca href=\"http://cte.ed.gov/initiatives/advancing-cte-in-state-and-local-career-pathways-system\">the U.S. Department of Education reports\u003c/a> that there will be 68 percent more job openings in infrastructure-related fields in the next five years than there are people training to fill them.\u003c/p>\n\u003cp>\"The economy is definitely pushing this issue to the forefront,\" said Amy Morrison Goings, president of the Lake Washington Institute of Technology, which educates students in these fields. \"There isn't a day that goes by that a business doesn't contact the college and ask the faculty who's ready to go to work.\"\u003c/p>\n\u003cp>In all, some 30 million jobs in the United States that pay an average of $55,000 per year don't require bachelor's degrees, \u003ca href=\"https://goodjobsdata.org/\">according to the Georgetown Center on Education and the Workforce\u003c/a>.\u003c/p>\n\u003cp>Yet the march to bachelor's degrees continues. And while people who get them are more likely to be employed and make more money than those who don't, that premium appears to be softening; \u003ca href=\"https://nces.ed.gov/programs/coe/pdf/coe_sbc.pdf\">their median earnings were lower in 2015\u003c/a>, when adjusted for inflation, than in 2010.\u003c/p>\n\u003cp>\"There's that perception of the bachelor's degree being the American dream, the best bang for your buck,\" said Kate Blosveren Kreamer, deputy executive director of Advance CTE, an association of state officials who work in career and technical education. \"The challenge is that in many cases it's become the fallback. People are going to college without a plan, without a career in mind, because the mindset in high school is just, 'Go to college.'\"\u003c/p>\n\u003cfigure id=\"attachment_51128\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51128\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"542\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-768x520.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-240x163.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-375x254.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-7_custom-475ff6b986142f72e2b8fcad16aee38b932a3d60-s800-c85-520x352.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Matthew Dickinson, 21, asks a classmate for help as they rebuild an automatic transmission in one of their Auto Repair Technician Program classes at the Lake Washington Institute of Technology. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It's not that finding a job in the trades, or even manufacturing, means needing no education after high school. Most regulators and employers require certificates, certifications or associate degrees. But those cost less and take less time than earning a bachelor's degree. Tuition and fees for in-state students to attend a community or technical college in Washington State, for example, come to less than half the cost of a four-year public university, \u003ca href=\"http://www.sao.wa.gov/state/Documents/PA_Career_Tech_Ed_Leading_Practices_ar1020510.pdf\">the state auditor points out\u003c/a>, and less than a tenth of the price of attending a private four-year college.\u003c/p>\n\u003cp>People with career and technical educations are also more likely to be employed than their counterparts with academic credentials, \u003ca href=\"https://nces.ed.gov/surveys/ctes/figures/fig_2016107-2.asp\">the U.S. Department of Education reports\u003c/a>, and significantly more likely to be working in their fields of study.\u003c/p>\n\u003cp>Young people don't seem to be getting that message. The proportion of high school students who earned three or more credits in occupational education — typically an indication that they're interested in careers in the skilled trades — has fallen from one in four in 1990 to one in five now, \u003ca href=\"https://nces.ed.gov/surveys/ctes/table_archive.asp\">according to the U.S. Department of Education\u003c/a>.\u003c/p>\n\u003cp>Washington is not the only state devoting attention to this. California \u003ca href=\"http://hechingerreport.org/after-decades-of-pushing-bachelors-degrees-u-s-needs-more-tradespeople/\">is spending $200 million\u003c/a> to improve the delivery of career and technical education. Iowa community colleges and businesses are collaborating to increase the number of \"work-related learning opportunities,\" including apprenticeships, job-shadowing and internships. Tennessee has made its technical colleges free.\u003c/p>\n\u003cp>So severe are looming shortages of workers in the skilled trades in Michigan, Gov. Rick Snyder in February announced \u003ca href=\"http://www.michigan.gov/ted/0,5863,7-336-85008---,00.html\">a $100 million proposal he likens to the Marshall Plan\u003c/a> that rebuilt Europe after World War II.\u003c/p>\n\u003cp>At the federal level, there's bipartisan support for making Pell grants available for short-term job-training courses and not just university tuition. The Trump administration \u003ca href=\"https://www2.ed.gov/about/overview/budget/budget19/summary/19summary.pdf\">supports the idea\u003c/a>.\u003c/p>\n\u003cp>For all the promises to improve vocational education, however, a principal federal source of money for it, called Tech-Prep, hasn't been funded since 2011. A quarter of states last year reduced their own funding for postsecondary career and technical education, according to the National Association of State Directors of Career Technical Education.\u003c/p>\n\u003cp>\u003cstrong>The branding issue\u003c/strong>\u003c/p>\n\u003cp>Money isn't the only issue, advocates for career and technical education say. An even bigger challenge is convincing parents that it leads to good jobs.\u003c/p>\n\u003cfigure id=\"attachment_51130\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51130\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"573\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-768x550.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-240x172.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-375x269.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-not-used_custom-125e6dee92f11423a2c4596456c23ab551d68347-s800-c85-520x372.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darren Redford, 20, looks to his instructor after completing a connector mockup drill at the Iron Workers Local Union #86 Administrative Offices in Tukwila, Wash. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"They remember 'voc-ed' from what they were in high school, which is not necessarily what they aspire to for their own kids,\" Kreamer said.\u003c/p>\n\u003cp>The parents \"are definitely harder to convince because there is that stigma of the six-pack-totin' ironworker,\" said Greg Christiansen, who runs the ironworkers training program. Added Kairie Pierce, apprenticeship and college director for the Washington State Labor Council of the AFL-CIO: \"It sort of has this connotation of being a dirty job. It's hard work — I want something better for my son or daughter.\"\u003c/p>\n\u003cp>Of the $200 million that California is spending on vocational education, $6 million is going into \u003ca href=\"http://doingwhatmatters.cccco.edu/Home.aspx\">a campaign\u003c/a> to improve the way people regard it. The Lake Washington Institute of Technology changed its name from Lake Washington Technical College, said Goings, its president, to avoid being stereotyped as a vocational school.\u003c/p>\n\u003cp>These perceptions fuel the worry that, if students are urged as early as the seventh grade to consider the trades, low-income, first-generation and ethnic and racial minority high school students will be channeled into blue-collar jobs while wealthier and white classmates are pushed by their parents to get bachelor's degrees.\u003c/p>\n\u003cfigure id=\"attachment_51129\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-51129\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-8_custom-f111a16a172a2ca8333e3b50e066316a0e9d9d4c-s300-c85.jpg\" alt=\"\" width=\"200\" height=\"139\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-8_custom-f111a16a172a2ca8333e3b50e066316a0e9d9d4c-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-8_custom-f111a16a172a2ca8333e3b50e066316a0e9d9d4c-s300-c85-160x111.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-8_custom-f111a16a172a2ca8333e3b50e066316a0e9d9d4c-s300-c85-240x166.jpg 240w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Amy Morrison Goings, president of the Lake Washington Institute of Technology, poses for a portrait in Kirkland, Wash. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"When CTE was vocational education, part of the reason we had a real disinvestment from the system was because we were tracking low-income and minority kids into these pathways,\" Kreamer said. \"There is this tension between, do you want to focus on the people who would get the most benefit from these programs, and — is that tracking?\"\u003c/p>\n\u003cp>In a quest for prestige and rankings, and to bolster real-estate values, high schools also like to emphasize the number of their graduates who go on to four-year colleges and universities.\u003c/p>\n\u003cp>Jessica Bruce followed that path, enrolling in college after high school for one main reason: because she was recruited to play fast-pitch softball. \"I was still trying to figure out what I wanted to do with my life,\" she said.\u003c/p>\n\u003cp>She never earned her degree and now, she's an apprentice ironworker, making $32.42 an hour, or more than $60,000 a year, while continuing her training. At 5-foot-2, \"I can run with the big boys,\" she said, laughing.\u003c/p>\n\u003cp>As for whether anyone looks down on her for not having a bachelor's degree, Bruce doesn't particularly care.\u003c/p>\n\u003cp>\"The misconception,\" she said, \"is that we don't make as much money.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And then she laughed again.\u003c/p>\n\u003cfigure id=\"attachment_51126\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51126\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"546\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-160x109.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-768x524.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-240x164.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-375x256.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/marcus-washington-vocational-5_custom-b9c20c88e7b0264833639781f197325618117aff-s800-c85-520x355.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Taylor Fawcett, 23, moves a column during a connector mockup drill at the Iron Workers Local Union #86 Administrative Offices in Tukwila, Wash. \u003ccite>(Sy Bean/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/SCkYCn5zDjCvr26SprSfz?domain=hechingerreport.org\">\u003cspan class=\"s2\">\u003ci>job training\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/XB4OCo2OEkuE6RKS7tPn2?domain=..\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/DIBlCpYzGlimpWxfxKpYf?domain=eepurl.com\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=High-Paying+Trade+Jobs+Sit+Empty%2C+While+High+School+Grads+Line+Up+For+University&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Universities Can Rethink Support For Growing Number Of Adult Learners",
"title": "How Universities Can Rethink Support For Growing Number Of Adult Learners",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>More than 2 out of 3 college students today are not coming straight out of high school. Half are financially independent from their parents, and 1 in 4 are parents themselves.\u003c/p>\n\u003cp>David Scobey says that, as an American studies and history professor at the University of Michigan for decades, he was \"clueless\" about the needs of these adult students.\u003c/p>\n\u003cp>But then, in 2010, he became a dean at The New School, a private college in New York City, heading a division that included a bachelor's degree program designed specifically for adults and transfer students.\u003c/p>\n\u003cp>\"Those students schooled me about their needs and how poorly they were supported by higher ed,\" he says. \"I was inspired by their resilience.\"\u003c/p>\n\u003cp>You'll hear a reasonable amount of discussion about \"new traditional\" students today. But the common assumption — in Washington at least — seems to be that they require more vocational education to fill a \"skills gap,\" particularly in STEM or technical fields. Or that they need quicker, cheaper paths to a degree.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scobey's prescription is different. Since 2014, when he left The New School, he has been listening to adult learners to find out their aspirations. And what they've told him is that they tend to thrive on the same kinds of high-quality learning opportunities that all college students do: small seminars, capstone projects, internships, a broad liberal arts curriculum.\u003c/p>\n\u003cp>He argues that teaching adults this way might be the most practical approach, and that they are actually less expensive to serve than traditional students.\u003c/p>\n\u003cp>Now Scobey is helping to convene a national network of innovative colleges, both new and old, that serve adult learners with much success: He calls it the Great Colleges for the New Majority.\u003c/p>\n\u003cp>He spoke via email to NPR about where adult learners fit into \"the democratic mission of higher education,\" and he included quotes from his ongoing interviews with some of these learners themselves. Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>President Trump doesn't talk much about higher education, but when he does he endorses \u003c/strong>\u003ca href=\"http://freebeacon.com/politics/devos-apprenticeships-vocational-education-top-trump-priority/\">\u003cstrong>vocational education.\u003c/strong>\u003c/a>\u003cstrong> In the \u003c/strong>\u003ca href=\"https://content.govdelivery.com/accounts/USED/bulletins/1d5ca64\">\u003cstrong>words of Education Secretary Betsy DeVos\u003c/strong>\u003c/a>\u003cstrong>, the field needs to evolve toward \"industry-recognized certificates, two-year degrees, stackable credits, credentials and licensures, badges, micro-degrees, apprenticeships.\"\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>What's wrong with this thinking in your mind? What's missing? \u003c/strong>\u003c/p>\n\u003cp>You've asked a complicated question here. Let me break it down into a couple of answers.\u003c/p>\n\u003cp>The first thing wrong with this thinking is that it prioritizes the (immediate, changing) needs of the labor market over the needs and aspirations of adult students themselves. But if you ask incoming adult community college students about their educational aspirations, more than 70 percent want to get a bachelor's or beyond.\u003c/p>\n\u003cp>But even setting aside the question of students' aspirations, something else is wrong with the \"skills gap\" model of workforce training.\u003c/p>\n\u003cp>The problem finding good hires is actually a jumble of different realities. In some sectors (for instance, advanced, digitally driven manufacturing), innovation has outpaced training, and there is truly a shortage of technically skilled workers. Higher ed needs to work with employers and government in these targeted sectors to fill a real \"skills gap.\"\u003c/p>\n\u003cp>In other sectors, employers complain they can't find workers with communications, problem-solving and other soft skills. The solution to that is more liberal learning, not more technical workforce training.\u003c/p>\n\u003cp>In still other sectors, employers can't meet their needs because of wage stagnation, part-timing, abusive scheduling and other workplace problems. Their \"skills\" gap is actually a \"wage and workplace gap.\"\u003c/p>\n\u003cp>And lurking over all of this is the ongoing juggernaut of automation. Many of the jobs for which workplace training programs prepare adults will disappear in the next five to 10 years. Employers will replace them as soon as it makes financial sense.\u003c/p>\n\u003cp>Often workers and adult learners understand this perfectly. One UAW veteran told me — after attaining his bachelor's — that most of the retraining programs were a scam: \"They train union members for fewer and fewer jobs. A couple years later, it's the same thing all over again.\"\u003c/p>\n\u003cp>\u003cstrong>You talk about a \"narrative of personal transformation\" that's important to these students. Why?\u003c/strong>\u003c/p>\n\u003cp>As I noted above, job security and economic success are key goals of college for nearly all students, young and old. But students also see college as a journey of personal growth, a way of laying claim to their lives.\u003c/p>\n\u003cp>For most nontraditional students, this dimension of \"self-authoring\" (in the words of psychologist Marcia Baxter Magolda) is not less crucial, but even more. They often feel that they have failed in some way the customary narrative of high-school-to-college that defines successful adulthood.\u003c/p>\n\u003cp>\"I always felt less-than,\" I was told by Wendy, a returning student in Washington State and a staffer at a wildlife center. \"I feel like an impostor. Coming here has helped me find my voice. It helps me move through the world.