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"content": "\u003cp>Colleges are experienced in having programs that help incoming freshman transition to the rigors of undergraduate life. But schools are seeing the need to help with an earlier transition -- the one into the freshman year of high school. Going from middle to high school can be a major adjustment for students. 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But a new policy of citywide high school choice has meant moving that piece to eighth grade, so students can decide earlier. The new Freshman Seminar will concentrate on preparing kids for the high school transition, learning about college and choosing a career.\u003c/p>\n\u003cp>“We research the [traditional] 16 career clusters that exist out there, because we want them to know what their options are,” Cook said. “Some come in with an idea of what they want to do already, but many are still very young: All the boys want to go into sports. OK, so if you don’t go pro, let’s have a backup plan. What are your talents and skills and interests? How could those connect to a career?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Many students need help with interview and speaking skills, and how to introduce themselves.”\u003c/aside>\n\u003cp>For many of Cook’s students at Maplewood, they will be the first in their families to attend college, so learning how college works is paramount. All freshmen tour a Nashville college campus, and research colleges. “We learn: What does it take to get into college, what does tuition mean?\" Cook said. \"Some of these basic things, especially at our school, are meant to bridge that gap, so students can envision themselves there and know the vocabulary related to college.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Maplewood has also partnered with Belmont University to create a program for those on the advanced academic track, holding them to high academic standards and providing them with an intense, three-day experience on campus taking writing workshops and ACT prep.\u003c/p>\n\u003cp>“But not everyone’s going to college, so we want them to be prepared for that also,” Cook said.\u003c/p>\n\u003cp>Maplewood has a full vocational program, including an automotive shop that has partnered with Firestone, and a salon that has partnered with Paul Mitchell. Both programs offer a certificate program, which means students can begin working as soon as they graduate or go on to technical programs.\u003c/p>\n\u003cp>[contextly_sidebar id=\"O3dLXp4VFo3CzKABy0tAh6YC2eSeK518\"]\u003c/p>\n\u003cp>One project that Maplewood’s students have enjoyed, Cook said, is making a 10-year career plan. Beginning with their goals and the subjects they’re interested in, Cook then pushes students to ask themselves what they need to achieve their goals. Often this goes beyond what degrees and certifications students need, but focuses just as much on the \"soft skills,\" like perseverance and mapping out the steps it takes to achieve a goal.\u003c/p>\n\u003cp>“Many students need help with interview and speaking skills, and how to introduce themselves,” Cook said, and a large part of the seminar curriculum addresses aspects of professionalism like punctuality, personal presentation and how to work effectively with others.\u003c/p>\n\u003cp>In the seminar, Cook emphasizes how important it is for freshmen to keep up with their work, and explains how the credit system works.\u003c/p>\n\u003cp>“That’s what makes the high school transition so hard,” Cook said. “They come from middle school, where many have been socially promoted. I tell them you have to pass seven out of eight classes each year, so if you have to fail, save it for something hard. If you don’t pass math and English, you’ll have to retake them.”\u003c/p>\n\u003cp>Some Maplewood students graduated and received full scholarships from Belmont through the Bridges to Belmont program, but the first group to attend found they were unprepared for college work and had to take remedial classes. Cook said she is working hard to give the freshmen what they need to be successful, beginning in the Freshman Seminar.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“How can we prepare these kids to do college work?” she said. “It’s about preparing them to be those students that Belmont wants.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Colleges are experienced in having programs that help incoming freshman transition to the rigors of undergraduate life. But schools are seeing the need to help with an earlier transition -- the one into the freshman year of high school. Going from middle to high school can be a major adjustment for students. To help students navigate their new experiences, schools are beginning to offer courses, and in some cases, \u003ca href=\"http://www.pressofatlanticcity.com/education/mentors-help-cumberland-freshmen-find-their-way/article_45301742-a34d-11e4-b16e-bf251e4c4c19.html\">mentoring\u003c/a>, to help them make the transition from middle school to the ninth grade.\u003c/p>\n\u003cp>At Maplewood High School in Nashville, every freshman is required to take a semester-long freshman seminar course that helps them think about what they want to do with their lives, and prepares them for what high school will be like.\u003c/p>\n\u003cp>Maplewood’s Freshman Seminar teacher Shereen Cook said that in previous years, freshmen used the seminar class to learn about Metro Nashville’s \"academy\" system and receive guidance on choosing a track, like college prep, health care or vocational programs. But a new policy of citywide high school choice has meant moving that piece to eighth grade, so students can decide earlier. The new Freshman Seminar will concentrate on preparing kids for the high school transition, learning about college and choosing a career.\u003c/p>\n\u003cp>“We research the [traditional] 16 career clusters that exist out there, because we want them to know what their options are,” Cook said. “Some come in with an idea of what they want to do already, but many are still very young: All the boys want to go into sports. OK, so if you don’t go pro, let’s have a backup plan. What are your talents and skills and interests? How could those connect to a career?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Many students need help with interview and speaking skills, and how to introduce themselves.”\u003c/aside>\n\u003cp>For many of Cook’s students at Maplewood, they will be the first in their families to attend college, so learning how college works is paramount. All freshmen tour a Nashville college campus, and research colleges. “We learn: What does it take to get into college, what does tuition mean?\" Cook said. \"Some of these basic things, especially at our school, are meant to bridge that gap, so students can envision themselves there and know the vocabulary related to college.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Maplewood has also partnered with Belmont University to create a program for those on the advanced academic track, holding them to high academic standards and providing them with an intense, three-day experience on campus taking writing workshops and ACT prep.\u003c/p>\n\u003cp>“But not everyone’s going to college, so we want them to be prepared for that also,” Cook said.\u003c/p>\n\u003cp>Maplewood has a full vocational program, including an automotive shop that has partnered with Firestone, and a salon that has partnered with Paul Mitchell. Both programs offer a certificate program, which means students can begin working as soon as they graduate or go on to technical programs.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One project that Maplewood’s students have enjoyed, Cook said, is making a 10-year career plan. Beginning with their goals and the subjects they’re interested in, Cook then pushes students to ask themselves what they need to achieve their goals. Often this goes beyond what degrees and certifications students need, but focuses just as much on the \"soft skills,\" like perseverance and mapping out the steps it takes to achieve a goal.\u003c/p>\n\u003cp>“Many students need help with interview and speaking skills, and how to introduce themselves,” Cook said, and a large part of the seminar curriculum addresses aspects of professionalism like punctuality, personal presentation and how to work effectively with others.\u003c/p>\n\u003cp>In the seminar, Cook emphasizes how important it is for freshmen to keep up with their work, and explains how the credit system works.\u003c/p>\n\u003cp>“That’s what makes the high school transition so hard,” Cook said. “They come from middle school, where many have been socially promoted. I tell them you have to pass seven out of eight classes each year, so if you have to fail, save it for something hard. If you don’t pass math and English, you’ll have to retake them.”\u003c/p>\n\u003cp>Some Maplewood students graduated and received full scholarships from Belmont through the Bridges to Belmont program, but the first group to attend found they were unprepared for college work and had to take remedial classes. Cook said she is working hard to give the freshmen what they need to be successful, beginning in the Freshman Seminar.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“How can we prepare these kids to do college work?” she said. “It’s about preparing them to be those students that Belmont wants.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's not easy for a child who has had mental health issues to make a successful transition into adulthood. But even children who have symptoms that are mild enough that they wouldn't be diagnosed are more likely to struggle with life as adults, a study finds.\u003c/p>\n\u003cp>Children and teenagers with a psychiatric disorder had six times higher odds of having at health, legal, financial and social problems as adults, according to a \u003ca href=\"http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/jamapsychiatry.2015.0730\">study\u003c/a> published Wednesday in\u003cem> JAMA Psychiatry\u003c/em>. Those with milder symptoms were three times more likely to have problems as adults.\u003c/p>\n\u003cp>We already know from previous studies that most adults with mental health issues had a previous psychiatric disorder during childhood – it doesn't have to be the same exact condition. But this study shows mental health problems that occurred during childhood can make it more likely that someone will struggle as an adult, making it more likely that they won't graduate from high school or commit a felony, for instance.\u003c/p>\n\u003cp>The data comes from a population study that followed children starting at ages 9, 11 or 13 in 11 mostly rural counties in North Carolina from 1993 to 2010. Participants were interviewed every year until they turned 16, then again at 19, 21 and 25.