\"\u003c/p>\n\u003cp>Melissa, a graduate of an adult bachelor's program in Rhode Island, also stresses the journey of personal transformation: \"As a kid, no one ever even mentioned college in my world,\" she told me in an interview.\u003c/p>\n\u003cblockquote>\u003cp>\"... now I had my bachelor's degree, and it was like, 'Wow. Wait a minute. I have arrived.' But then I thought like, 'What did I arrive to?' This has been a lifelong journey for me. It was, like, to meet a long-term goal, that had never happened to me before.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What reasons do people give for returning to college or beginning as an adult?\u003c/strong>\u003c/p>\n\u003cp>Adult learners are incredibly diverse: the Iraq War veteran, the office worker breaking through a glass ceiling, the 20-something barista or construction worker who wasn't ready for college the first time. The reasons they give are often a complicated mix.\u003c/p>\n\u003cp>Dorian, another Washington State adult student, told me:\u003c/p>\n\u003cblockquote>\u003cp>\"I came back to college because I felt like an angry underling. I had a good job, but I didn't get respect at work. I felt slapped, like I didn't amount to anything without that piece of paper. So I returned to school because of career goals. But my parents are gone, and I also came back for them.\"\u003c/p>\u003c/blockquote>\n\u003cp>Policy-makers often try to separate out these motivations and prioritize the economic ones: \"So I returned to school because of career goals.\" But what matters is precisely the jumbled, human mixture of motives.\u003c/p>\n\u003cp>\u003cstrong>Many of these narratives also have a redemptive arc. Talk about what some of the students you've spoken with have told you about the obstacles they have overcome to give college another try.\u003c/strong>\u003c/p>\n\u003cp>Let me briefly describe some of The New School students who cured me of my cluelessness about the nontraditional majority. There was Mui Ying, a 30-something from a Chinese immigrant family: She paid the rent as a technician for a pharmaceutical lab, but she had started a swimwear design business on the side, selling out of her car trunk while she finished school.\u003c/p>\n\u003cp>There was Dave, an African-American veteran who got a business degree in community college but was committed to getting a liberal-arts BA. Jamara was a mom, a server at a restaurant and an aspiring spoken-word poet.\u003c/p>\n\u003cp>The obstacles they face are as diverse as their lives. But here's one key way of understanding what they share: Adult, nontraditional students have to fit their studies into complex lives with multiple roles and stressors, rather than being able to organize their work and social life around a central role as a college student.\u003c/p>\n\u003cp>\u003cstrong>What are \"Great Colleges for the New Majority\"? What do they have in common? \u003c/strong>\u003c/p>\n\u003cp>The Great Colleges For the New Majority is a self-selected network of adult-serving bachelor's programs. They often have graduation rates of 80 percent or more. Their curricula have a wide range of structures, but all of them offer an education that is transformative, that enables students to lay claim to their own lives and define their own journey. All of them are characterized by cultures of strong support — both the \"vertical support\" of mentors, advisers and teachers, and the \"horizontal support\" of strong peer community.\u003c/p>\n\u003cp>\u003cstrong>Why is that horizontal support so important? \u003c/strong>\u003c/p>\n\u003cp>As I have learned in my research and teaching, peer support turns out to be part of the secret sauce for adult success. The programs in the Great Colleges Network tend to nurture cultures of sustained peer-to-peer help; students simply won't let each other fail. This is a component of adult college-going that mass online completion colleges have trouble replicating. It's one reason for their lower rates of completion.\u003c/p>\n\u003cp>\u003cstrong>What about the argument that colleges can't afford to invest this much in adult learners? \u003c/strong>\u003c/p>\n\u003cp>Short answer No. 1: Adult learners are actually less expensive to educate, because they don't need many of the resources that late-adolescent, residential students require. Adults don't need more resources; they need colleges and universities to redesign their resources in ways that meet adult students in their lives — for instance, by offering more flexible academic calendars.\u003c/p>\n\u003cp>Short answer No. 2: Colleges understand that they cannot afford \u003cem>not\u003c/em> to invest in adult learners. Neither higher ed, nor the job market, nor our democracy can succeed if we don't do a better job of offering great, transformative opportunities to the millions of adults in college and the millions who seek to return to college.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Short answer No. 3: Let's not lowball the investment in adult students with cheap-and-dirty workforce training. Adult learners shouldn't be pushed to attain a credential simply to fulfill short-term labor market gaps or to boost policy-makers' completion goals. They should be educated because they deserve a great education.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Adult+Learners+Really+Need+%28Hint%3A+It%27s+Not+Just+Job+Skills%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than 2 out of 3 college students today are not coming straight out of high school. Half are financially independent from their parents, and 1 in 4 are parents themselves.\u003c/p>\n\u003cp>David Scobey says that, as an American studies and history professor at the University of Michigan for decades, he was \"clueless\" about the needs of these adult students.\u003c/p>\n\u003cp>But then, in 2010, he became a dean at The New School, a private college in New York City, heading a division that included a bachelor's degree program designed specifically for adults and transfer students.\u003c/p>\n\u003cp>\"Those students schooled me about their needs and how poorly they were supported by higher ed,\" he says. \"I was inspired by their resilience.\"\u003c/p>\n\u003cp>You'll hear a reasonable amount of discussion about \"new traditional\" students today. But the common assumption — in Washington at least — seems to be that they require more vocational education to fill a \"skills gap,\" particularly in STEM or technical fields. Or that they need quicker, cheaper paths to a degree.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Scobey's prescription is different. Since 2014, when he left The New School, he has been listening to adult learners to find out their aspirations. And what they've told him is that they tend to thrive on the same kinds of high-quality learning opportunities that all college students do: small seminars, capstone projects, internships, a broad liberal arts curriculum.\u003c/p>\n\u003cp>He argues that teaching adults this way might be the most practical approach, and that they are actually less expensive to serve than traditional students.\u003c/p>\n\u003cp>Now Scobey is helping to convene a national network of innovative colleges, both new and old, that serve adult learners with much success: He calls it the Great Colleges for the New Majority.\u003c/p>\n\u003cp>He spoke via email to NPR about where adult learners fit into \"the democratic mission of higher education,\" and he included quotes from his ongoing interviews with some of these learners themselves. Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>President Trump doesn't talk much about higher education, but when he does he endorses \u003c/strong>\u003ca href=\"http://freebeacon.com/politics/devos-apprenticeships-vocational-education-top-trump-priority/\">\u003cstrong>vocational education.\u003c/strong>\u003c/a>\u003cstrong> In the \u003c/strong>\u003ca href=\"https://content.govdelivery.com/accounts/USED/bulletins/1d5ca64\">\u003cstrong>words of Education Secretary Betsy DeVos\u003c/strong>\u003c/a>\u003cstrong>, the field needs to evolve toward \"industry-recognized certificates, two-year degrees, stackable credits, credentials and licensures, badges, micro-degrees, apprenticeships.\"\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>What's wrong with this thinking in your mind? What's missing? \u003c/strong>\u003c/p>\n\u003cp>You've asked a complicated question here. Let me break it down into a couple of answers.\u003c/p>\n\u003cp>The first thing wrong with this thinking is that it prioritizes the (immediate, changing) needs of the labor market over the needs and aspirations of adult students themselves. But if you ask incoming adult community college students about their educational aspirations, more than 70 percent want to get a bachelor's or beyond.\u003c/p>\n\u003cp>But even setting aside the question of students' aspirations, something else is wrong with the \"skills gap\" model of workforce training.\u003c/p>\n\u003cp>The problem finding good hires is actually a jumble of different realities. In some sectors (for instance, advanced, digitally driven manufacturing), innovation has outpaced training, and there is truly a shortage of technically skilled workers. Higher ed needs to work with employers and government in these targeted sectors to fill a real \"skills gap.\"\u003c/p>\n\u003cp>In other sectors, employers complain they can't find workers with communications, problem-solving and other soft skills. The solution to that is more liberal learning, not more technical workforce training.\u003c/p>\n\u003cp>In still other sectors, employers can't meet their needs because of wage stagnation, part-timing, abusive scheduling and other workplace problems. Their \"skills\" gap is actually a \"wage and workplace gap.\"\u003c/p>\n\u003cp>And lurking over all of this is the ongoing juggernaut of automation. Many of the jobs for which workplace training programs prepare adults will disappear in the next five to 10 years. Employers will replace them as soon as it makes financial sense.\u003c/p>\n\u003cp>Often workers and adult learners understand this perfectly. One UAW veteran told me — after attaining his bachelor's — that most of the retraining programs were a scam: \"They train union members for fewer and fewer jobs. A couple years later, it's the same thing all over again.\"\u003c/p>\n\u003cp>\u003cstrong>You talk about a \"narrative of personal transformation\" that's important to these students. Why?\u003c/strong>\u003c/p>\n\u003cp>As I noted above, job security and economic success are key goals of college for nearly all students, young and old. But students also see college as a journey of personal growth, a way of laying claim to their lives.\u003c/p>\n\u003cp>For most nontraditional students, this dimension of \"self-authoring\" (in the words of psychologist Marcia Baxter Magolda) is not less crucial, but even more. They often feel that they have failed in some way the customary narrative of high-school-to-college that defines successful adulthood.\u003c/p>\n\u003cp>\"I always felt less-than,\" I was told by Wendy, a returning student in Washington State and a staffer at a wildlife center. \"I feel like an impostor. Coming here has helped me find my voice. It helps me move through the world.\"\u003c/p>\n\u003cp>Melissa, a graduate of an adult bachelor's program in Rhode Island, also stresses the journey of personal transformation: \"As a kid, no one ever even mentioned college in my world,\" she told me in an interview.\u003c/p>\n\u003cblockquote>\u003cp>\"... now I had my bachelor's degree, and it was like, 'Wow. Wait a minute. I have arrived.' But then I thought like, 'What did I arrive to?' This has been a lifelong journey for me. It was, like, to meet a long-term goal, that had never happened to me before.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What reasons do people give for returning to college or beginning as an adult?\u003c/strong>\u003c/p>\n\u003cp>Adult learners are incredibly diverse: the Iraq War veteran, the office worker breaking through a glass ceiling, the 20-something barista or construction worker who wasn't ready for college the first time. The reasons they give are often a complicated mix.\u003c/p>\n\u003cp>Dorian, another Washington State adult student, told me:\u003c/p>\n\u003cblockquote>\u003cp>\"I came back to college because I felt like an angry underling. I had a good job, but I didn't get respect at work. I felt slapped, like I didn't amount to anything without that piece of paper. So I returned to school because of career goals. But my parents are gone, and I also came back for them.\"\u003c/p>\u003c/blockquote>\n\u003cp>Policy-makers often try to separate out these motivations and prioritize the economic ones: \"So I returned to school because of career goals.\" But what matters is precisely the jumbled, human mixture of motives.\u003c/p>\n\u003cp>\u003cstrong>Many of these narratives also have a redemptive arc. Talk about what some of the students you've spoken with have told you about the obstacles they have overcome to give college another try.\u003c/strong>\u003c/p>\n\u003cp>Let me briefly describe some of The New School students who cured me of my cluelessness about the nontraditional majority. There was Mui Ying, a 30-something from a Chinese immigrant family: She paid the rent as a technician for a pharmaceutical lab, but she had started a swimwear design business on the side, selling out of her car trunk while she finished school.\u003c/p>\n\u003cp>There was Dave, an African-American veteran who got a business degree in community college but was committed to getting a liberal-arts BA. Jamara was a mom, a server at a restaurant and an aspiring spoken-word poet.\u003c/p>\n\u003cp>The obstacles they face are as diverse as their lives. But here's one key way of understanding what they share: Adult, nontraditional students have to fit their studies into complex lives with multiple roles and stressors, rather than being able to organize their work and social life around a central role as a college student.\u003c/p>\n\u003cp>\u003cstrong>What are \"Great Colleges for the New Majority\"? What do they have in common? \u003c/strong>\u003c/p>\n\u003cp>The Great Colleges For the New Majority is a self-selected network of adult-serving bachelor's programs. They often have graduation rates of 80 percent or more. Their curricula have a wide range of structures, but all of them offer an education that is transformative, that enables students to lay claim to their own lives and define their own journey. All of them are characterized by cultures of strong support — both the \"vertical support\" of mentors, advisers and teachers, and the \"horizontal support\" of strong peer community.\u003c/p>\n\u003cp>\u003cstrong>Why is that horizontal support so important? \u003c/strong>\u003c/p>\n\u003cp>As I have learned in my research and teaching, peer support turns out to be part of the secret sauce for adult success. The programs in the Great Colleges Network tend to nurture cultures of sustained peer-to-peer help; students simply won't let each other fail. This is a component of adult college-going that mass online completion colleges have trouble replicating. It's one reason for their lower rates of completion.\u003c/p>\n\u003cp>\u003cstrong>What about the argument that colleges can't afford to invest this much in adult learners? \u003c/strong>\u003c/p>\n\u003cp>Short answer No. 1: Adult learners are actually less expensive to educate, because they don't need many of the resources that late-adolescent, residential students require. Adults don't need more resources; they need colleges and universities to redesign their resources in ways that meet adult students in their lives — for instance, by offering more flexible academic calendars.\u003c/p>\n\u003cp>Short answer No. 2: Colleges understand that they cannot afford \u003cem>not\u003c/em> to invest in adult learners. Neither higher ed, nor the job market, nor our democracy can succeed if we don't do a better job of offering great, transformative opportunities to the millions of adults in college and the millions who seek to return to college.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Short answer No. 3: Let's not lowball the investment in adult students with cheap-and-dirty workforce training. Adult learners shouldn't be pushed to attain a credential simply to fulfill short-term labor market gaps or to boost policy-makers' completion goals. They should be educated because they deserve a great education.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Adult+Learners+Really+Need+%28Hint%3A+It%27s+Not+Just+Job+Skills%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Helping Young Girls Find Their Voice While Developing Friendships",