\u003c/p>\n\u003cp>They were tested for symptoms of common childhood psychiatric disorders such as anxiety disorder, social phobia, depression and ADHD. Those affect 1 percent of the population at any given time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The researchers wanted to know if a common mental illness is distressing and impairing to a child or teenager at the moment, does it continue to impact after they go into adulthood, Copeland tells Shots.\u003c/p>\n\u003cp>\"Most common chronic conditions happen in middle adulthood, with the exception of mental illness,\" says \u003ca href=\"http://psychiatry.duke.edu/faculty/details/0308739\">William Copeland\u003c/a>, lead author of the study and an associate professor of psychiatry at Duke University School of Medicine.\u003c/p>\n\u003cp>[contextly_sidebar id=\"HvtezHs0Uh9VPgFG1fsLVzyih47Ldu9o\"]\u003c/p>\n\u003cp>But for mental illness, symptoms usually first appear in childhood, and have the biggest impact in terms of financial cost, mortality and other indicators – a term known as disease burden – on youths from 10 to 24 globally.\u003c/p>\n\u003cp>But there are also a lot of people who report mental health problems that are significantly impairing their lives but don't count as having a psychiatric disorder under standardized \u003ca href=\"http://www.psychiatry.org/practice/dsm\">criteria\u003c/a> for diagnosis, according to Copeland. This is no small group – as many as half of the patients who go to a doctor for psychiatric disorders do not meet the established criteria, he says.\u003c/p>\n\u003cp>This is no minor problem, says Copeland, \"the vast majority of them aren't getting help at all because they don't meet threshold, but [the impact] is still significant enough that they need help down the road,\" Copeland says.\u003c/p>\n\u003cp>Of course, a bad environment growing up doesn't help, so Copeland and team also took into account factors such as an unstable, dysfunctional or poor family background and retested the data. The results still hold true.\u003c/p>\n\u003cp>It's important to understand that the data from the study is not necessarily people who think they have mental disorders, but a random sample who were tested as part of the study and shown to have these symptoms, says \u003ca href=\"http://www.stonybrook.edu/commcms/psychology/faculty/faculty_bio_pages/dklein.html\">Daniel Klein\u003c/a>, professor of clinical psychology at Stony Brook University. In some cases the symptoms are very mild, and people don't see themselves as having a mental disorder.\u003c/p>\n\u003cp>And that's a problem.\u003c/p>\n\u003cp>\"As a society we're prone to think of childhood as a relatively carefree life, obviously with exceptions, and most of the mental disorders you think about are in adults, except ADHD and autism, but the whole gambit are there in childhood,\" says Klein, who was not part of the study.\u003c/p>\n\u003cp>\"People are coming around to the notion that these [mental health] problems are significant and can have long term affects,\" says Copeland. \"Kids continue to have problems in adulthood even if it's not psychiatric problems.\"\u003c/p>\n\u003cp>It's important that we make treatment and prevention programs accessible in childhood, Klein say. On that, \"we're doing a terrible job.\"\u003c/p>\n\u003cp>An \u003ca href=\"http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/jamapsychiatry.2015.0798\">editorial\u003c/a> in the same issue of \u003cem>JAMA Psychiatry\u003c/em> echoed that thought. \u003ca href=\"http://health.uchicago.edu/People/Lahey-Benjamin\">Ben Lahey\u003c/a>, a professor of epidemiology at the University of Chicago, believes that we as a society don't invest enough in mental health treatment, especially when it comes to children and adolescents, to reduce the burden later in adulthood.\u003c/p>\n\u003cp>Lahey also points out an important missing part of the puzzle: \"The paper, and several papers before it, all they establish is childhood disorders predict adult disorders, they can't tell us why. Correlation does not imply causation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copeland agrees, saying, \"We're talking about odds and relative risks.\" Copeland says of the study, But he also adds, \"We want to do things that reduce the rate of mental health problems in general.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Even+Mild+Mental+Health+Problems+In+Children+Can+Cause+Trouble+Later&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's not easy for a child who has had mental health issues to make a successful transition into adulthood. But even children who have symptoms that are mild enough that they wouldn't be diagnosed are more likely to struggle with life as adults, a study finds.\u003c/p>\n\u003cp>Children and teenagers with a psychiatric disorder had six times higher odds of having at health, legal, financial and social problems as adults, according to a \u003ca href=\"http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/jamapsychiatry.2015.0730\">study\u003c/a> published Wednesday in\u003cem> JAMA Psychiatry\u003c/em>. Those with milder symptoms were three times more likely to have problems as adults.\u003c/p>\n\u003cp>We already know from previous studies that most adults with mental health issues had a previous psychiatric disorder during childhood – it doesn't have to be the same exact condition. But this study shows mental health problems that occurred during childhood can make it more likely that someone will struggle as an adult, making it more likely that they won't graduate from high school or commit a felony, for instance.\u003c/p>\n\u003cp>The data comes from a population study that followed children starting at ages 9, 11 or 13 in 11 mostly rural counties in North Carolina from 1993 to 2010. Participants were interviewed every year until they turned 16, then again at 19, 21 and 25.\u003c/p>\n\u003cp>They were tested for symptoms of common childhood psychiatric disorders such as anxiety disorder, social phobia, depression and ADHD. Those affect 1 percent of the population at any given time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The researchers wanted to know if a common mental illness is distressing and impairing to a child or teenager at the moment, does it continue to impact after they go into adulthood, Copeland tells Shots.\u003c/p>\n\u003cp>\"Most common chronic conditions happen in middle adulthood, with the exception of mental illness,\" says \u003ca href=\"http://psychiatry.duke.edu/faculty/details/0308739\">William Copeland\u003c/a>, lead author of the study and an associate professor of psychiatry at Duke University School of Medicine.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But for mental illness, symptoms usually first appear in childhood, and have the biggest impact in terms of financial cost, mortality and other indicators – a term known as disease burden – on youths from 10 to 24 globally.\u003c/p>\n\u003cp>But there are also a lot of people who report mental health problems that are significantly impairing their lives but don't count as having a psychiatric disorder under standardized \u003ca href=\"http://www.psychiatry.org/practice/dsm\">criteria\u003c/a> for diagnosis, according to Copeland. This is no small group – as many as half of the patients who go to a doctor for psychiatric disorders do not meet the established criteria, he says.\u003c/p>\n\u003cp>This is no minor problem, says Copeland, \"the vast majority of them aren't getting help at all because they don't meet threshold, but [the impact] is still significant enough that they need help down the road,\" Copeland says.\u003c/p>\n\u003cp>Of course, a bad environment growing up doesn't help, so Copeland and team also took into account factors such as an unstable, dysfunctional or poor family background and retested the data. The results still hold true.\u003c/p>\n\u003cp>It's important to understand that the data from the study is not necessarily people who think they have mental disorders, but a random sample who were tested as part of the study and shown to have these symptoms, says \u003ca href=\"http://www.stonybrook.edu/commcms/psychology/faculty/faculty_bio_pages/dklein.html\">Daniel Klein\u003c/a>, professor of clinical psychology at Stony Brook University. In some cases the symptoms are very mild, and people don't see themselves as having a mental disorder.\u003c/p>\n\u003cp>And that's a problem.\u003c/p>\n\u003cp>\"As a society we're prone to think of childhood as a relatively carefree life, obviously with exceptions, and most of the mental disorders you think about are in adults, except ADHD and autism, but the whole gambit are there in childhood,\" says Klein, who was not part of the study.\u003c/p>\n\u003cp>\"People are coming around to the notion that these [mental health] problems are significant and can have long term affects,\" says Copeland. \"Kids continue to have problems in adulthood even if it's not psychiatric problems.\"\u003c/p>\n\u003cp>It's important that we make treatment and prevention programs accessible in childhood, Klein say. On that, \"we're doing a terrible job.\"\u003c/p>\n\u003cp>An \u003ca href=\"http://archpsyc.jamanetwork.com/article.aspx?doi=10.1001/jamapsychiatry.2015.0798\">editorial\u003c/a> in the same issue of \u003cem>JAMA Psychiatry\u003c/em> echoed that thought. \u003ca href=\"http://health.uchicago.edu/People/Lahey-Benjamin\">Ben Lahey\u003c/a>, a professor of epidemiology at the University of Chicago, believes that we as a society don't invest enough in mental health treatment, especially when it comes to children and adolescents, to reduce the burden later in adulthood.\u003c/p>\n\u003cp>Lahey also points out an important missing part of the puzzle: \"The paper, and several papers before it, all they establish is childhood disorders predict adult disorders, they can't tell us why. Correlation does not imply causation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copeland agrees, saying, \"We're talking about odds and relative risks.\" Copeland says of the study, But he also adds, \"We want to do things that reduce the rate of mental health problems in general.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Even+Mild+Mental+Health+Problems+In+Children+Can+Cause+Trouble+Later&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why It’s Easy to Forget the Several Things You Tried to Remember at Once",
"title": "Why It’s Easy to Forget the Several Things You Tried to Remember at Once",
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"content": "\u003cp>Our days are full of things to remember, and they don't always arrive in an orderly fashion. Perhaps you begin your commute home and remember that you need to pick up milk. But then immediately, another to-do springs to mind: You never called back your friend last week. You may try to hold both in your head, but in the end the milk, the phone call or both still sometimes fall away, forgotten.\u003c/p>\n\u003cp>A new scientific model of forgetting is taking shape, which suggests keeping multiple memories or tasks in mind simultaneously can actually erode them.\u003c/p>\n\u003cp>Neuroscientists \u003ca href=\"http://bit.ly/1HSttVr\">already knew that memories can interfere with and weaken each other\u003c/a> while they are locked away in the recesses of long-term memory. But this new model speaks to what happens when multiple memories are coexisting front and center in our minds, in a place called \"working memory.\"\u003c/p>\n\u003cp>It argues that when we let multiple memories come to mind simultaneously, those memories immediately lock into a fierce competition with each other. The milk and the phone call fight to each be remembered more than the other.\u003c/p>\n\u003cp>\"When these memories are tightly competing for our attention the brain steps in and actually modifies those memories,\" says Jarrod Lewis-Peacock, a neuroscientist at UT Austin.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The brain crowns winners and losers. If you ended up remembering the milk and forgetting the phone call, your brain strengthens your memory for getting milk and weakens the one for phoning your friend back, so it will be easier to choose next time you're faced with that dilemma.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2951848/\">Previous research\u003c/a> has demonstrated this competition-based weakening of memories over very short periods of time, but Lewis-Peacock and his colleagues recently \u003ca href=\"http://www.nature.com/ncomms/2014/141218/ncomms6768/full/ncomms6768.html\">put it to the test again\u003c/a>, to see if it could cause long-term forgetting. They decided to force two memories to compete: pictures of human faces and pictures of scenes.\u003c/p>\n\u003cp>First they used an advanced type of MRI technology to get a window into the minds of the study's participants.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Aq5XJyEv00sByCl7yz3yyI6SzOBKn7HP\"]\u003c/p>\n\u003cp>\"We're starting to get to the point where we can pretty reliably sort of read out what a person is thinking about, seeing [and] trying to remember. And we're doing this on a moment-to-moment basis,\" says Lewis-Peacock. His team's MRI machine learned to recognize the unique pattern that emerges when each participant thinks of faces, scenes or both at the same time.\u003c/p>\n\u003cp>Then, while participants were loaded in the MRI, they were shown pictures of faces and scenes. They were then repeatedly asked to recall the pictures — in most cases just the images of scenes. \"Most of the time, I'll show you both [then] test you on the scene. You can basically forget the face at that point,\" Lewis-Peacock told them.\u003c/p>\n\u003cp>The minds of participants were now presumably focusing on the memories of the scenes alone. \"But occasionally I'm going to sort of trick you and say 'Aha, no: On this trial I'm actually going to test your memory for the face item,' \" which forces your brain to quickly pull the face item back to mind, Lewis-Peacock says.\u003c/p>\n\u003cp>For many participants this meant suddenly both the scene and the face memories existed in their heads at once — competing with each other.\u003c/p>\n\u003cp>The research team used their MRI to verify that both memories were present at once, and 30 minutes later they did another test for memory of that scene. Indeed, in the trials where competition had taken place, memory for scenes weakened significantly. The upshot: people had more trouble recalling a memory when it had earlier been simultaneously active with another one.\u003c/p>\n\u003cp>Jarrod Lewis-Peacock cautions that more testing is required before researchers can strongly recommend certain memory-enhancing techniques. Still, he says one interpretation of this is that \"switching between thoughts cleanly or efficiently is a good thing.\"\u003c/p>\n\u003cp>\"When you're done thinking about something you totally pack it away. Don't let it sit in the back of your head,\" he says. \"Because if you do, it might thrust it accidentally into competition with what you're moving on to think about.\"\u003c/p>\n\u003cp>Lewis-Peacock also says this competition theory of forgetting points to the limitations of our own minds.\u003c/p>\n\u003cp>\"I think what this data is suggesting is that there might be these unintended consequences to the way that we're juggling thoughts in our head,\" he says. \"Maybe it's not just a whole big free lunch that you can try to do as many things as you can try to without any repercussions.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+To+Remember+Multiple+Things+May+Be+The+Best+Way+To+Forget+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our days are full of things to remember, and they don't always arrive in an orderly fashion. Perhaps you begin your commute home and remember that you need to pick up milk. But then immediately, another to-do springs to mind: You never called back your friend last week. You may try to hold both in your head, but in the end the milk, the phone call or both still sometimes fall away, forgotten.\u003c/p>\n\u003cp>A new scientific model of forgetting is taking shape, which suggests keeping multiple memories or tasks in mind simultaneously can actually erode them.\u003c/p>\n\u003cp>Neuroscientists \u003ca href=\"http://bit.ly/1HSttVr\">already knew that memories can interfere with and weaken each other\u003c/a> while they are locked away in the recesses of long-term memory. But this new model speaks to what happens when multiple memories are coexisting front and center in our minds, in a place called \"working memory.\"\u003c/p>\n\u003cp>It argues that when we let multiple memories come to mind simultaneously, those memories immediately lock into a fierce competition with each other. The milk and the phone call fight to each be remembered more than the other.\u003c/p>\n\u003cp>\"When these memories are tightly competing for our attention the brain steps in and actually modifies those memories,\" says Jarrod Lewis-Peacock, a neuroscientist at UT Austin.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The brain crowns winners and losers. If you ended up remembering the milk and forgetting the phone call, your brain strengthens your memory for getting milk and weakens the one for phoning your friend back, so it will be easier to choose next time you're faced with that dilemma.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2951848/\">Previous research\u003c/a> has demonstrated this competition-based weakening of memories over very short periods of time, but Lewis-Peacock and his colleagues recently \u003ca href=\"http://www.nature.com/ncomms/2014/141218/ncomms6768/full/ncomms6768.html\">put it to the test again\u003c/a>, to see if it could cause long-term forgetting. They decided to force two memories to compete: pictures of human faces and pictures of scenes.\u003c/p>\n\u003cp>First they used an advanced type of MRI technology to get a window into the minds of the study's participants.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"We're starting to get to the point where we can pretty reliably sort of read out what a person is thinking about, seeing [and] trying to remember. And we're doing this on a moment-to-moment basis,\" says Lewis-Peacock. His team's MRI machine learned to recognize the unique pattern that emerges when each participant thinks of faces, scenes or both at the same time.\u003c/p>\n\u003cp>Then, while participants were loaded in the MRI, they were shown pictures of faces and scenes. They were then repeatedly asked to recall the pictures — in most cases just the images of scenes. \"Most of the time, I'll show you both [then] test you on the scene. You can basically forget the face at that point,\" Lewis-Peacock told them.\u003c/p>\n\u003cp>The minds of participants were now presumably focusing on the memories of the scenes alone. \"But occasionally I'm going to sort of trick you and say 'Aha, no: On this trial I'm actually going to test your memory for the face item,' \" which forces your brain to quickly pull the face item back to mind, Lewis-Peacock says.\u003c/p>\n\u003cp>For many participants this meant suddenly both the scene and the face memories existed in their heads at once — competing with each other.\u003c/p>\n\u003cp>The research team used their MRI to verify that both memories were present at once, and 30 minutes later they did another test for memory of that scene. Indeed, in the trials where competition had taken place, memory for scenes weakened significantly. The upshot: people had more trouble recalling a memory when it had earlier been simultaneously active with another one.\u003c/p>\n\u003cp>Jarrod Lewis-Peacock cautions that more testing is required before researchers can strongly recommend certain memory-enhancing techniques. Still, he says one interpretation of this is that \"switching between thoughts cleanly or efficiently is a good thing.\"\u003c/p>\n\u003cp>\"When you're done thinking about something you totally pack it away. Don't let it sit in the back of your head,\" he says. \"Because if you do, it might thrust it accidentally into competition with what you're moving on to think about.\"\u003c/p>\n\u003cp>Lewis-Peacock also says this competition theory of forgetting points to the limitations of our own minds.\u003c/p>\n\u003cp>\"I think what this data is suggesting is that there might be these unintended consequences to the way that we're juggling thoughts in our head,\" he says. \"Maybe it's not just a whole big free lunch that you can try to do as many things as you can try to without any repercussions.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+To+Remember+Multiple+Things+May+Be+The+Best+Way+To+Forget+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Why do you do what you do? What is the engine that keeps you up late at night or gets you going in the morning? Where is your happy place? What stands between you and your ultimate dream?\u003c/p>\n\u003cp>Heavy questions. One researcher believes that writing down the answers can be decisive for students.\u003c/p>\n\u003cp>He co-authored\u003ca href=\"http://www.palgrave-journals.com/articles/palcomms201514#discussion\"> a paper \u003c/a>that demonstrates a startling effect: nearly erasing the gender and ethnic minority achievement gap for 700 students over the course of two years with a short written exercise in setting goals.\u003c/p>\n\u003cp>Jordan Peterson teaches in the department of psychology at the University of Toronto. For decades, he has been fascinated by the effects of writing on organizing thoughts and emotions.