"title": "Helping Young Girls Find Their Voice While Developing Friendships",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Katie Hurley’s office is filled with young girls who struggle with courage, confidence and friendship skills. Hurley, a child and adolescent psychotherapist and author of the recently published \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cspan style=\"font-weight: 400\">\"No More Mean Girls,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has noticed an escalating trend: Girls right now are overwhelmed with adult-directed activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Girls no longer have time to partake in girlhood on their own,\" said Hurley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This overly structured, overly controlled milieu leaves girls feeling anxious and uncertain about their abilities to navigate basic social challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Friendship is a process. It takes time and practice,” said Hurley. “Girls need time to work through friendship issues -- to experience conflict, negotiate and get through the natural bumps in the road. But we have them so highly scheduled that they are not using organic friendship-making skills anymore.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls do have limited, adult-free time with one another, said Hurley, she’s not surprised that it’s often fraught with exclusion, triangulation, fighting or avoidance. The solution to these challenges is not more adult intervention, but rather more encouragement and opportunities for girls to tackle these problems on their own. “Our need to have all the solutions as parents is very high right now,” said Hurley, and that is backfiring.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Listen and Ask Questions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Hurley asks her patients what they want from their parents, the response is almost always the same: “Listen and ask questions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As parents, we are not great listeners,” said Hurley, “We are very busy, constantly trying to multitask. And we are often disconnected from kids because we are connected digitally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cimg class=\"alignleft wp-image-50945\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Hurley.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-240x360.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>When kids come to us with a problem, we tend to bounce between extremes -- either dismissing their concerns as “no big deal” or jumping in to solve their problems for them. Both take less time than the alternative: guiding and supporting them as they solve their own problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They need to know that it’s totally acceptable and normal to struggle at times,” said Hurley, “and we want them to come to us with their concerns. But we need to remember that parenting is about guidance, not controlling.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the height of emotion -- often immediately after school ends when they are tired and hungry -- girls sometimes “go into survival mode and use language at home that is more traumatic than what is really happening at school.” If parents match that level of emotion, they can intensify the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, says Hurley, if your child shares an unkind comment she heard on the playground, don’t respond with, “ 'That kid is mean -- stay away from her!' That ends a friendship potential and doesn’t give your daughter room to work it out.” Instead, stay calm, gather information, and respond empathetically, using phrases such as, “This sounds hard. Can you tell me more about it?” or “Sounds like you had a rotten day. I understand. I have had those days, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once they have vented and are not so tense inside their bodies, then you can start to brainstorm together,” said Hurley. Revisit the problem when they are calm and rested, allowing them to stay in the driver’s seat. For instance, if the struggle is whom to play with at recess, encourage them to “zoom out” and reflect on the big picture, perhaps drawing a map of the playground. Where does she go? What does she like to do? What activities do other kids do at recess? What’s one thing she wants to try tomorrow? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Practice Bravery\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls think up a strategy they want to try -- such as asking a new person to play and joining a new activity at recess -- they also need to muster the courage to test it out. And that isn’t always easy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have girls in my office who are petrified of taking risks,” said Hurley. “Perfectionism is on the rise, fear of failure is on the rise. Girls are socialized to be pleasers. That is a mistake. Girls should be socialized to be brave.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It starts with our language. When young girls start climbing on the playground, do the adults reflexively say, “Be careful”? As parents, said Hurley, we can deliberately communicate the message, “We take risks to practice being brave.” For some girls, risks might look like climbing a tree and, for others, it might look like saying hello to someone new. Free time in nature, on the playground, on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">unstructured\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> playdates, and with open-ended play materials provides an organic classroom for girls to strengthen their courage muscles and test their ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “need the time and space to try and fail again and fail again and fail again,” said Hurley. “When we step in and solve their problems for them, what we really communicate is, ‘I’m afraid you can’t do it well enough, so I’m going to do it for you.’ and that starts fear of failure.’ Step back, let them make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Assertive Communication\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of courage is finding one’s “brave voice,” said Hurley. Girls often confuse assertive communication with aggressive communication and then default to the other extreme: passivity. Assertive communication -- including making eye contact, speaking in a clear, calm voice, and listening patiently to others -- communicates self-respect and respect for the other person.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families can make a game out of teaching assertive communication skills, said Hurley. “Host little presidential debates in your home. Run for ‘Queen of the Kitchen.’ Make a speech. Have a family debate night.” When your child \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> wants something, ask them to write a speech and give you her best persuasive argument. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Practice yields dividends. “When girls get in the habit of being assertive, it feels good,” said Hurley. “They feel like people want to listen to them. They say, ‘My teacher is calling on me more. My friends are listening to ideas.’ They feel more self-confident. And when one girl stands up and is more assertive, others start to do that as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Model Resilience\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the best gifts parents can give their kids is the gift of their failures,” said Hurley. Tell your children stories about times you’ve tried and failed and bounced back. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Katie Hurley’s office is filled with young girls who struggle with courage, confidence and friendship skills. Hurley, a child and adolescent psychotherapist and author of the recently published \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cspan style=\"font-weight: 400\">\"No More Mean Girls,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has noticed an escalating trend: Girls right now are overwhelmed with adult-directed activities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Girls no longer have time to partake in girlhood on their own,\" said Hurley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This overly structured, overly controlled milieu leaves girls feeling anxious and uncertain about their abilities to navigate basic social challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Friendship is a process. It takes time and practice,” said Hurley. “Girls need time to work through friendship issues -- to experience conflict, negotiate and get through the natural bumps in the road. But we have them so highly scheduled that they are not using organic friendship-making skills anymore.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls do have limited, adult-free time with one another, said Hurley, she’s not surprised that it’s often fraught with exclusion, triangulation, fighting or avoidance. The solution to these challenges is not more adult intervention, but rather more encouragement and opportunities for girls to tackle these problems on their own. “Our need to have all the solutions as parents is very high right now,” said Hurley, and that is backfiring.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Listen and Ask Questions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Hurley asks her patients what they want from their parents, the response is almost always the same: “Listen and ask questions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As parents, we are not great listeners,” said Hurley, “We are very busy, constantly trying to multitask. And we are often disconnected from kids because we are connected digitally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/550360/no-more-mean-girls-by-katie-hurley/9780143130864/\">\u003cimg class=\"alignleft wp-image-50945\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Hurley.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Hurley-240x360.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>When kids come to us with a problem, we tend to bounce between extremes -- either dismissing their concerns as “no big deal” or jumping in to solve their problems for them. Both take less time than the alternative: guiding and supporting them as they solve their own problems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They need to know that it’s totally acceptable and normal to struggle at times,” said Hurley, “and we want them to come to us with their concerns. But we need to remember that parenting is about guidance, not controlling.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the height of emotion -- often immediately after school ends when they are tired and hungry -- girls sometimes “go into survival mode and use language at home that is more traumatic than what is really happening at school.” If parents match that level of emotion, they can intensify the situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, says Hurley, if your child shares an unkind comment she heard on the playground, don’t respond with, “ 'That kid is mean -- stay away from her!' That ends a friendship potential and doesn’t give your daughter room to work it out.” Instead, stay calm, gather information, and respond empathetically, using phrases such as, “This sounds hard. Can you tell me more about it?” or “Sounds like you had a rotten day. I understand. I have had those days, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once they have vented and are not so tense inside their bodies, then you can start to brainstorm together,” said Hurley. Revisit the problem when they are calm and rested, allowing them to stay in the driver’s seat. For instance, if the struggle is whom to play with at recess, encourage them to “zoom out” and reflect on the big picture, perhaps drawing a map of the playground. Where does she go? What does she like to do? What activities do other kids do at recess? What’s one thing she wants to try tomorrow? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Practice Bravery\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When girls think up a strategy they want to try -- such as asking a new person to play and joining a new activity at recess -- they also need to muster the courage to test it out. And that isn’t always easy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have girls in my office who are petrified of taking risks,” said Hurley. “Perfectionism is on the rise, fear of failure is on the rise. Girls are socialized to be pleasers. That is a mistake. Girls should be socialized to be brave.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It starts with our language. When young girls start climbing on the playground, do the adults reflexively say, “Be careful”? As parents, said Hurley, we can deliberately communicate the message, “We take risks to practice being brave.” For some girls, risks might look like climbing a tree and, for others, it might look like saying hello to someone new. Free time in nature, on the playground, on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">unstructured\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> playdates, and with open-ended play materials provides an organic classroom for girls to strengthen their courage muscles and test their ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “need the time and space to try and fail again and fail again and fail again,” said Hurley. “When we step in and solve their problems for them, what we really communicate is, ‘I’m afraid you can’t do it well enough, so I’m going to do it for you.’ and that starts fear of failure.’ Step back, let them make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Assertive Communication\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of courage is finding one’s “brave voice,” said Hurley. Girls often confuse assertive communication with aggressive communication and then default to the other extreme: passivity. Assertive communication -- including making eye contact, speaking in a clear, calm voice, and listening patiently to others -- communicates self-respect and respect for the other person.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families can make a game out of teaching assertive communication skills, said Hurley. “Host little presidential debates in your home. Run for ‘Queen of the Kitchen.’ Make a speech. 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Our stories shape children’s understanding of how the world works. According to \u003c/span>\u003ca href=\"http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, children who hear stories about how family members and ancestors overcame obstacles are more resilient in the face of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In her \u003ca href=\"http://ed.ted.com/on/ux137uws\" target=\"_blank\" rel=\"noopener\">TEDx talk\u003c/a>, Elise Roy describes how losing her hearing when she was a child forced her to become an excellent problem solver because she was able to identify issues someone else might not have ever noticed. Growing up, she had to design innovative solutions to challenges that arose in her everyday life, picked herself up from\u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\" rel=\"noopener\"> failure\u003c/a>, tried new strategies and eventually succeeded. She sees her disability as a tremendous strength now that she's a designer. She experiences the world differently from other people, and that unique perspective allows her to design innovative solutions.\u003c/p>\n\u003cp>Roy makes a strong case for designing environments and tools with disabilities in mind from the start. Solutions created this way are not only inclusive -- they're also better for everyone. Her pitch echoes calls for \u003ca href=\"http://www.cast.org/our-work/about-udl.html#.WBpdaEYrK70\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning (UDL)\u003c/a> within the education community, as the entire field recognizes that children are all different and one size doesn't fit all.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/g2m97gPI70I\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In her \u003ca href=\"http://ed.ted.com/on/ux137uws\" target=\"_blank\" rel=\"noopener\">TEDx talk\u003c/a>, Elise Roy describes how losing her hearing when she was a child forced her to become an excellent problem solver because she was able to identify issues someone else might not have ever noticed. Growing up, she had to design innovative solutions to challenges that arose in her everyday life, picked herself up from\u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\" rel=\"noopener\"> failure\u003c/a>, tried new strategies and eventually succeeded. She sees her disability as a tremendous strength now that she's a designer. She experiences the world differently from other people, and that unique perspective allows her to design innovative solutions.\u003c/p>\n\u003cp>Roy makes a strong case for designing environments and tools with disabilities in mind from the start. Solutions created this way are not only inclusive -- they're also better for everyone. Her pitch echoes calls for \u003ca href=\"http://www.cast.org/our-work/about-udl.html#.WBpdaEYrK70\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning (UDL)\u003c/a> within the education community, as the entire field recognizes that children are all different and one size doesn't fit all.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/g2m97gPI70I\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“How do we enhance cognition?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the question that keeps Dr. Adam Gazzaley awake at night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/education-speakers/Adam-Gazzaley\">\u003cspan style=\"font-weight: 400\">recent Learning and the Brain conference talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gazzaley -- a neurology professor and co-author of \u003c/span>\u003ca href=\"https://mitpress.mit.edu/distracted\">\u003ci>\u003cspan style=\"font-weight: 400\">The Distracted Mind: Ancient Brains in a High-Tech World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- argued that we are experiencing a “global cognition crisis.” Enhancing human cognition is not about increasing the amount of information we teach students. 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The brain controls the core of what makes us “most human,” said Gazzaley, “our cognition, our attention, our focus, our memory, our decision-making, our emotional regulation, and our empathy, compassion and wisdom.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To illustrate the challenge facing education, he pointed to parallel challenges within medicine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, both use poor initial assessments, he said. Few doctors are utilizing brain scans, instead relying on outdated paper and pencil tests. “Similarly in education, we don’t have a starting point for understanding from each child’s cognitive abilities.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, both employ poor targeting. In medicine, many pharmaceuticals target broad body systems, requiring doctors and patients to spend a lot of time monitoring and managing the side effects of medication. In education, we hope that “providing information content will develop students’ core abilities, but we don’t precisely target underlying cognitive abilities.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Third, both systems are largely non-personalized. In medicine, he said, we write prescription dosages based on the outcomes of large studies. And in education, the curriculum rarely focuses on the individual profile of the child. “We are vaguely aiming at personalization [in both fields] but not really getting there.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fourth, many practitioners in both fields fall back to a unimodal approach, hoping a “one pill can solve something as complicated as depression or one model of teaching will fit all the students in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And finally, both systems are “open loop”: they have an imprecise, long cycle between the initial intervention and the updated intervention. In medicine, patients might take pills and subjectively monitor effects and side effects. Weeks or months later, based on their reports, their doctor may raise or lower the dosage slightly. Likewise, Gazzaley argued, the exams that students take do not quickly translate into updated methods for improving student understanding. “Open-loop systems are not an effective way to change anything, especially something as complex as the human brain.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current system is “not good enough,” said Gazzaley. “We don’t need to throw out what we have, but in order to remedy our cognition crisis, we need a\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> parallel system \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">that is targeted, personalized, multimodal, and closed loop.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enter technology. Gazzaley sees technology as both a pervasive challenge to cognition -- taxing our attention and driving us to distraction -- and a potential “game-changing” intervention. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a neuroscientist, Gazzaley has studied “how our brains intersect with the explosion of devices, programs and software.” He said that 95 percent of people report multitasking with technology every day. This constant drain on our attention affects our cognitive control, or “the mental abilities that enable us to enact our goals.” These abilities include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Attention\u003c/b>\u003cspan style=\"font-weight: 400\">: the ability to direct limited mental resources when and where we need them\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Working memory:\u003c/b>\u003cspan style=\"font-weight: 400\"> the slots available in our short-term memory to problem-solve the task at hand\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal management:\u003c/b>\u003cspan style=\"font-weight: 400\"> how and when should we multitask -- or more precisely “task switch” -- knowing that every time our brain has to switch, it taxes our mental resources\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The multitasking brain is a “distracted mind,” said Gazzaley, and “cognitive interferences affect sleep, relationships, education, emotion, working memory, decision-making and perception.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To allow our brains to develop their full potential, “we need to take control over how we use technology,” said Gazzaley. “How do we build stronger brains so that we have less distracted minds?” This can be done by modifying our behavior, but he also believes that technology itself can play a role in enhancing cognition. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He advocates creating high-tech, closed-loop intervention systems that assess students’ cognitive abilities and target their specific needs in a personalized way. In a closed-loop system, he explained, you intervene in some way and record the impact of that intervention. You then use those data to refine that intervention. “You record, you refine, you apply ... over and over again, at each pass becoming more targeted at improving your outcome.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is part of the work he is engaged in at \u003c/span>\u003ca href=\"https://neuroscape.ucsf.edu/\">\u003cspan style=\"font-weight: 400\">Neuroscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a center at the University of California, San Francisco he co-founded, where they are developing and testing several closed-loop technologies designed to enhance cognition. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Will these developments enhance what makes us human or degrade us?” Gazzaley asked. “This should be part of our development process. We need to think about how technology interacts with us as human beings.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“How do we enhance cognition?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the question that keeps Dr. Adam Gazzaley awake at night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/education-speakers/Adam-Gazzaley\">\u003cspan style=\"font-weight: 400\">recent Learning and the Brain conference talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gazzaley -- a neurology professor and co-author of \u003c/span>\u003ca href=\"https://mitpress.mit.edu/distracted\">\u003ci>\u003cspan style=\"font-weight: 400\">The Distracted Mind: Ancient Brains in a High-Tech World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- argued that we are experiencing a “global cognition crisis.” Enhancing human cognition is not about increasing the amount of information we teach students. In fact, he said, education has been built on “transferring information content, but not really building the underlying information processing systems that this depends upon.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In contrast, some fields “have focused in an almost frenetic way on optimizing abilities,” he said. Take physical fitness, where humans have developed specialized equipment and methods for improving balance, coordination, flexibility, strength, endurance and speed. From professional sports to rehabilitation, we have researched techniques for improving the function of muscles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what are we doing to improve the performance of the most central organ in the body: the brain? The brain controls the core of what makes us “most human,” said Gazzaley, “our cognition, our attention, our focus, our memory, our decision-making, our emotional regulation, and our empathy, compassion and wisdom.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To illustrate the challenge facing education, he pointed to parallel challenges within medicine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, both use poor initial assessments, he said. Few doctors are utilizing brain scans, instead relying on outdated paper and pencil tests. “Similarly in education, we don’t have a starting point for understanding from each child’s cognitive abilities.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, both employ poor targeting. In medicine, many pharmaceuticals target broad body systems, requiring doctors and patients to spend a lot of time monitoring and managing the side effects of medication. In education, we hope that “providing information content will develop students’ core abilities, but we don’t precisely target underlying cognitive abilities.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Third, both systems are largely non-personalized. In medicine, he said, we write prescription dosages based on the outcomes of large studies. And in education, the curriculum rarely focuses on the individual profile of the child. “We are vaguely aiming at personalization [in both fields] but not really getting there.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fourth, many practitioners in both fields fall back to a unimodal approach, hoping a “one pill can solve something as complicated as depression or one model of teaching will fit all the students in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And finally, both systems are “open loop”: they have an imprecise, long cycle between the initial intervention and the updated intervention. In medicine, patients might take pills and subjectively monitor effects and side effects. Weeks or months later, based on their reports, their doctor may raise or lower the dosage slightly. Likewise, Gazzaley argued, the exams that students take do not quickly translate into updated methods for improving student understanding. “Open-loop systems are not an effective way to change anything, especially something as complex as the human brain.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current system is “not good enough,” said Gazzaley. “We don’t need to throw out what we have, but in order to remedy our cognition crisis, we need a\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> parallel system \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">that is targeted, personalized, multimodal, and closed loop.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enter technology. Gazzaley sees technology as both a pervasive challenge to cognition -- taxing our attention and driving us to distraction -- and a potential “game-changing” intervention. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a neuroscientist, Gazzaley has studied “how our brains intersect with the explosion of devices, programs and software.” He said that 95 percent of people report multitasking with technology every day. This constant drain on our attention affects our cognitive control, or “the mental abilities that enable us to enact our goals.” These abilities include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Attention\u003c/b>\u003cspan style=\"font-weight: 400\">: the ability to direct limited mental resources when and where we need them\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Working memory:\u003c/b>\u003cspan style=\"font-weight: 400\"> the slots available in our short-term memory to problem-solve the task at hand\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal management:\u003c/b>\u003cspan style=\"font-weight: 400\"> how and when should we multitask -- or more precisely “task switch” -- knowing that every time our brain has to switch, it taxes our mental resources\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The multitasking brain is a “distracted mind,” said Gazzaley, and “cognitive interferences affect sleep, relationships, education, emotion, working memory, decision-making and perception.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To allow our brains to develop their full potential, “we need to take control over how we use technology,” said Gazzaley. “How do we build stronger brains so that we have less distracted minds?” This can be done by modifying our behavior, but he also believes that technology itself can play a role in enhancing cognition. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He advocates creating high-tech, closed-loop intervention systems that assess students’ cognitive abilities and target their specific needs in a personalized way. In a closed-loop system, he explained, you intervene in some way and record the impact of that intervention. You then use those data to refine that intervention. “You record, you refine, you apply ... over and over again, at each pass becoming more targeted at improving your outcome.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is part of the work he is engaged in at \u003c/span>\u003ca href=\"https://neuroscape.ucsf.edu/\">\u003cspan style=\"font-weight: 400\">Neuroscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a center at the University of California, San Francisco he co-founded, where they are developing and testing several closed-loop technologies designed to enhance cognition. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Will these developments enhance what makes us human or degrade us?” Gazzaley asked. “This should be part of our development process. We need to think about how technology interacts with us as human beings.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p12\">\u003cem>Excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">You, Your Child, and School: Navigate Your Way to the Best Education\u003c/a> by Sir Ken Robinson, Ph. D and Lou Aronica, published on March 13, 2018 by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2018.\u003c/em>\u003c/p>\n\u003ch2 class=\"p2\">\u003cb>Room to Maneuver\u003c/b>\u003c/h2>\n\u003cp class=\"p3\">There’s more room to make changes within the current education system than many people think. Schools operate as they do not because they have to but because they choose to. They don’t need to be that way; they can change and many do. Innovative schools everywhere are breaking the mold of convention to meet the best interests of their students, families, and communities. As well as great teachers, what they have in common is visionary leadership. They have principals who are willing to make the changes that are needed to promote the success of all their students, whatever their circumstances and talents. A creative principal with the right powers of leadership can take a failing school and turn it into a hot spot of innovation and inclusion that benefits everyone it touches.\u003c/p>\n\u003cp class=\"p6\">Take Orchard Gardens elementary school in Roxbury, Massachusetts. Ten years ago Orchard Gardens was in the doldrums. By most measures, it was one of the most troubled schools in the state. The school had five principals in its first seven years. Each fall, half the teachers did not return. Test scores were in the bottom 5 percent of all Massachusetts schools. The students were disaffected and unruly and there was a constant threat of violence. Students weren’t allowed to carry backpacks to school for fear that they might use them to conceal weapons, and there was an expensive staff of security guards, costing more than $250,000 a year, to make sure they didn’t. Remember, this was an \u003ci>elementary\u003c/i>\u003ci> \u003c/i>school.\u003c/p>\n\u003cp class=\"p6\">Principal number six, Andrew Bott, arrived in 2010. People had told him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation as one of the worst-performing schools in Massachusetts and admits that when he arrived it did feel like a prison. He had a radically different solution to its problems, which shocked many observers. He decided to eliminate the security staff altogether and invest the money in arts programs instead.\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-50875\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Cover-e1522442201577.jpg\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>The school was enlisted as one of eight pilot schools for a new plan created by President Obama’s Committee on the Arts and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special expertise in the arts: teachers who believed in his new vision for the school. “This was a far better investment,” said Bott, than “spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving.” Together they introduced strong systems to support students as individuals. They lengthened the school day and started a data-driven approach to school improvement from monitoring attendance to test scores. And they focused on reinvigorating the school culture as a whole. They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The arts classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a more stimulating environment and sense of ownership by the children. “Kids do well,” Bott said, “when you design and build a school that they want to be in. Having great arts programs and athletics programs makes school an enjoyable place to be and that’s when you see success.