\u003c/p>\n\u003cp>Experiments going back to the 1980s have shown that \"therapeutic\" or \"expressive\" writing can reduce depression, increase productivity and even cut down on visits to the doctor.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The act of writing is more powerful than people think,\" Peterson says.\u003c/p>\n\u003cp>Most people grapple at some time or another with free-floating anxiety that saps energy and increases stress. Through written reflection, you may realize that a certain unpleasant feeling ties back to, say, a difficult interaction with your mother. That type of insight, research has shown, can help locate, ground and ultimately resolve the emotion and the associated stress.\u003c/p>\n\u003cp>At the same time, \"goal-setting theory\" holds that writing down concrete, specific goals and strategies can help people overcome obstacles and achieve.\u003c/p>\n\u003cp>\u003cstrong>'It Turned My Life Around'\u003c/strong>\u003c/p>\n\u003cp>Recently, researchers have been getting\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> more and more interested\u003c/a> in the role that mental motivation plays in academic achievement — sometimes conceptualized as \"grit\" or \"growth mindset\" or \"executive functioning.\"\u003c/p>\n\u003cp>Peterson wondered whether writing could be shown to affect student motivation. He created an undergraduate course called \u003ca href=\"http://www.jordanbpeterson.com/Psy434H/\">Maps of Meaning\u003c/a>. In it, students complete a set of writing exercises that combine expressive writing with goal-setting.\u003c/p>\n\u003cp>Students reflect on important moments in their past, identify key personal motivations and create plans for the future, including specific goals and strategies to overcome obstacles. Peterson calls the two parts \"past authoring\" and \"future authoring.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"X3rctZiKEEyNsdOvF98puELQeMwoSyls\"]\u003c/p>\n\u003cp>\"It completely turned my life around,\" says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse and health problems and was on the verge of dropping out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants.\u003c/p>\n\u003cp>In an early study at McGill University in Montreal, the course showed a \u003ca href=\"http://selfauthoring.com/JAPcomplete.pdf\">powerful positive effect\u003c/a> with at-risk students, reducing the dropout rate and increasing academic achievement.\u003c/p>\n\u003cp>Peterson is seeking a larger audience for what he has dubbed \"self-authoring.\" He started a for-profit company and is selling a version of the curriculum online. Brophy and Peterson have found a receptive audience in the Netherlands.\u003c/p>\n\u003cp>At the Rotterdam School of Management, a shortened version of self-authoring has been mandatory for all first-year students since 2011. (These are undergraduates — they choose majors early in Europe).\u003c/p>\n\u003cp>The latest paper, published in June, compares the performance of the first complete class of freshmen to use self-authoring with that of the three previous classes.\u003c/p>\n\u003cp>Overall, the \"self-authoring\" students greatly improved the number of credits earned and their likelihood of staying in school. And after two years, ethnic and gender-group differences in performance among the students had all but disappeared.\u003c/p>\n\u003cp>The ethnic minorities in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds — Africa, Asia and the Middle East.\u003c/p>\n\u003cp>While the history and legacy of racial oppression are different from that in the United States, the Netherlands still struggles with large differences in wealth and educational attainment among majority and minority groups.\u003c/p>\n\u003cp>\u003cstrong>'Zeroes Are Deadly'\u003c/strong>\u003c/p>\n\u003cp>At the Rotterdam school, minorities generally underperformed the majority by more than a third, earning on average eight fewer credits their first year and four fewer credits their second year. But for minority students who had done this set of writing exercises, that gap dropped to five credits the first year and to just one-fourth of one credit in the second year.\u003c/p>\n\u003cp>How could a bunch of essays possibly have this effect on academic performance? Is this replicable?\u003c/p>\n\u003cp>Melinda Karp is the assistant director for staff and institutional development at the Community College Research Center at Teachers College, Columbia University. She leads studies on interventions that can improve college completion. She calls Peterson's paper \"intriguing.\" But, she adds, \"I don't believe there are silver bullets for any of this in higher ed.\"\u003c/p>\n\u003cp>Peterson believes that formal goal-setting can especially help minority students overcome what's often called \"stereotype threat,\" or, in other words, to reject the damaging belief that generalizations about ethnic-group academic performance will apply to them personally.\u003c/p>\n\u003cp>Karp agrees. \"When you enter a new social role, such as entering college as a student, the expectations aren't always clear.\" There's a greater risk for students who may be academically underprepared or who lack role models. \"Students need help not just setting vague goals but figuring out a plan to reach them.\"\u003c/p>\n\u003cp>The key for this intervention came at crunch time, says Peterson. \"We increased the probability that students would actually take their exams and hand in their assignments.\" The act of goal-setting helped them overcome obstacles when the stakes were highest. \"You don't have to be a genius to get through school; you don't even have to be that interested. But zeroes are deadly.\"\u003c/p>\n\u003cp>Karp has a theory for how this might be working. She says you often see at-risk students engage in self-defeating behavior \"to save face.\"\u003c/p>\n\u003cp>\"If you aren't sure you belong in college, and you don't hand in that paper,\" she explains, \"you can say to yourself, 'That's because I didn't do the work, not because I don't belong here.' \"\u003c/p>\n\u003cp>Writing down their internal motivations and connecting daily efforts to blue-sky goals may have helped these young people solidify their identities as students.\u003c/p>\n\u003cp>Brophy is testing versions of the self-authoring curriculum at two high schools in Rotterdam, and monitoring their psychological well-being, school attendance and tendency to procrastinate.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Early results are promising, she says: \"It helps students understand what they really want to do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Writing+Assignment+That+Changes+Lives&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The act of writing is more powerful than people think,\" Peterson says.\u003c/p>\n\u003cp>Most people grapple at some time or another with free-floating anxiety that saps energy and increases stress. Through written reflection, you may realize that a certain unpleasant feeling ties back to, say, a difficult interaction with your mother. That type of insight, research has shown, can help locate, ground and ultimately resolve the emotion and the associated stress.\u003c/p>\n\u003cp>At the same time, \"goal-setting theory\" holds that writing down concrete, specific goals and strategies can help people overcome obstacles and achieve.\u003c/p>\n\u003cp>\u003cstrong>'It Turned My Life Around'\u003c/strong>\u003c/p>\n\u003cp>Recently, researchers have been getting\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> more and more interested\u003c/a> in the role that mental motivation plays in academic achievement — sometimes conceptualized as \"grit\" or \"growth mindset\" or \"executive functioning.\"\u003c/p>\n\u003cp>Peterson wondered whether writing could be shown to affect student motivation. He created an undergraduate course called \u003ca href=\"http://www.jordanbpeterson.com/Psy434H/\">Maps of Meaning\u003c/a>. In it, students complete a set of writing exercises that combine expressive writing with goal-setting.\u003c/p>\n\u003cp>Students reflect on important moments in their past, identify key personal motivations and create plans for the future, including specific goals and strategies to overcome obstacles. Peterson calls the two parts \"past authoring\" and \"future authoring.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"It completely turned my life around,\" says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse and health problems and was on the verge of dropping out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants.\u003c/p>\n\u003cp>In an early study at McGill University in Montreal, the course showed a \u003ca href=\"http://selfauthoring.com/JAPcomplete.pdf\">powerful positive effect\u003c/a> with at-risk students, reducing the dropout rate and increasing academic achievement.\u003c/p>\n\u003cp>Peterson is seeking a larger audience for what he has dubbed \"self-authoring.\" He started a for-profit company and is selling a version of the curriculum online. Brophy and Peterson have found a receptive audience in the Netherlands.\u003c/p>\n\u003cp>At the Rotterdam School of Management, a shortened version of self-authoring has been mandatory for all first-year students since 2011. (These are undergraduates — they choose majors early in Europe).\u003c/p>\n\u003cp>The latest paper, published in June, compares the performance of the first complete class of freshmen to use self-authoring with that of the three previous classes.\u003c/p>\n\u003cp>Overall, the \"self-authoring\" students greatly improved the number of credits earned and their likelihood of staying in school. And after two years, ethnic and gender-group differences in performance among the students had all but disappeared.\u003c/p>\n\u003cp>The ethnic minorities in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds — Africa, Asia and the Middle East.\u003c/p>\n\u003cp>While the history and legacy of racial oppression are different from that in the United States, the Netherlands still struggles with large differences in wealth and educational attainment among majority and minority groups.\u003c/p>\n\u003cp>\u003cstrong>'Zeroes Are Deadly'\u003c/strong>\u003c/p>\n\u003cp>At the Rotterdam school, minorities generally underperformed the majority by more than a third, earning on average eight fewer credits their first year and four fewer credits their second year. But for minority students who had done this set of writing exercises, that gap dropped to five credits the first year and to just one-fourth of one credit in the second year.\u003c/p>\n\u003cp>How could a bunch of essays possibly have this effect on academic performance? Is this replicable?\u003c/p>\n\u003cp>Melinda Karp is the assistant director for staff and institutional development at the Community College Research Center at Teachers College, Columbia University. She leads studies on interventions that can improve college completion. She calls Peterson's paper \"intriguing.