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p9\">The school had more than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English as a second language, and one in five were on individual learning plans for special needs. The school’s problems were not its students, Bott said. It needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the whole student and promoted higher levels of achievement across the board.\u003c/p>\n\u003cp class=\"p9\">Students who were struggling in the old system came alive and graduated with confidence to high school and beyond. For some people, abandoning security in favor of arts programs seemed like a crazy idea. Bott knew, and events proved, that it was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.\u003c/p>\n\u003cp class=\"p6\">The transformation of Orchard Gardens didn’t depend on any new laws being passed. All it took was a leader with the vision to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens (and others like it) illustrates an essential truth in education. The problem is not usually the students; it is the system. Change the system in the right ways and many of the problems of poor behavior, low motivation, and disengagement tend to disappear. It can be the system itself that creates the problems.\u003c/p>\n\u003cfigure id=\"attachment_50877\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-50877 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png\" alt=\"\" width=\"160\" height=\"184\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-800x919.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-768x882.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1020x1172.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1180x1356.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-960x1103.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-240x276.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-375x431.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-520x597.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow.png 1901w\" sizes=\"auto, (max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Sir Ken Robinson \u003ccite>(Todd Bigelow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Sir Ken Robinson\u003c/strong>, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world’s leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003cem>\u003cstrong>Lou Aronica \u003c/strong>is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p12\">\u003cem>Excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">You, Your Child, and School: Navigate Your Way to the Best Education\u003c/a> by Sir Ken Robinson, Ph. D and Lou Aronica, published on March 13, 2018 by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2018.\u003c/em>\u003c/p>\n\u003ch2 class=\"p2\">\u003cb>Room to Maneuver\u003c/b>\u003c/h2>\n\u003cp class=\"p3\">There’s more room to make changes within the current education system than many people think. Schools operate as they do not because they have to but because they choose to. They don’t need to be that way; they can change and many do. Innovative schools everywhere are breaking the mold of convention to meet the best interests of their students, families, and communities. As well as great teachers, what they have in common is visionary leadership. They have principals who are willing to make the changes that are needed to promote the success of all their students, whatever their circumstances and talents. A creative principal with the right powers of leadership can take a failing school and turn it into a hot spot of innovation and inclusion that benefits everyone it touches.\u003c/p>\n\u003cp class=\"p6\">Take Orchard Gardens elementary school in Roxbury, Massachusetts. Ten years ago Orchard Gardens was in the doldrums. By most measures, it was one of the most troubled schools in the state. The school had five principals in its first seven years. Each fall, half the teachers did not return. Test scores were in the bottom 5 percent of all Massachusetts schools. The students were disaffected and unruly and there was a constant threat of violence. Students weren’t allowed to carry backpacks to school for fear that they might use them to conceal weapons, and there was an expensive staff of security guards, costing more than $250,000 a year, to make sure they didn’t. Remember, this was an \u003ci>elementary\u003c/i>\u003ci> \u003c/i>school.\u003c/p>\n\u003cp class=\"p6\">Principal number six, Andrew Bott, arrived in 2010. People had told him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation as one of the worst-performing schools in Massachusetts and admits that when he arrived it did feel like a prison. He had a radically different solution to its problems, which shocked many observers. He decided to eliminate the security staff altogether and invest the money in arts programs instead.\u003c/p>\n\u003cp class=\"p6\">\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-50875\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Cover-e1522442201577.jpg\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>The school was enlisted as one of eight pilot schools for a new plan created by President Obama’s Committee on the Arts and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special expertise in the arts: teachers who believed in his new vision for the school. “This was a far better investment,” said Bott, than “spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving.” Together they introduced strong systems to support students as individuals. They lengthened the school day and started a data-driven approach to school improvement from monitoring attendance to test scores. And they focused on reinvigorating the school culture as a whole. They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The arts classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a more stimulating environment and sense of ownership by the children. “Kids do well,” Bott said, “when you design and build a school that they want to be in. Having great arts programs and athletics programs makes school an enjoyable place to be and that’s when you see success.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p9\">The school had more than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English as a second language, and one in five were on individual learning plans for special needs. The school’s problems were not its students, Bott said. It needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the whole student and promoted higher levels of achievement across the board.\u003c/p>\n\u003cp class=\"p9\">Students who were struggling in the old system came alive and graduated with confidence to high school and beyond. For some people, abandoning security in favor of arts programs seemed like a crazy idea. Bott knew, and events proved, that it was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.\u003c/p>\n\u003cp class=\"p6\">The transformation of Orchard Gardens didn’t depend on any new laws being passed. All it took was a leader with the vision to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens (and others like it) illustrates an essential truth in education. The problem is not usually the students; it is the system. Change the system in the right ways and many of the problems of poor behavior, low motivation, and disengagement tend to disappear. It can be the system itself that creates the problems.\u003c/p>\n\u003cfigure id=\"attachment_50877\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-50877 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png\" alt=\"\" width=\"160\" height=\"184\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-160x184.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-800x919.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-768x882.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1020x1172.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-1180x1356.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-960x1103.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-240x276.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-375x431.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow-520x597.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2018/03/Sir-Ken-Robinson-credit-Todd-Bigelow.png 1901w\" sizes=\"auto, (max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Sir Ken Robinson \u003ccite>(Todd Bigelow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Sir Ken Robinson\u003c/strong>, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world’s leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003cem>\u003cstrong>Lou Aronica \u003c/strong>is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\"\u003cem>Does being waitlisted count as half an acceptance??\"\u003c/em>\u003c/p>\n\u003cp>\"\u003cem>Literally got waitlisted everywhere\"\u003c/em>\u003c/p>\n\u003cp>\"\u003cem>Being waitlisted from your top choice is the worst feeling\"\u003c/em>\u003c/p>\n\u003cp>\"\u003cem>What should one do when waitlisted at their top choice school? Asking for a friend.\"\u003c/em>\u003c/p>\n\u003cp>\u003cem> \"All these waitlisted \u003c/em>\u003ca href=\"http://www.vulture.com/2018/01/lady-bird-did-she-make-the-right-college-choice.html\">\u003cem>got me feelin like Ladybird.\u003c/em>\u003c/a>\u003cem>\" \u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Those are just some of the thoughts that high school seniors have tweeted in the past few weeks. They've opened their mail — or, more likely, an online portal — to finally hear decisions from colleges. But many didn't get one. The number of students placed on college waiting lists has climbed in recent years, leaving students hoping for the best — even when they might not have any reason to hope at all.\u003c/p>\n\u003cp>\"Many students ... think they're very close to getting in, and that there's considerable hope for them to be admitted to the college,\" says Cristiana Quinn, a private college admissions counselor in Rhode Island.\u003c/p>\n\u003cp>That's not the case. In the spring of 2017, Dartmouth College, a small ivy league school in New Hampshire, offered 2,021 waitlist spots to applicants. Of the 1,345 who chose to stay on the waitlist, not a single person got in. The University of Michigan offered 11,127 potential freshman a place on their waitlist that spring — 4,124 students accepted spots on the list, and 470 eventually got in.\u003c/p>\n\u003cp>The odds aren't as slim elsewhere: At the University of Wisconsin–Eau Claire, 100 of the 450 students on the waitlist were accepted in 2017. And some schools, like North Carolina A&T State University and the University of Alabama, don't use a waitlist at all. According to 2017 numbers from the National Association of College Admission Counseling, \u003ca href=\"https://www.nacacnet.org/news%E2%80%94publications/publications/state-of-college-admission/soca-download/\">about 40 percent of colleges use waitlists.\u003c/a>\u003c/p>\n\u003cp>The schools that do make applicants wait for a final decision do so to keep their options open, says Quinn, who works with students and families during the college application process.\u003c/p>\n\u003cp>\"They want to have a very large pool to choose from — so that, for instance, if they don't have a student from South Dakota, they can pull one from South Dakota. If they don't have a student who plays the oboe, they can pick an oboe player, and on and on,\" she says. When schools keep their admission rates low, it impacts school rankings and reputation — plus, intentional or not, the more students who \u003cem>almost\u003c/em> get in are now thinking, talking and tweeting about them.\u003c/p>\n\u003cp>Quinn recently penned an open letter to college admissions officers on a private email list of admissions professionals.\u003c/p>\n\u003cp>\"I beg you to stop the insanity,\" she wrote. \"Stop what you are doing to kids and parents and move to a modicum of reality next year when you create your waiting lists.\" She says all of her students awaiting spring decisions were wait-listed at at least one school — and many of them were wait-listed at many. That hasn't happened in the past.\u003c/p>\n\u003cp>\"[Students] are not fully exploring the colleges where they have been accepted,\" she says. Instead, they hold out hope for the colleges where they've been wait-listed. For low-income students, who depend on aid for tuition assistance, holding out for an offer becomes unrealistic because colleges often have little if any financial aid left over by the time they turn to the waiting list.\u003c/p>\n\u003cp>So what should students do once they've been wait-listed?\u003c/p>\n\u003cp>Quinn encourages students she works with to write letters of continued interest to colleges — and to apply to other schools with rolling deadlines and openings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All is not lost,\" she tells them.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=College+Waitlists+Often+Waste+Would-Be+Students%27+Time+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Those are just some of the thoughts that high school seniors have tweeted in the past few weeks. They've opened their mail — or, more likely, an online portal — to finally hear decisions from colleges. But many didn't get one. The number of students placed on college waiting lists has climbed in recent years, leaving students hoping for the best — even when they might not have any reason to hope at all.\u003c/p>\n\u003cp>\"Many students ... think they're very close to getting in, and that there's considerable hope for them to be admitted to the college,\" says Cristiana Quinn, a private college admissions counselor in Rhode Island.\u003c/p>\n\u003cp>That's not the case. In the spring of 2017, Dartmouth College, a small ivy league school in New Hampshire, offered 2,021 waitlist spots to applicants. Of the 1,345 who chose to stay on the waitlist, not a single person got in. The University of Michigan offered 11,127 potential freshman a place on their waitlist that spring — 4,124 students accepted spots on the list, and 470 eventually got in.\u003c/p>\n\u003cp>The odds aren't as slim elsewhere: At the University of Wisconsin–Eau Claire, 100 of the 450 students on the waitlist were accepted in 2017. And some schools, like North Carolina A&T State University and the University of Alabama, don't use a waitlist at all. According to 2017 numbers from the National Association of College Admission Counseling, \u003ca href=\"https://www.nacacnet.org/news%E2%80%94publications/publications/state-of-college-admission/soca-download/\">about 40 percent of colleges use waitlists.\u003c/a>\u003c/p>\n\u003cp>The schools that do make applicants wait for a final decision do so to keep their options open, says Quinn, who works with students and families during the college application process.\u003c/p>\n\u003cp>\"They want to have a very large pool to choose from — so that, for instance, if they don't have a student from South Dakota, they can pull one from South Dakota. If they don't have a student who plays the oboe, they can pick an oboe player, and on and on,\" she says. When schools keep their admission rates low, it impacts school rankings and reputation — plus, intentional or not, the more students who \u003cem>almost\u003c/em> get in are now thinking, talking and tweeting about them.\u003c/p>\n\u003cp>Quinn recently penned an open letter to college admissions officers on a private email list of admissions professionals.\u003c/p>\n\u003cp>\"I beg you to stop the insanity,\" she wrote. \"Stop what you are doing to kids and parents and move to a modicum of reality next year when you create your waiting lists.\" She says all of her students awaiting spring decisions were wait-listed at at least one school — and many of them were wait-listed at many. That hasn't happened in the past.\u003c/p>\n\u003cp>\"[Students] are not fully exploring the colleges where they have been accepted,\" she says. Instead, they hold out hope for the colleges where they've been wait-listed. For low-income students, who depend on aid for tuition assistance, holding out for an offer becomes unrealistic because colleges often have little if any financial aid left over by the time they turn to the waiting list.\u003c/p>\n\u003cp>So what should students do once they've been wait-listed?\u003c/p>\n\u003cp>Quinn encourages students she works with to write letters of continued interest to colleges — and to apply to other schools with rolling deadlines and openings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All is not lost,\" she tells them.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=College+Waitlists+Often+Waste+Would-Be+Students%27+Time+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Suffering From Nature Deficit Disorder? Try Forest Bathing",
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"content": "\u003cp>There is a paradox with living as a human nowadays.\u003c/p>\n\u003cp>A 2014 \u003ca href=\"http://www.un.org/en/development/desa/news/population/world-urbanization-prospects-2014.html\">article\u003c/a> from the United Nations states that about 54 percent of the human population lives in urban areas (more by now), a proportion that is projected to increase to 66 percent by 2050. By 2045, the report says, more than six billion people will crowd cities.\u003c/p>\n\u003cp>People flock to cities for obvious reasons, all very understandable: more job opportunities; more choices; more culture and cultural diversity; larger communities. Yet, and this is the paradox, living in a crowded, concrete-walled, green-poor, urban environment takes something away from our very essence, our primal need to be close to nature.\u003c/p>\n\u003cp>An EPA study found that Americans spend approximately 90 percent of their time indoors, where the \u003ca href=\"https://cfpub.epa.gov/roe/chapter/air/indoorair.cfm\">concentrations of some air pollutants\u003c/a> can be 2 times to 5 times higher than outdoors. Essentially, we spend our lives in cages breathing bad air. Too much grey, black, and white — and not enough immersion in greens and blues.\u003c/p>\n\u003cp>It is no wonder that many large cities take landscaping seriously, adding parks and green areas wherever possible. We can't quite sever the link with our evolutionary past and part ways with our origins. We are, after all, animals, and it's hard to forget that, even if some try real hard, surrounding themselves with walls, metal, glass, and screens. Those people tend to pay a price, often with their health and quality of life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/599436262/forest-bathing-how-trees-can-help-you-find-health-and-happiness\">\u003cimg class=\"alignright wp-image-50952\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Forest-Bathing-160x227.jpg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing-160x227.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing-240x340.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing.jpg 300w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In Japan, the country that has the highest population density in the world but also vast expanses of green forests (about 3,000 miles of them), an ancient tradition tries to balance out the crush from urban living. It's known as \u003cem>shinrin-yoku\u003c/em>, or \"\u003ca href=\"http://www.shinrin-yoku.org/shinrin-yoku.html\">forest bathing\u003c/a>.\" It's the practice of spending prolonged periods of time with trees in order to gain from their many health benefits. In a book hitting shelves this month, \u003ca href=\"https://www.penguinrandomhouse.com/books/579709/forest-bathing-by-dr-qing-li/9780525559856/\">Forest Bathing: How Trees Can Help You Find Health And Happiness\u003c/a>, Dr. Qing Li, the world's foremost expert in forest medicine, introduces readers to the healing practice of forest bathing — and the art and science of how trees can enrich your life. (There are other books on forest bathing that I also recommend, including the recently released \u003ca href=\"https://www.amazon.com/Your-Guide-Forest-Bathing-Experience/dp/1573247383\">Your Guide to Forest Bathing\u003c/a>, by M. Amos Clifford, focusing on the more meditative side of \u003cem>shinrin-yoku\u003c/em>.)\u003c/p>\n\u003cp>Dr. Li's book is itself a tribute to forests and the magnificence of trees, featuring more than 100 color photographs of forests around the world. One may dismiss this kind of book as yet more pseudoscience babble, but the point is that Li has not just practiced \u003cem>shinrin-yoku\u003c/em>, but has also studied its impact on people's health through numerous scientific studies. He has data to support his claims, collected in a long list of peer-reviewed articles at the end of the book. He is a medical doctor at the Tokyo's Nippon Medical School, and has been a visiting fellow at Stanford University School of Medicine, among other appointments and leadership roles.\u003c/p>\n\u003cp>Here is the scoop: Forest bathing reduces stress, anxiety, depression, and anger. The book lists studies that consistently show a substantial reduction of stress hormones. Essential tree oils, such as phytoncides found in forest air (pine trees and cypress tend to be the richest), increase energy levels by more than 30 percent. Aromatherapy enthusiasts know well that such tree oils conjure a general state of well-being, capturing the essence of forest bathing. There is improvement in sleep (an average increase by 15 percent after a two-hour forest walk), a boost of the immune system and in cardiovascular health, and better parasympathetic response (rest-and-recover). The health and emotional benefits are plentiful.\u003c/p>\n\u003cp>Lest urban-based readers feel discouraged, forest bathing doesn't require huge expanses to be effective. Walks in parks, house plants, aromatherapy focused on cypress and other tree oils, all offer a degree of benefits. Li, for example, confesses that living in Tokyo has changed his practice and he now contends with lunchtime walks in a shrine next to his work. Anyone, with some degree of effort, can find a way to mingle with nature, in a city or not. As the philosopher Alan Watts once wrote, \"You didn't come \u003cem>into\u003c/em> this world. You came \u003cem>out\u003c/em> of it, like a wave from the ocean. You are not a stranger here.\"\u003c/p>\n\u003cp>Scientific results apart, the notion of \u003cem>shinrin-yoku\u003c/em> shouldn't be so surprising. Who hasn't felt an inner sense of well-being when walking along a forest trail, the sun filtering through the leaves to create a kaleidoscope of light and shadows on the ground? We take these walks to feel rejuvenated, more attuned to our bodies, to refresh our minds. Stepping into a forest, or just into a small grove, is like pushing a life reset button, reestablishing a connection with our deepest needs. It's hard not to feel something viscerally meaningful as we surround ourselves by trees, away from the artificial sounds and smells of urban life.\u003c/p>\n\u003cp>Having spent the first decades of my life in big cities, I feel privileged to now live surrounded by trees, including lots of fragrant pines. In fact, to celebrate this wonderful book, and what seems to be a rediscovery of \u003cem>shinrin-yoku\u003c/em> in our lives, I'm going to go now — to take my forest bath.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marcelo Gleiser is a theoretical physicist and writer — and a professor of natural philosophy, physics and astronomy at Dartmouth College. He is the director of the \u003c/em>\u003ca href=\"http://ice.dartmouth.edu\">Institute for Cross-Disciplinary Engagement\u003c/a>\u003cem> at Dartmouth, co-founder of 13.7 and an active promoter of science to the general public. His latest book is \u003c/em>\u003ca href=\"http://marcelogleiser.com/books/the-simple-beauty-of-the-unexpected-a-natural-philosophers-quest-for-trout-and-the-meaning-of-everything\">The Simple Beauty of the Unexpected: A Natural Philosopher's Quest for Trout and the Meaning of Everything\u003c/a>\u003cem>. You can keep up with Marcelo on \u003c/em>\u003ca href=\"http://goo.gl/93dHI\">Facebook\u003c/a>\u003cem> and Twitter: \u003c/em>\u003ca href=\"https://twitter.com/#!/mgleiser\">@mgleiser\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Suffering+From+Nature+Deficit+Disorder%3F+Try+Forest+Bathing&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Positive scientific results aside, the idea of \u003cem>shinrin-yoku\u003c/em> shouldn't be surprising: Who hasn't felt an inner sense of well-being when walking along a forest trail? asks commentator Marcelo Gleiser.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There is a paradox with living as a human nowadays.\u003c/p>\n\u003cp>A 2014 \u003ca href=\"http://www.un.org/en/development/desa/news/population/world-urbanization-prospects-2014.html\">article\u003c/a> from the United Nations states that about 54 percent of the human population lives in urban areas (more by now), a proportion that is projected to increase to 66 percent by 2050. By 2045, the report says, more than six billion people will crowd cities.\u003c/p>\n\u003cp>People flock to cities for obvious reasons, all very understandable: more job opportunities; more choices; more culture and cultural diversity; larger communities. Yet, and this is the paradox, living in a crowded, concrete-walled, green-poor, urban environment takes something away from our very essence, our primal need to be close to nature.\u003c/p>\n\u003cp>An EPA study found that Americans spend approximately 90 percent of their time indoors, where the \u003ca href=\"https://cfpub.epa.gov/roe/chapter/air/indoorair.cfm\">concentrations of some air pollutants\u003c/a> can be 2 times to 5 times higher than outdoors. Essentially, we spend our lives in cages breathing bad air. Too much grey, black, and white — and not enough immersion in greens and blues.\u003c/p>\n\u003cp>It is no wonder that many large cities take landscaping seriously, adding parks and green areas wherever possible. We can't quite sever the link with our evolutionary past and part ways with our origins. We are, after all, animals, and it's hard to forget that, even if some try real hard, surrounding themselves with walls, metal, glass, and screens. Those people tend to pay a price, often with their health and quality of life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/599436262/forest-bathing-how-trees-can-help-you-find-health-and-happiness\">\u003cimg class=\"alignright wp-image-50952\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Forest-Bathing-160x227.jpg\" alt=\"\" width=\"250\" height=\"354\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing-160x227.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing-240x340.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Forest-Bathing.jpg 300w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>In Japan, the country that has the highest population density in the world but also vast expanses of green forests (about 3,000 miles of them), an ancient tradition tries to balance out the crush from urban living. It's known as \u003cem>shinrin-yoku\u003c/em>, or \"\u003ca href=\"http://www.shinrin-yoku.org/shinrin-yoku.html\">forest bathing\u003c/a>.\" It's the practice of spending prolonged periods of time with trees in order to gain from their many health benefits. In a book hitting shelves this month, \u003ca href=\"https://www.penguinrandomhouse.com/books/579709/forest-bathing-by-dr-qing-li/9780525559856/\">Forest Bathing: How Trees Can Help You Find Health And Happiness\u003c/a>, Dr. Qing Li, the world's foremost expert in forest medicine, introduces readers to the healing practice of forest bathing — and the art and science of how trees can enrich your life. (There are other books on forest bathing that I also recommend, including the recently released \u003ca href=\"https://www.amazon.com/Your-Guide-Forest-Bathing-Experience/dp/1573247383\">Your Guide to Forest Bathing\u003c/a>, by M. Amos Clifford, focusing on the more meditative side of \u003cem>shinrin-yoku\u003c/em>.)\u003c/p>\n\u003cp>Dr. Li's book is itself a tribute to forests and the magnificence of trees, featuring more than 100 color photographs of forests around the world. One may dismiss this kind of book as yet more pseudoscience babble, but the point is that Li has not just practiced \u003cem>shinrin-yoku\u003c/em>, but has also studied its impact on people's health through numerous scientific studies. He has data to support his claims, collected in a long list of peer-reviewed articles at the end of the book. He is a medical doctor at the Tokyo's Nippon Medical School, and has been a visiting fellow at Stanford University School of Medicine, among other appointments and leadership roles.\u003c/p>\n\u003cp>Here is the scoop: Forest bathing reduces stress, anxiety, depression, and anger. The book lists studies that consistently show a substantial reduction of stress hormones. Essential tree oils, such as phytoncides found in forest air (pine trees and cypress tend to be the richest), increase energy levels by more than 30 percent. Aromatherapy enthusiasts know well that such tree oils conjure a general state of well-being, capturing the essence of forest bathing. There is improvement in sleep (an average increase by 15 percent after a two-hour forest walk), a boost of the immune system and in cardiovascular health, and better parasympathetic response (rest-and-recover). The health and emotional benefits are plentiful.\u003c/p>\n\u003cp>Lest urban-based readers feel discouraged, forest bathing doesn't require huge expanses to be effective. Walks in parks, house plants, aromatherapy focused on cypress and other tree oils, all offer a degree of benefits. Li, for example, confesses that living in Tokyo has changed his practice and he now contends with lunchtime walks in a shrine next to his work. Anyone, with some degree of effort, can find a way to mingle with nature, in a city or not. As the philosopher Alan Watts once wrote, \"You didn't come \u003cem>into\u003c/em> this world. You came \u003cem>out\u003c/em> of it, like a wave from the ocean. You are not a stranger here.\"\u003c/p>\n\u003cp>Scientific results apart, the notion of \u003cem>shinrin-yoku\u003c/em> shouldn't be so surprising. Who hasn't felt an inner sense of well-being when walking along a forest trail, the sun filtering through the leaves to create a kaleidoscope of light and shadows on the ground? We take these walks to feel rejuvenated, more attuned to our bodies, to refresh our minds. Stepping into a forest, or just into a small grove, is like pushing a life reset button, reestablishing a connection with our deepest needs. It's hard not to feel something viscerally meaningful as we surround ourselves by trees, away from the artificial sounds and smells of urban life.\u003c/p>\n\u003cp>Having spent the first decades of my life in big cities, I feel privileged to now live surrounded by trees, including lots of fragrant pines. In fact, to celebrate this wonderful book, and what seems to be a rediscovery of \u003cem>shinrin-yoku\u003c/em> in our lives, I'm going to go now — to take my forest bath.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marcelo Gleiser is a theoretical physicist and writer — and a professor of natural philosophy, physics and astronomy at Dartmouth College. He is the director of the \u003c/em>\u003ca href=\"http://ice.dartmouth.edu\">Institute for Cross-Disciplinary Engagement\u003c/a>\u003cem> at Dartmouth, co-founder of 13.7 and an active promoter of science to the general public. His latest book is \u003c/em>\u003ca href=\"http://marcelogleiser.com/books/the-simple-beauty-of-the-unexpected-a-natural-philosophers-quest-for-trout-and-the-meaning-of-everything\">The Simple Beauty of the Unexpected: A Natural Philosopher's Quest for Trout and the Meaning of Everything\u003c/a>\u003cem>. You can keep up with Marcelo on \u003c/em>\u003ca href=\"http://goo.gl/93dHI\">Facebook\u003c/a>\u003cem> and Twitter: \u003c/em>\u003ca href=\"https://twitter.com/#!/mgleiser\">@mgleiser\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Suffering+From+Nature+Deficit+Disorder%3F+Try+Forest+Bathing&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue",
"title": "Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue",