\" But, she adds, \"I don't believe there are silver bullets for any of this in higher ed.\"\u003c/p>\n\u003cp>Peterson believes that formal goal-setting can especially help minority students overcome what's often called \"stereotype threat,\" or, in other words, to reject the damaging belief that generalizations about ethnic-group academic performance will apply to them personally.\u003c/p>\n\u003cp>Karp agrees. \"When you enter a new social role, such as entering college as a student, the expectations aren't always clear.\" There's a greater risk for students who may be academically underprepared or who lack role models. \"Students need help not just setting vague goals but figuring out a plan to reach them.\"\u003c/p>\n\u003cp>The key for this intervention came at crunch time, says Peterson. \"We increased the probability that students would actually take their exams and hand in their assignments.\" The act of goal-setting helped them overcome obstacles when the stakes were highest. \"You don't have to be a genius to get through school; you don't even have to be that interested. But zeroes are deadly.\"\u003c/p>\n\u003cp>Karp has a theory for how this might be working. She says you often see at-risk students engage in self-defeating behavior \"to save face.\"\u003c/p>\n\u003cp>\"If you aren't sure you belong in college, and you don't hand in that paper,\" she explains, \"you can say to yourself, 'That's because I didn't do the work, not because I don't belong here.' \"\u003c/p>\n\u003cp>Writing down their internal motivations and connecting daily efforts to blue-sky goals may have helped these young people solidify their identities as students.\u003c/p>\n\u003cp>Brophy is testing versions of the self-authoring curriculum at two high schools in Rotterdam, and monitoring their psychological well-being, school attendance and tendency to procrastinate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Early results are promising, she says: \"It helps students understand what they really want to do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Writing+Assignment+That+Changes+Lives&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It’s no longer a given that if a child spends twelve years in school, he or she will learn enough to succeed in higher education or a career. To address this issue, some educators are taking bold measures to help students. Traditionally, classes move forward, covering the curriculum according to schedule. Students are taught the same materials at the same pace. If a student fails to learn a skill, he or she accepts that result and moves on to the next topic with the rest of the class.\u003c/p>\n\u003cp>Competency-based learning, on the other hand, insists on mastery of subjects and provides students the time to learn; the students are not marched past failure. There are challenges to this \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">methodology\u003c/a> as well, but it is slowly gaining acceptance and has been around long enough to develop some best practices. School districts that have seen success with this model carefully laid the groundwork for this fundamental change away from a traditional model of education. They also designed the infrastructure that supports it and learned some big lessons during implementation.\u003c/p>\n\u003cp>Competency-based learning, often called mastery-learning, at its core involves five elements:\u003c/p>\n\u003col>\n\u003cli>Students advance when they master the content and skills, not because they squeaked by with a C or a D grade.\u003c/li>\n\u003cli>Transparency about where students stand empowers them and enables educators to better tailor instruction to their individual needs.\u003c/li>\n\u003cli>Assessment is a continual part of the learning cycle, not a final judgment at a time when a student has no hope of changing the outcome.\u003c/li>\n\u003cli>Educators offer timely support, often daily, on any part of the required material.\u003c/li>\n\u003cli>Students must be able to demonstrate that they can transfer their knowledge to new contexts, applying skills to challenges they’ve never seen before. This often means developing life-long habits of learning.\u003c/li>\n\u003c/ol>\n\u003cp>“It’s not just about pacing,” said Chris Sturgis, author of the report \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\">“Implementing Competency Education in K-12 Systems: Insights from Local Leaders”\u003c/a> by CompetencyWorks. “It’s much more about flexibility of resources, time and effort to make sure students are successful.” Competency education is often conflated with flexible pacing because in both models students in the same classroom are working on different aspects of the curriculum. However, competency education requires a much bigger revisioning of the school system beyond the traditional paradigm.\u003c/p>\n\u003cp>“What we are talking about here is a complete restructure,” said Virgil Hammonds, who just wrapped up a stint as superintendent of RSU2 in Maine and previously led competency efforts in \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\" target=\"_blank\">Lindsay, California\u003c/a>. He likened the process to a home-remodel where the whole building is knocked down to its foundation and built anew.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>LAYING THE GROUNDWORK\u003c/strong>\u003c/p>\n\u003cp>To undertake this kind of big project a district needs to take a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">systems approach to teaching and learning\u003c/a>, gathering input from all the stakeholders, listening carefully, incorporating those ideas in real ways into the plan and developing a strong shared vision and district culture.\u003c/p>\n\u003cp>[contextly_sidebar id=\"kYIcae4jvfSl6lM3ugvS6uYWsJyvpurL\"]\u003c/p>\n\u003cp>“I have come to firmly believe that if this part isn’t done well then districts may have difficulty implementing with fidelity since the culture of the traditional system remains intact,” said Robert Crumley, superintendent of \u003ca href=\"http://www.edutopia.org/chugach-school-district-reform\" target=\"_blank\">Chugach School District\u003c/a> in Alaska.\u003c/p>\n\u003cp>It took Chugach almost three years to complete this ramping up phase. Crumley and his staff held dozens of community meetings, inviting parents, students, educators, business leaders and community members to share their input for a new vision of school that put students at the center. The district already had a lot of unflattering data telling them they needed to try something new or else fall behind.\u003c/p>\n\u003cp>After the initial input-gathering period, the superintendent and the school board made a public five-year commitment to making changes based on that input. “That public commitment was instrumental in staff having confidence that we were going to continue with this,” Crumley said. He’s well aware of “initiative fatigue” that many educators feel when new education fads come and go. But the public commitment helped gain their trust, as did the obvious incorporation of their ideas into the new plan.\u003c/p>\n\u003cp>Crumley also took the time to empower the staff in his district, focusing on retention, not finding new teachers that already fit the mold. To do this, Crumley worked on helping his staff have a growth mindset about their efforts and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">empowered them\u003c/a> with three simple motivators:\u003c/p>\n\u003col>\n\u003cli>Engage in complex work with a sense of mastery.\u003c/li>\n\u003cli>Engage with other people.\u003c/li>\n\u003cli>Give them some autonomy over what they do and how and when to do it.\u003c/li>\n\u003c/ol>\n\u003cp>“When you empower people you are actually giving up a little of your power and handing it to someone else,” Crumley said. “That can be a little scary for some people, but it generally garners greater results for the system in the long term.” Crumley even found that some of the loudest voices pushing back against the changes soon became his strongest allies. When they saw that their concerns were listened to and addressed, those vocal opponents who were often charismatic leaders in their school communities, saw their way toward the shared vision.\u003c/p>\n\u003cp>“Often times their concerns were valid concerns that we needed to address and they helped us address them,” Crumley said. If a teacher felt so misaligned with the new system that they didn’t want to work there, the district helped them find work elsewhere.\u003c/p>\n\u003cp>“We need to model the conditions of innovation and problem-solving as principals and district administrators,” Crumley said. That means not letting bureaucracy get in the way of innovation. It means creating the conditions where staff feel they are safe to experiment and tinker with their practice.\u003c/p>\n\u003cp>\u003cstrong>BUILD UP INFRASTRUCTURE\u003c/strong>\u003c/p>\n\u003cp>Many districts trying to implement a competency education don’t spend the necessary time ramping up to this kind of sweeping reform, instead jumping right into designing the infrastructure as though it is a technical problem. But without the buy-in of the community, school board, staff and students, the reform effort is likely to flop. The infrastructure must be built on a strong foundation.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to model the conditions of innovation and problem-solving as principals and district administrators.\"\u003c/aside>\n\u003cp>When those shared values are in place it becomes imperative that the competencies students are expected to learn are completely transparent. “We’re no longer the teacher who is holding the secret of how to earn that top-level grade,” Hammonds said. “Instead we say, ‘here are the expectations for rigor and a clear scale for how to achieve it.’”\u003c/p>\n\u003cp>Teachers need to work together to clearly define the scale for how students will achieve mastery and what qualities will be included. While all students are held accountable for the same high expectations and the same competencies, they will each show their mastery in different ways. Teachers have to be ready for that variance, embrace it, and know what they are looking for to maintain rigorous standards.\u003c/p>\n\u003cp>\u003cstrong>TRANSITIONING INTO COMPETENCY EDUCATION\u003c/strong>\u003c/p>\n\u003cp>There’s no “right way” to transition into such a drastically different way of thinking about school because the unique factors of each district and community will play a big role. Asking the community what they want their graduates to look like is a good way to start. Preparing students for what the new system will be like and preparing them to take on more autonomy and agency is also crucial.