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"content": "\u003cp>Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/\" target=\"_blank\" rel=\"noopener\">old habits\u003c/a>, relying on what they know best. The transformation requires a leader who understands how to manage the change process.\u003c/p>\n\u003cp>“Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said \u003ca href=\"https://twitter.com/dlaufenberg\">Diana Laufenberg\u003c/a> at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.\u003c/p>\n\u003cp>\u003cstrong>PERMISSION\u003c/strong>\u003c/p>\n\u003cp>Many educators have become accustomed to working in a suffocating system that doesn’t allow room for their professional judgment or creativity. Leaders have to give teachers permission to try new things in their classrooms in order to gain educator support for the changes. It’s easy to say “give them permission to fail,” but much harder to be clear about exactly what that means in a teacher’s daily life.\u003c/p>\n\u003cp>“Most of these adults have been successful,” Laufenberg said, “so then when you tell them to try things they’re bad at or not successful at, you need to tell them it’s OK, and give them a structure to get better.” She suggests giving teachers specific examples.\u003c/p>\n\u003caside class=\"pullquote alignright\">'There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>The principal of Enosburg Falls High School in Vermont, Erik Remmers, gave several of his teachers permission to experiment with getting rid of grades in their class. Teachers wanted to do a competency-based assessment model in the hopes it would train students to focus on learning instead of grades. The teachers tested the approach by waiting until the end of the first quarter to give grades, updating students on their progress through conferences instead. Remmers made sure the two teachers clearly communicated the goals and expectations to students and parents, but then he took the heat when parents felt uncertain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I like to frame it as permission to learn,” said \u003ca href=\"https://twitter.com/MrChase\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, a Language Arts coordinator for St. Vrain Valley Schools who co-presented with Laufenberg. “We assume that people are really good at learning, but learning is really hard, especially for teachers because we’re used to making other people do it.” And learning how to teach in new ways often requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/03/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches/\" target=\"_blank\" rel=\"noopener\">feel uncomfortable and disoriented\u003c/a> at times.\u003c/p>\n\u003cp>Often a leader thinks they are giving teachers permission to try, fail and learn, but teachers don’t trust that the permission won’t eventually be revoked. Laufenberg suggests that leaders and teachers forecast together how the experiment or change might play out, and what permission will be needed down the road. Naming those things early, and getting verbal agreement from a leader, can free that teacher up to confidently experiment.\u003cbr>\n\u003cstrong>\u003cbr>\nSUPPORT\u003c/strong>\u003c/p>\n\u003cp>Teachers have a lot going on, and while it’s tempting to think that setting them lose to try to fail will transform every classroom, in reality there are always bumps along the way. \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/\" target=\"_blank\" rel=\"noopener\">Teachers need support\u003c/a> through those moments, and once again, it helps to forecast what support might be needed, confirm it is available at the start, and make sure teachers know how to ask for it.\u003c/p>\n\u003cp>In San Marcos, California, the district is pushing teachers to use technology to let kids create and showcase their work with a broader audience. There’s also a lot of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/\" target=\"_blank\" rel=\"noopener\">pushback and fear from educators\u003c/a>. It’s \u003ca href=\"https://twitter.com/adinasullivan\" target=\"_blank\" rel=\"noopener\">Adina Sullivan\u003c/a>’s job to support their skill building, highlight teacher successes, and support teachers to go deeper after an initial attempt. Sullivan says it helps when teachers are willing to acknowledge their fears or concerns so she can address them. She bases her support on a strengths-based approach, pointing out brave teacher attempts and successes as often as possible.\u003c/p>\n\u003cp>The goal is to build the capacity of the teachers and leaders in the system gradually over time. That means the level of support should gradually diminish; if the changes don’t continue without the highest levels of support, something is wrong. Another way to offer support is by connecting teachers doing similar things so they can learn from one another. Whatever the support, it’s unrealistic to ask teachers or systems to change without it.\u003c/p>\n\u003cp>\u003cstrong>COMMUNITY ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Big school changes don’t just affect the educators in the building, so bringing students and parents into the conversation early is crucial. And as learning shifts to become more interdisciplinary, connected and real-world focused, there may also be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\" target=\"_blank\" rel=\"noopener\">community partners who can help support the vision\u003c/a>.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">How do we help create the “Ideal Graduate”? We have to become teachers who foster those traits in our Students... \u003ca href=\"https://twitter.com/hashtag/learningmatters?src=hash&ref_src=twsrc%5Etfw\">#learningmatters\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/PDamianeas?ref_src=twsrc%5Etfw\">@PDamianeas\u003c/a> \u003ca href=\"https://twitter.com/nickieducate?ref_src=twsrc%5Etfw\">@nickieducate\u003c/a> \u003ca href=\"https://t.co/DkSUkgZiRO\">pic.twitter.com/DkSUkgZiRO\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/968217117114945536?ref_src=twsrc%5Etfw\">February 26, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I walk into meetings assuming that everyone is on my side, whether they know it or not,” Chase said. Assuming good intent and getting other people excited about the vision of change helps provide energy to teachers and administrators as they slog through work that can feel hard.\u003c/p>\n\u003cp>The gradeless experiment at Enosburg Falls High School has since grown into a schoolwide effort to abandon all traditional grades. It started five years ago when teachers began moving to standards-based grading. But the more they tried to focus on learning, the more grades got in the way.\u003c/p>\n\u003cp>“We tried to use different scales to change things up,” said Gabrielle Marquette, who taught junior English at the time and is now the district innovation coach. “And the reality is kids were focused on the grade and not the learning.”\u003c/p>\n\u003cp>The whole staff decided to go to a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener\">competency-based model \u003c/a>with the incoming ninth-grade class, but knew it would be a big change for parents. Their engagement efforts started early and focused on personal, relationship-based strategies. For example, before the year started teachers invited incoming eighth-graders and their families to come to the school, eat pizza, and talk about what learning would look like.\u003c/p>\n\u003cp>They also introduced every ninth-grade parent to the online system measuring competency individually. Teachers volunteered to walk each parent through the online portal, explained what the visualizations meant, and answered questions with nearly a hundred families. “It was way more one-on-one conversations and really just trying to be personal about it,” Marquette said.\u003c/p>\n\u003cp>Shifting to the new grading system has been hard for everyone. The competencies aren’t pegged to grade level and each assignment might include only a few competencies, so it can be hard to tell how a student is progressing. Teachers who were excited about the change initially are struggling. But despite the challenges of upending the traditional school model, the community tends to trust those working at the school. The intense community engagement and transparency around the goals and reasons for the change have given the educators some breathing room to figure out how to make it work.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY\u003c/strong>\u003c/p>\n\u003cp>“This word is fraught with peril and has all sorts of connotations,” Laufenberg acknowledged. “But if you do something, and faculty has been through all kinds of initiative burn, and there’s no wraparound to make sure it’s happening in a productive way, there’s a good chunk of faculty who will sit and wait it out until that next initiative comes through.”\u003c/p>\n\u003cp>In addition to gaining community support, giving teachers permission to try new things and supporting them as they experiment, leaders have to check in to make sure the changes are happening. Laufenberg worked for a district where all the elements of support were in place and the principal instructed teachers to leave their doors open so he could pop in and make sure things were moving forward. In rebellion, the teachers turned the lights off and taught in the dark.\u003c/p>\n\u003cp>“We had to have this massive intervention,” Laufenberg said. “We gave you all these things, you said you got it, we gave you the permission, but no one was doing it.” Especially when teachers are used to a new initiative every year, it’s important that leadership send a consistent message and ensure it is happening.\u003c/p>\n\u003cp>Henry County Schools in Georgia is a big district spanning 50 schools in urban, suburban and rural areas. For the past four years, they’ve been steadily shifting toward a more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">“personalized” approach to learning\u003c/a>. Each year eight or nine schools in the district go through a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener\">redesign process\u003c/a>, so some schools haven’t started the change while others are several years down the road. It’s an unwieldy change process, but \u003ca href=\"https://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=60175\" target=\"_blank\" rel=\"noopener\">one with a clear vision\u003c/a>.\u003c/p>\n\u003cp>“For us the full answer is kids being good decision-makers about what they learn and how they learn,” said \u003ca href=\"https://twitter.com/karennole?lang=en\" target=\"_blank\" rel=\"noopener\">Karen Perry\u003c/a>, the district’s coordinator of personalized learning.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=Cp2dGeQwyAU?rel=0&w=640&h=360]\u003c/p>\n\u003cp>To keep schools accountable to the redesign plans they set forth, Perry sends teams of people representing different roles in the district to evaluate how well schools are implementing and give feedback. The school itself will have done some self-evaluation and compiled a portfolio of evidence to show how they are carrying out their vision. The district also provides a school change rubric that helps provide consistency.\u003c/p>\n\u003cp>Perry says the model is based on a long-standing district practice of “loose and tight.” Schools have always had a lot of autonomy in Henry County, and they still do, as long as they are moving toward personalized learning. For example, the district says schools must have some kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a>, but the school decides how it looks, where it fits in the schedule and what curriculum it follows. The district says \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/10/how-writing-down-specific-goals-can-empower-struggling-students/\" target=\"_blank\" rel=\"noopener\">kids need to be setting goals\u003c/a>, but the school decides what that looks like in practice.\u003c/p>\n\u003cp>The outside team highlight bright spots at the school and areas of growth, based on the school’s own plan and the district rubric. “Almost always those things come back in ways that schools already knew,” Perry said. But the advantage of having an outside group of educators present is that they may have some new ideas about how to solve the issue.\u003c/p>\n\u003cp>Perry says often the district has supportive resources that she can send to the school. For example, if a school’s teachers are struggling to make \u003ca href=\"https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-project-based-learning/\" target=\"_blank\" rel=\"noopener\">projects deep and rigorous, \u003c/a>she can send them a project-based learning coach, or recommend teachers visit another school in the district that has already confronted that problem.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I had the opportunity to sit in on an amazing K class \u003ca href=\"https://twitter.com/MCE_HCS?ref_src=twsrc%5Etfw\">@MCE_HCS\u003c/a>! It is clear that these Ss are offered rigorous opportunities for learning and they actively monitor their progress! \u003ca href=\"https://twitter.com/hashtag/ensuringsuccess?src=hash&ref_src=twsrc%5Etfw\">#ensuringsuccess\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/mcemustang?ref_src=twsrc%5Etfw\">@mcemustang\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/JulezRulez71?ref_src=twsrc%5Etfw\">@JulezRulez71\u003c/a> \u003ca href=\"https://twitter.com/McCraryJennifer?ref_src=twsrc%5Etfw\">@McCraryJennifer\u003c/a> \u003ca href=\"https://t.co/8n9Yjdl8QT\">pic.twitter.com/8n9Yjdl8QT\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/958509670649466884?ref_src=twsrc%5Etfw\">January 31, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“It’s this balance of mostly support, but some accountability as well. You’ve got to do what you said you were going to do,” Perry said.\u003c/p>\n\u003cp>This project has also created more upward accountability. For example, as the schools began to make changes, their principals made it clear they needed the ability to flexibly staff their schools. And, they want more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener\">individualized professional development\u003c/a> keyed toward their specific redesign plans.\u003c/p>\n\u003cp>“Principals have been asking for this school redesign rubric for a long time,” Perry said. The district created it in response to principal feedback. “What they want is an outside point of view because they’re down in it all the time.”\u003c/p>\n\u003cp>The district has also recognized that in order to sustain this change, they need leaders excited about it. The \u003ca href=\"https://schoolwires.henry.k12.ga.us/Page/46561\" target=\"_blank\" rel=\"noopener\">GOLD Academy\u003c/a> is a district leadership program centered on what it means to lead change. District professionals who want to improve or assistant principals who want to become principals can enroll, challenge their beliefs, think with a systems lens, and ultimately become the “bench” that will hop into action when leadership positions open up. Kerry hopes this emphasis on leadership will help sustain the changes they’ve made.\u003c/p>\n\u003cp>\u003cstrong>STAYING THE COURSE\u003c/strong>\u003c/p>\n\u003cp>“There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line,” Laufenberg said. “You can tweak, but the big idea, you’ve got to give it some time to take hold.”\u003c/p>\n\u003cp>She says when leaders don’t do this the staff stops trusting them. She knows that this kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/\" target=\"_blank\" rel=\"noopener\">change work is hard\u003c/a> and that at times it will feel easier to start over with something else, but she also believes that when change can be sustained it’s incredibly rewarding work.\u003c/p>\n\u003cp>After four years in Henry County, Perry is already seeing the effects of staying the course. Despite the inevitable challenges, schools that are just entering the redesign phase are still enthusiastic about the process and the goals. Even better, “the quality of their conversation is so much better than our first cohort because we’re so much farther down the road,” Perry said.\u003c/p>\n\u003cp>Schools that have gone through the process later are learning from those that came before and they’re seeing success. And it’s easier for teachers to buy into the vision when they can see a class that looks just like theirs down the road, already succeeding.\u003c/p>\n\u003cp>“The district needs to be consistent in the message that this is what we’re doing in Henry County schools,” Perry said. And despite the fact that her district is on its third superintendent since the project began, that message remains loud and clear. In fact, the new superintendent came to the district because she wanted to be part of the innovation.\u003c/p>\n\u003cp>Laufenberg cautions change leaders to attend to all five of these areas to successfully make change. “This is a constant, persistent conversation you have to have in your system when you talk about changing something,” she said. “It’s all these things in concert with each other and constant re-evaluation of the full picture.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She suggests scheduling ways to check in with people in various roles across the district on each of these pillars to make sure the change effort stays on track. It’s possible to continue pushing forward without one of these elements in place, but it’s a lot harder.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/\" target=\"_blank\" rel=\"noopener\">old habits\u003c/a>, relying on what they know best. The transformation requires a leader who understands how to manage the change process.\u003c/p>\n\u003cp>“Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said \u003ca href=\"https://twitter.com/dlaufenberg\">Diana Laufenberg\u003c/a> at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.\u003c/p>\n\u003cp>\u003cstrong>PERMISSION\u003c/strong>\u003c/p>\n\u003cp>Many educators have become accustomed to working in a suffocating system that doesn’t allow room for their professional judgment or creativity. Leaders have to give teachers permission to try new things in their classrooms in order to gain educator support for the changes. It’s easy to say “give them permission to fail,” but much harder to be clear about exactly what that means in a teacher’s daily life.\u003c/p>\n\u003cp>“Most of these adults have been successful,” Laufenberg said, “so then when you tell them to try things they’re bad at or not successful at, you need to tell them it’s OK, and give them a structure to get better.” She suggests giving teachers specific examples.\u003c/p>\n\u003caside class=\"pullquote alignright\">'There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>The principal of Enosburg Falls High School in Vermont, Erik Remmers, gave several of his teachers permission to experiment with getting rid of grades in their class. Teachers wanted to do a competency-based assessment model in the hopes it would train students to focus on learning instead of grades. The teachers tested the approach by waiting until the end of the first quarter to give grades, updating students on their progress through conferences instead. Remmers made sure the two teachers clearly communicated the goals and expectations to students and parents, but then he took the heat when parents felt uncertain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I like to frame it as permission to learn,” said \u003ca href=\"https://twitter.com/MrChase\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, a Language Arts coordinator for St. Vrain Valley Schools who co-presented with Laufenberg. “We assume that people are really good at learning, but learning is really hard, especially for teachers because we’re used to making other people do it.” And learning how to teach in new ways often requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/03/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches/\" target=\"_blank\" rel=\"noopener\">feel uncomfortable and disoriented\u003c/a> at times.\u003c/p>\n\u003cp>Often a leader thinks they are giving teachers permission to try, fail and learn, but teachers don’t trust that the permission won’t eventually be revoked. Laufenberg suggests that leaders and teachers forecast together how the experiment or change might play out, and what permission will be needed down the road. Naming those things early, and getting verbal agreement from a leader, can free that teacher up to confidently experiment.\u003cbr>\n\u003cstrong>\u003cbr>\nSUPPORT\u003c/strong>\u003c/p>\n\u003cp>Teachers have a lot going on, and while it’s tempting to think that setting them lose to try to fail will transform every classroom, in reality there are always bumps along the way. \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/\" target=\"_blank\" rel=\"noopener\">Teachers need support\u003c/a> through those moments, and once again, it helps to forecast what support might be needed, confirm it is available at the start, and make sure teachers know how to ask for it.\u003c/p>\n\u003cp>In San Marcos, California, the district is pushing teachers to use technology to let kids create and showcase their work with a broader audience. There’s also a lot of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/\" target=\"_blank\" rel=\"noopener\">pushback and fear from educators\u003c/a>. It’s \u003ca href=\"https://twitter.com/adinasullivan\" target=\"_blank\" rel=\"noopener\">Adina Sullivan\u003c/a>’s job to support their skill building, highlight teacher successes, and support teachers to go deeper after an initial attempt. Sullivan says it helps when teachers are willing to acknowledge their fears or concerns so she can address them. She bases her support on a strengths-based approach, pointing out brave teacher attempts and successes as often as possible.\u003c/p>\n\u003cp>The goal is to build the capacity of the teachers and leaders in the system gradually over time. That means the level of support should gradually diminish; if the changes don’t continue without the highest levels of support, something is wrong. Another way to offer support is by connecting teachers doing similar things so they can learn from one another. Whatever the support, it’s unrealistic to ask teachers or systems to change without it.\u003c/p>\n\u003cp>\u003cstrong>COMMUNITY ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Big school changes don’t just affect the educators in the building, so bringing students and parents into the conversation early is crucial. And as learning shifts to become more interdisciplinary, connected and real-world focused, there may also be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\" target=\"_blank\" rel=\"noopener\">community partners who can help support the vision\u003c/a>.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">How do we help create the “Ideal Graduate”? We have to become teachers who foster those traits in our Students... \u003ca href=\"https://twitter.com/hashtag/learningmatters?src=hash&ref_src=twsrc%5Etfw\">#learningmatters\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/PDamianeas?ref_src=twsrc%5Etfw\">@PDamianeas\u003c/a> \u003ca href=\"https://twitter.com/nickieducate?ref_src=twsrc%5Etfw\">@nickieducate\u003c/a> \u003ca href=\"https://t.co/DkSUkgZiRO\">pic.twitter.com/DkSUkgZiRO\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/968217117114945536?ref_src=twsrc%5Etfw\">February 26, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I walk into meetings assuming that everyone is on my side, whether they know it or not,” Chase said. Assuming good intent and getting other people excited about the vision of change helps provide energy to teachers and administrators as they slog through work that can feel hard.\u003c/p>\n\u003cp>The gradeless experiment at Enosburg Falls High School has since grown into a schoolwide effort to abandon all traditional grades. It started five years ago when teachers began moving to standards-based grading. But the more they tried to focus on learning, the more grades got in the way.\u003c/p>\n\u003cp>“We tried to use different scales to change things up,” said Gabrielle Marquette, who taught junior English at the time and is now the district innovation coach. “And the reality is kids were focused on the grade and not the learning.”\u003c/p>\n\u003cp>The whole staff decided to go to a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener\">competency-based model \u003c/a>with the incoming ninth-grade class, but knew it would be a big change for parents. Their engagement efforts started early and focused on personal, relationship-based strategies. For example, before the year started teachers invited incoming eighth-graders and their families to come to the school, eat pizza, and talk about what learning would look like.\u003c/p>\n\u003cp>They also introduced every ninth-grade parent to the online system measuring competency individually. Teachers volunteered to walk each parent through the online portal, explained what the visualizations meant, and answered questions with nearly a hundred families. “It was way more one-on-one conversations and really just trying to be personal about it,” Marquette said.\u003c/p>\n\u003cp>Shifting to the new grading system has been hard for everyone. The competencies aren’t pegged to grade level and each assignment might include only a few competencies, so it can be hard to tell how a student is progressing. Teachers who were excited about the change initially are struggling. But despite the challenges of upending the traditional school model, the community tends to trust those working at the school. The intense community engagement and transparency around the goals and reasons for the change have given the educators some breathing room to figure out how to make it work.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY\u003c/strong>\u003c/p>\n\u003cp>“This word is fraught with peril and has all sorts of connotations,” Laufenberg acknowledged. “But if you do something, and faculty has been through all kinds of initiative burn, and there’s no wraparound to make sure it’s happening in a productive way, there’s a good chunk of faculty who will sit and wait it out until that next initiative comes through.”\u003c/p>\n\u003cp>In addition to gaining community support, giving teachers permission to try new things and supporting them as they experiment, leaders have to check in to make sure the changes are happening. Laufenberg worked for a district where all the elements of support were in place and the principal instructed teachers to leave their doors open so he could pop in and make sure things were moving forward. In rebellion, the teachers turned the lights off and taught in the dark.\u003c/p>\n\u003cp>“We had to have this massive intervention,” Laufenberg said. “We gave you all these things, you said you got it, we gave you the permission, but no one was doing it.” Especially when teachers are used to a new initiative every year, it’s important that leadership send a consistent message and ensure it is happening.\u003c/p>\n\u003cp>Henry County Schools in Georgia is a big district spanning 50 schools in urban, suburban and rural areas. For the past four years, they’ve been steadily shifting toward a more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">“personalized” approach to learning\u003c/a>. Each year eight or nine schools in the district go through a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener\">redesign process\u003c/a>, so some schools haven’t started the change while others are several years down the road. It’s an unwieldy change process, but \u003ca href=\"https://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=60175\" target=\"_blank\" rel=\"noopener\">one with a clear vision\u003c/a>.\u003c/p>\n\u003cp>“For us the full answer is kids being good decision-makers about what they learn and how they learn,” said \u003ca href=\"https://twitter.com/karennole?lang=en\" target=\"_blank\" rel=\"noopener\">Karen Perry\u003c/a>, the district’s coordinator of personalized learning.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Cp2dGeQwyAU?rel=0'\n title='//www.youtube.com/embed/Cp2dGeQwyAU?rel=0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To keep schools accountable to the redesign plans they set forth, Perry sends teams of people representing different roles in the district to evaluate how well schools are implementing and give feedback. The school itself will have done some self-evaluation and compiled a portfolio of evidence to show how they are carrying out their vision. The district also provides a school change rubric that helps provide consistency.\u003c/p>\n\u003cp>Perry says the model is based on a long-standing district practice of “loose and tight.” Schools have always had a lot of autonomy in Henry County, and they still do, as long as they are moving toward personalized learning. For example, the district says schools must have some kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a>, but the school decides how it looks, where it fits in the schedule and what curriculum it follows. The district says \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/10/how-writing-down-specific-goals-can-empower-struggling-students/\" target=\"_blank\" rel=\"noopener\">kids need to be setting goals\u003c/a>, but the school decides what that looks like in practice.\u003c/p>\n\u003cp>The outside team highlight bright spots at the school and areas of growth, based on the school’s own plan and the district rubric. “Almost always those things come back in ways that schools already knew,” Perry said. But the advantage of having an outside group of educators present is that they may have some new ideas about how to solve the issue.\u003c/p>\n\u003cp>Perry says often the district has supportive resources that she can send to the school. For example, if a school’s teachers are struggling to make \u003ca href=\"https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-project-based-learning/\" target=\"_blank\" rel=\"noopener\">projects deep and rigorous, \u003c/a>she can send them a project-based learning coach, or recommend teachers visit another school in the district that has already confronted that problem.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I had the opportunity to sit in on an amazing K class \u003ca href=\"https://twitter.com/MCE_HCS?ref_src=twsrc%5Etfw\">@MCE_HCS\u003c/a>! It is clear that these Ss are offered rigorous opportunities for learning and they actively monitor their progress! \u003ca href=\"https://twitter.com/hashtag/ensuringsuccess?src=hash&ref_src=twsrc%5Etfw\">#ensuringsuccess\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/mcemustang?ref_src=twsrc%5Etfw\">@mcemustang\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/JulezRulez71?ref_src=twsrc%5Etfw\">@JulezRulez71\u003c/a> \u003ca href=\"https://twitter.com/McCraryJennifer?ref_src=twsrc%5Etfw\">@McCraryJennifer\u003c/a> \u003ca href=\"https://t.co/8n9Yjdl8QT\">pic.twitter.com/8n9Yjdl8QT\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/958509670649466884?ref_src=twsrc%5Etfw\">January 31, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“It’s this balance of mostly support, but some accountability as well. You’ve got to do what you said you were going to do,” Perry said.\u003c/p>\n\u003cp>This project has also created more upward accountability. For example, as the schools began to make changes, their principals made it clear they needed the ability to flexibly staff their schools. And, they want more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener\">individualized professional development\u003c/a> keyed toward their specific redesign plans.\u003c/p>\n\u003cp>“Principals have been asking for this school redesign rubric for a long time,” Perry said. The district created it in response to principal feedback. “What they want is an outside point of view because they’re down in it all the time.”\u003c/p>\n\u003cp>The district has also recognized that in order to sustain this change, they need leaders excited about it. The \u003ca href=\"https://schoolwires.henry.k12.ga.us/Page/46561\" target=\"_blank\" rel=\"noopener\">GOLD Academy\u003c/a> is a district leadership program centered on what it means to lead change. District professionals who want to improve or assistant principals who want to become principals can enroll, challenge their beliefs, think with a systems lens, and ultimately become the “bench” that will hop into action when leadership positions open up. Kerry hopes this emphasis on leadership will help sustain the changes they’ve made.\u003c/p>\n\u003cp>\u003cstrong>STAYING THE COURSE\u003c/strong>\u003c/p>\n\u003cp>“There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line,” Laufenberg said. “You can tweak, but the big idea, you’ve got to give it some time to take hold.”\u003c/p>\n\u003cp>She says when leaders don’t do this the staff stops trusting them. She knows that this kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/\" target=\"_blank\" rel=\"noopener\">change work is hard\u003c/a> and that at times it will feel easier to start over with something else, but she also believes that when change can be sustained it’s incredibly rewarding work.\u003c/p>\n\u003cp>After four years in Henry County, Perry is already seeing the effects of staying the course. Despite the inevitable challenges, schools that are just entering the redesign phase are still enthusiastic about the process and the goals. Even better, “the quality of their conversation is so much better than our first cohort because we’re so much farther down the road,” Perry said.\u003c/p>\n\u003cp>Schools that have gone through the process later are learning from those that came before and they’re seeing success. And it’s easier for teachers to buy into the vision when they can see a class that looks just like theirs down the road, already succeeding.\u003c/p>\n\u003cp>“The district needs to be consistent in the message that this is what we’re doing in Henry County schools,” Perry said. And despite the fact that her district is on its third superintendent since the project began, that message remains loud and clear. In fact, the new superintendent came to the district because she wanted to be part of the innovation.\u003c/p>\n\u003cp>Laufenberg cautions change leaders to attend to all five of these areas to successfully make change. “This is a constant, persistent conversation you have to have in your system when you talk about changing something,” she said. “It’s all these things in concert with each other and constant re-evaluation of the full picture.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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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"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. ",
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"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.",
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"mindshift": {
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"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
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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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"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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"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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"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.",
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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",
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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/",
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"source": "Possible"
},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"source": "npr"
},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
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