\u003c/p>\n\u003caside class=\"alignleft long\">\n\u003ch3>Clarifying questions to help define pedagogical approach:\u003c/h3>\n\u003cp>ž\u003c/p>\n\u003cul>\n\u003cli>\u003cem>What do we know about the different ways to motivate and engage students? ž\u003c/em>\u003c/li>\n\u003cli>\u003cem>Where does student agency fit in learning?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What role do habits of learning play, and how can they be developed in students?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What does the research tell us about effective instructional practices?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What are the types of assessment, and what role do they play in achievement?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What types of learning experiences are needed to help students reach graduation goals?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Given your current student population, their academic needs, and their life and learning experiences, how might this inform your school design or pedagogical approach?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What challenges and educational needs can online and blended learning help you address?\u003c/em>\u003c/li>\n\u003cli>\u003cem>How do parents and the community at large think about these questions?\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Clearly defining the competences and the indicators is one step. Designing rubrics that clearly link back to those competencies is another equally important step that often gets overlooked. In hindsight, Hammonds wishes his team had spent more time designing the assessment rubrics. “When assessment goes beyond the level of retrieval (the goal of this kind of system), it is extra important to define things like what reflection looks like,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://pittsfield-nh.com/sau/\" target=\"_blank\">Pittsfield School District\u003c/a> in New Hampshire had a slightly easier journey to competency than Alaska or Maine because the state passed a law requiring high schools to implement competency education by 2008. That law has been ignored or implemented with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\" target=\"_blank\">varying degrees of effectiveness\u003c/a> in different parts of the state, but it did help provide some support as schools began to define indicators of competencies.\u003c/p>\n\u003cp>For two years Pittsfield educators did research, visited other schools and began identifying teacher leaders who would pilot ideas in their classrooms. Those teacher-leaders eventually put together “Do’s and Don’ts” for peers based on early experimentation. In the first year, the district devoted a lot of resources to writing the competencies, checking them against a rigor tool the state provided and training teachers, said Derek Hamilton, dean of operations for Pittsfield School District.\u003c/p>\n\u003cp>A panel of excited teachers who deeply understood competency education dug into the district’s current grading practices and policies, revising them to fit the competency model. They wanted to be sure teachers felt they could be consistent from class-to-class and grade-to-grade. Teachers got student feedback on whether the competencies were clear.\u003c/p>\n\u003cp>In the second year, the district presented the competencies they’d developed to the community. While parents had been clear about the general skills and dispositions they wanted students to graduate with, they hadn’t participated in the nitty-gritty competency writing and they needed to be brought up to speed.\u003c/p>\n\u003cp>In the third year, Pittsfield implemented the system throughout their 7-12th grade classes. It was bumpy at first, but Hamilton said when students led conferences with their parents and teachers, it all started to become clear. The parents could see how their child’s work connected to the rubric. This stage helped solidify support.\u003c/p>\n\u003cp>“We understood that in order to make this transformation we needed to find time to do it,” Hamilton said. School starts late once a week so teachers can have professional development time that's crucial to working out the kinks in the new system.\u003c/p>\n\u003cp>The first several years gave teachers and administrators a lot to reflect on, and in the fourth year teachers saw the need to better support students moving ahead or behind pace. They also implemented a support block on Wednesdays entirely dedicated to one-on-one support. They recognized that if time were truly flexible for students, then educator resources needed to be available in the summer too. Teachers began holding office hours, for which the district paid them, to support students who were still working on competencies.\u003c/p>\n\u003cp>These early adopters are continuously engaged in a process of reflection and fine-tuning to improve the education they are offering. Just as the competency education model acknowledges that learners are individuals with unique interests and learning needs, so too educators need space to figure out this new style of teaching. While the concept of only moving a student forward when they can clearly demonstrate mastery of content and skills sounds simple, it’s a big departure from the traditional model and requires a period of adjustment in a supportive environment.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Read the full report, \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\">\"Implementing Competency Education in K-12 Systems: Insights from Local Leaders\" \u003c/a>for many more details and examples of how to implement a competency-based approach.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s no longer a given that if a child spends twelve years in school, he or she will learn enough to succeed in higher education or a career. To address this issue, some educators are taking bold measures to help students. Traditionally, classes move forward, covering the curriculum according to schedule. Students are taught the same materials at the same pace. If a student fails to learn a skill, he or she accepts that result and moves on to the next topic with the rest of the class.\u003c/p>\n\u003cp>Competency-based learning, on the other hand, insists on mastery of subjects and provides students the time to learn; the students are not marched past failure. There are challenges to this \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">methodology\u003c/a> as well, but it is slowly gaining acceptance and has been around long enough to develop some best practices. School districts that have seen success with this model carefully laid the groundwork for this fundamental change away from a traditional model of education. They also designed the infrastructure that supports it and learned some big lessons during implementation.\u003c/p>\n\u003cp>Competency-based learning, often called mastery-learning, at its core involves five elements:\u003c/p>\n\u003col>\n\u003cli>Students advance when they master the content and skills, not because they squeaked by with a C or a D grade.\u003c/li>\n\u003cli>Transparency about where students stand empowers them and enables educators to better tailor instruction to their individual needs.\u003c/li>\n\u003cli>Assessment is a continual part of the learning cycle, not a final judgment at a time when a student has no hope of changing the outcome.\u003c/li>\n\u003cli>Educators offer timely support, often daily, on any part of the required material.\u003c/li>\n\u003cli>Students must be able to demonstrate that they can transfer their knowledge to new contexts, applying skills to challenges they’ve never seen before. This often means developing life-long habits of learning.\u003c/li>\n\u003c/ol>\n\u003cp>“It’s not just about pacing,” said Chris Sturgis, author of the report \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\">“Implementing Competency Education in K-12 Systems: Insights from Local Leaders”\u003c/a> by CompetencyWorks. “It’s much more about flexibility of resources, time and effort to make sure students are successful.” Competency education is often conflated with flexible pacing because in both models students in the same classroom are working on different aspects of the curriculum. However, competency education requires a much bigger revisioning of the school system beyond the traditional paradigm.\u003c/p>\n\u003cp>“What we are talking about here is a complete restructure,” said Virgil Hammonds, who just wrapped up a stint as superintendent of RSU2 in Maine and previously led competency efforts in \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\" target=\"_blank\">Lindsay, California\u003c/a>. He likened the process to a home-remodel where the whole building is knocked down to its foundation and built anew.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LAYING THE GROUNDWORK\u003c/strong>\u003c/p>\n\u003cp>To undertake this kind of big project a district needs to take a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">systems approach to teaching and learning\u003c/a>, gathering input from all the stakeholders, listening carefully, incorporating those ideas in real ways into the plan and developing a strong shared vision and district culture.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I have come to firmly believe that if this part isn’t done well then districts may have difficulty implementing with fidelity since the culture of the traditional system remains intact,” said Robert Crumley, superintendent of \u003ca href=\"http://www.edutopia.org/chugach-school-district-reform\" target=\"_blank\">Chugach School District\u003c/a> in Alaska.\u003c/p>\n\u003cp>It took Chugach almost three years to complete this ramping up phase. Crumley and his staff held dozens of community meetings, inviting parents, students, educators, business leaders and community members to share their input for a new vision of school that put students at the center. The district already had a lot of unflattering data telling them they needed to try something new or else fall behind.\u003c/p>\n\u003cp>After the initial input-gathering period, the superintendent and the school board made a public five-year commitment to making changes based on that input. “That public commitment was instrumental in staff having confidence that we were going to continue with this,” Crumley said. He’s well aware of “initiative fatigue” that many educators feel when new education fads come and go. But the public commitment helped gain their trust, as did the obvious incorporation of their ideas into the new plan.\u003c/p>\n\u003cp>Crumley also took the time to empower the staff in his district, focusing on retention, not finding new teachers that already fit the mold. To do this, Crumley worked on helping his staff have a growth mindset about their efforts and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">empowered them\u003c/a> with three simple motivators:\u003c/p>\n\u003col>\n\u003cli>Engage in complex work with a sense of mastery.\u003c/li>\n\u003cli>Engage with other people.\u003c/li>\n\u003cli>Give them some autonomy over what they do and how and when to do it.\u003c/li>\n\u003c/ol>\n\u003cp>“When you empower people you are actually giving up a little of your power and handing it to someone else,” Crumley said. “That can be a little scary for some people, but it generally garners greater results for the system in the long term.” Crumley even found that some of the loudest voices pushing back against the changes soon became his strongest allies. When they saw that their concerns were listened to and addressed, those vocal opponents who were often charismatic leaders in their school communities, saw their way toward the shared vision.\u003c/p>\n\u003cp>“Often times their concerns were valid concerns that we needed to address and they helped us address them,” Crumley said. If a teacher felt so misaligned with the new system that they didn’t want to work there, the district helped them find work elsewhere.\u003c/p>\n\u003cp>“We need to model the conditions of innovation and problem-solving as principals and district administrators,” Crumley said. That means not letting bureaucracy get in the way of innovation. It means creating the conditions where staff feel they are safe to experiment and tinker with their practice.\u003c/p>\n\u003cp>\u003cstrong>BUILD UP INFRASTRUCTURE\u003c/strong>\u003c/p>\n\u003cp>Many districts trying to implement a competency education don’t spend the necessary time ramping up to this kind of sweeping reform, instead jumping right into designing the infrastructure as though it is a technical problem. But without the buy-in of the community, school board, staff and students, the reform effort is likely to flop. The infrastructure must be built on a strong foundation.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to model the conditions of innovation and problem-solving as principals and district administrators.\"\u003c/aside>\n\u003cp>When those shared values are in place it becomes imperative that the competencies students are expected to learn are completely transparent. “We’re no longer the teacher who is holding the secret of how to earn that top-level grade,” Hammonds said. “Instead we say, ‘here are the expectations for rigor and a clear scale for how to achieve it.’”\u003c/p>\n\u003cp>Teachers need to work together to clearly define the scale for how students will achieve mastery and what qualities will be included. While all students are held accountable for the same high expectations and the same competencies, they will each show their mastery in different ways. Teachers have to be ready for that variance, embrace it, and know what they are looking for to maintain rigorous standards.\u003c/p>\n\u003cp>\u003cstrong>TRANSITIONING INTO COMPETENCY EDUCATION\u003c/strong>\u003c/p>\n\u003cp>There’s no “right way” to transition into such a drastically different way of thinking about school because the unique factors of each district and community will play a big role. Asking the community what they want their graduates to look like is a good way to start. Preparing students for what the new system will be like and preparing them to take on more autonomy and agency is also crucial.\u003c/p>\n\u003caside class=\"alignleft long\">\n\u003ch3>Clarifying questions to help define pedagogical approach:\u003c/h3>\n\u003cp>ž\u003c/p>\n\u003cul>\n\u003cli>\u003cem>What do we know about the different ways to motivate and engage students? ž\u003c/em>\u003c/li>\n\u003cli>\u003cem>Where does student agency fit in learning?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What role do habits of learning play, and how can they be developed in students?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What does the research tell us about effective instructional practices?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What are the types of assessment, and what role do they play in achievement?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What types of learning experiences are needed to help students reach graduation goals?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Given your current student population, their academic needs, and their life and learning experiences, how might this inform your school design or pedagogical approach?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What challenges and educational needs can online and blended learning help you address?\u003c/em>\u003c/li>\n\u003cli>\u003cem>How do parents and the community at large think about these questions?\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Clearly defining the competences and the indicators is one step. Designing rubrics that clearly link back to those competencies is another equally important step that often gets overlooked. In hindsight, Hammonds wishes his team had spent more time designing the assessment rubrics. “When assessment goes beyond the level of retrieval (the goal of this kind of system), it is extra important to define things like what reflection looks like,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://pittsfield-nh.com/sau/\" target=\"_blank\">Pittsfield School District\u003c/a> in New Hampshire had a slightly easier journey to competency than Alaska or Maine because the state passed a law requiring high schools to implement competency education by 2008. That law has been ignored or implemented with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\" target=\"_blank\">varying degrees of effectiveness\u003c/a> in different parts of the state, but it did help provide some support as schools began to define indicators of competencies.\u003c/p>\n\u003cp>For two years Pittsfield educators did research, visited other schools and began identifying teacher leaders who would pilot ideas in their classrooms. Those teacher-leaders eventually put together “Do’s and Don’ts” for peers based on early experimentation. In the first year, the district devoted a lot of resources to writing the competencies, checking them against a rigor tool the state provided and training teachers, said Derek Hamilton, dean of operations for Pittsfield School District.\u003c/p>\n\u003cp>A panel of excited teachers who deeply understood competency education dug into the district’s current grading practices and policies, revising them to fit the competency model. They wanted to be sure teachers felt they could be consistent from class-to-class and grade-to-grade. Teachers got student feedback on whether the competencies were clear.\u003c/p>\n\u003cp>In the second year, the district presented the competencies they’d developed to the community. While parents had been clear about the general skills and dispositions they wanted students to graduate with, they hadn’t participated in the nitty-gritty competency writing and they needed to be brought up to speed.\u003c/p>\n\u003cp>In the third year, Pittsfield implemented the system throughout their 7-12th grade classes. It was bumpy at first, but Hamilton said when students led conferences with their parents and teachers, it all started to become clear. The parents could see how their child’s work connected to the rubric. This stage helped solidify support.\u003c/p>\n\u003cp>“We understood that in order to make this transformation we needed to find time to do it,” Hamilton said. School starts late once a week so teachers can have professional development time that's crucial to working out the kinks in the new system.\u003c/p>\n\u003cp>The first several years gave teachers and administrators a lot to reflect on, and in the fourth year teachers saw the need to better support students moving ahead or behind pace. They also implemented a support block on Wednesdays entirely dedicated to one-on-one support. They recognized that if time were truly flexible for students, then educator resources needed to be available in the summer too. Teachers began holding office hours, for which the district paid them, to support students who were still working on competencies.\u003c/p>\n\u003cp>These early adopters are continuously engaged in a process of reflection and fine-tuning to improve the education they are offering. Just as the competency education model acknowledges that learners are individuals with unique interests and learning needs, so too educators need space to figure out this new style of teaching. While the concept of only moving a student forward when they can clearly demonstrate mastery of content and skills sounds simple, it’s a big departure from the traditional model and requires a period of adjustment in a supportive environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Read the full report, \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\">\"Implementing Competency Education in K-12 Systems: Insights from Local Leaders\" \u003c/a>for many more details and examples of how to implement a competency-based approach.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "From Eighth to Ninth Grade: Programs That Support a Critical Transition",
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"content": "\u003cp>The move from middle to high school is proving to be a critical transition, one in which students must deal with great changes in academics, responsibility and social structure all at the same time.\u003c/p>\n\u003cp>\u003ca href=\"https://ccsr.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">Recent research\u003c/a> showing a strong correlation between failing classes in ninth grade and not graduating puts an even stronger emphasis on making sure the eighth-to-ninth-grade transition goes smoothly -- and puts added pressure on the 14-year-olds making their way from a more \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/30/why-ninth-grade-is-the-pivotal-year-for-dropping-out-of-high-school/\">nurturing environment to the “Wild, Wild West.”\u003c/a>\u003c/p>\n\u003cp>Formal structures for helping students transition smoothly appear to be relatively uncommon, leaving the work to already \u003ca href=\"http://www.nytimes.com/2014/12/26/nyregion/little-college-guidance-500-high-school-students-per-counselor.html\">overburdened counselors\u003c/a> and families, or sometimes no one but the students themselves. Yet two particular standout programs -- one in Boston, one in St. Paul, Minnesota -- are trying to help connect the dots for freshmen, and may serve as a model for other schools and systems to create a strong bridge over the rough waters from middle to high school.\u003c/p>\n\u003cp>\u003cb>Countdown to High School \u003c/b>\u003c/p>\n\u003cp>Why does it happen that even very stable, very successful eighth-graders crash when they go to ninth grade? This is the question that Boston teacher Neema Avashia asked herself and a small group of educators after she began teaching eighth-grade civics in an urban middle school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Something about this transition is incredibly complicated,” said Avashia. “And it’s not just the kids who should be at risk. It’s a much bigger group of kids who are falling down. Why?”\u003c/p>\n\u003cp>Some of the reasons she already knew: Boston’s rising high school freshmen had complete choice of any school in the city -- a student could choose or get assigned through the lottery a school that is a two-hour public transportation commute from her home. Avashia knew of many students to whom this happened; it’s not uncommon for a student to take three different trains and a bus to get to high school. Add that enormous responsibility to the other, more normal high school pressures, and it quickly became clear why even the most stable students were “falling down”: Too many students were taking an enormous leap with no information or help to break the fall.\u003c/p>\n\u003cp>“There’s an incredible disconnect between middle schools and high schools,” Avashia said, and because of the dispersion of high schools -- there are no feeder schools -- the middle schools and high schools don’t communicate with each other at all. When ninth-graders show up on the first day of school, their new school knows literally nothing about them.\u003c/p>\n\u003cp>So together with fellow teacher Laura Cennamo and Jessica Madden-Fuoco, their former instructor at the Boston Teacher Residency, Avashia created \u003ca href=\"http://cd2hs.wikispaces.com/\" target=\"_blank\">Countdown to High School\u003c/a>, an organization that provides a curriculum to eighth- and ninth-graders to prepare them for what’s ahead, and help guide them through rough patches when they get to high school by giving them something they really need: information. They offered a free grad-level course to Boston middle school teachers to train them on the curriculum, and even created a \u003ca href=\"http://player.vimeo.com/video/29898395?title=0&byline=0&portrait=0\">video\u003c/a> for eighth-graders that explains what will be expected of them when they are freshmen.\u003c/p>\n\u003cp>https://player.vimeo.com/video/29898395\u003c/p>\n\u003cp>“We created a curriculum you could use with kids to support them through the transition,” Avashia said. “For eighth-graders, it’s about fit, what’s the best school for you. If you can’t get yourself out of bed in the morning, then don’t choose a school so far away from home, that kind of thing.”\u003c/p>\n\u003cp>In the ninth grade, an advisory curriculum helps teachers talk to students about common freshman issues, like time management, how to build relationships with other students and social aspects, like finding the right extracurricular activity. Ideally, teachers take time out of classroom instruction to talk to students about the transition to high school.\u003c/p>\n\u003cp>But, as is the case in many large urban districts, the grant Countdown to High School received to get off the ground has run out; some teachers were more on board than others. Since the grant has run out, Avashia and her team have been in a holding pattern with their program, realizing that in order to be truly effective, they needed more than just a grad course and a video. They needed to turn the organization into a nonprofit and start asking for money.\u003c/p>\n\u003cp>“People’s expectation when you start work like this is that you start your own nonprofit,” Avashia said. “But we want to be teachers. We’re not in it to ask for money from people. We want to help young people.”\u003c/p>\n\u003cp>She said they’ve had trouble attracting donors because, as she put it, “helping kids map their route to school isn’t exactly sexy,” but it's still an entirely necessary piece to help set new freshmen up for success.\u003c/p>\n\u003cp>\u003cb>Giving Freshmen Their Own Space in Alpha House\u003c/b>\u003c/p>\n\u003cp>What began nearly 20 years ago as a music program for urban youth in downtown St. Paul, Minnesota, the \u003ca href=\"http://www.hsra.org/\">High School for Recording Arts\u003c/a> is now a full-scale charter high school and dropout recovery program that serves 300 students from ages 14 to 21. Focused on teaching all aspects of the hip-hop industry, from recording and engineering to business and management, for years the majority of the student population had dropped out of school for at least six months, and 50 percent were currently or formerly homeless. According to its website, “Of the students who have enrolled at HSRA, about 400 or 72.5 percent have graduated. Over the last four years, 100 percent of our graduates have been accepted into college.”\u003c/p>\n\u003cp>But as the school’s reputation for producing stellar hip-hop music has spread, graduating middle school students want to have a shot at “Hip Hop High.” Because of the age of many of the students, and the critical nature of many of their circumstances, Assistant Education Director Joey Cienian said giving freshmen a place to land within the school community became even more important -- especially because HSRA is an open school structure that is project-based, and doesn’t look one bit like traditional high school.\u003c/p>\n\u003cp>“It’s different with the ninth-graders coming in from middle school,” compared with some of the older dropout-recovery students, Cienian said. “If they see that lack of structure, and they don’t have the educational maturity, experience or skill set to know to how to make time for their studies, they’re going to run into problems.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=e2aYICdh_uc\u003c/p>\n\u003cp>Over the last 2½ years, HSRA has made vast improvements to serve this particular population of incoming 14- and 15-year-olds to create a smoother transition. They created “Alpha House,” a special advisory just for incoming freshmen. (The whole school follows the advisory system, in which skilled advisers build connections with each student, help choose and oversee student projects, and are responsible for connecting with home, making sure kids get to class, and helping to foster some “soft skills,” like perseverance and resiliency, too.)\u003c/p>\n\u003cp>While Alpha House is a literal room -- a “security blanket,” Cienian called it, with computers, an adviser on staff, a couch to sit on and a place for them to keep their stuff -- it’s also a figurative term for the community-building that freshmen do as part of their inaugural year.\u003c/p>\n\u003cp>One of the first tasks for Alpha students is called the My Future Life Project. Cienian said that students are given the opportunity to do some research and think about who they want to be and where they want to be.\u003c/p>\n\u003cp>“What type of stuff do they want to have as life achievements? What are their goals, their hobbies? Do they want to have a family/car/house?” Cienian said. “They flesh out their ideas, create a presentation, and present it to their peers.”\u003c/p>\n\u003cp>The project can take the shape of a Prezi, a verbal presentation, or they can even write a poem or a song about their goals. Not only does this help the new freshmen clearly define what they’d like to achieve during their time at this unusual high school, Cienian said, but it also holds their feet to the fire, so to speak.\u003c/p>\n\u003cp>“Peer presentation is super-important for any project-based work,” he said. “They [students] must take something more seriously when they show it to others.” He added that getting up in front of a large group also begins to build their confidence.\u003c/p>\n\u003cp>[contextly_sidebar id=\"UGmO9ilgRKx9RciM2ppiISqaB7ZLrpiy\"]\u003c/p>\n\u003cp>Alpha students work on a studio project together (this year’s group is making an album), and do volunteer service projects around town together, too, helping them build strong connections with each other that will come in handy when school and responsibilities get tougher.\u003c/p>\n\u003cp>A critical piece to keeping at-risk students engaged in school, Cienian said, is for advisers to hyper-plan ahead of the project to be sure to scaffold the processes so students don’t get discouraged. And grading is different at HSRA, too; if kids don’t finish a project, they don’t necessarily get an \"F.\" Instead, they get graded on the pieces -- from professionalism to research to presentation.\u003c/p>\n\u003cp>“They may not get the credit,” Cienian said. “But we guide them through what went wrong and how to do it better next time. It’s important for us not to be punitive if the process failed. Instead, they can earn credit for reflecting on their failure, what to do better next time. Something happened in their life, they fell off, they will reflect on what’s going on and what held them back.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This population of students need all sorts of resiliency skills,” Cienian said. “They need exposure to organization and conflict management skills. In all these things, they need to be scaffolded and trained. So they leave not just with a diploma, but a skill set that will give them the life they want.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The move from middle to high school is proving to be a critical transition, one in which students must deal with great changes in academics, responsibility and social structure all at the same time.\u003c/p>\n\u003cp>\u003ca href=\"https://ccsr.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">Recent research\u003c/a> showing a strong correlation between failing classes in ninth grade and not graduating puts an even stronger emphasis on making sure the eighth-to-ninth-grade transition goes smoothly -- and puts added pressure on the 14-year-olds making their way from a more \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/30/why-ninth-grade-is-the-pivotal-year-for-dropping-out-of-high-school/\">nurturing environment to the “Wild, Wild West.”\u003c/a>\u003c/p>\n\u003cp>Formal structures for helping students transition smoothly appear to be relatively uncommon, leaving the work to already \u003ca href=\"http://www.nytimes.com/2014/12/26/nyregion/little-college-guidance-500-high-school-students-per-counselor.html\">overburdened counselors\u003c/a> and families, or sometimes no one but the students themselves. Yet two particular standout programs -- one in Boston, one in St. Paul, Minnesota -- are trying to help connect the dots for freshmen, and may serve as a model for other schools and systems to create a strong bridge over the rough waters from middle to high school.\u003c/p>\n\u003cp>\u003cb>Countdown to High School \u003c/b>\u003c/p>\n\u003cp>Why does it happen that even very stable, very successful eighth-graders crash when they go to ninth grade? This is the question that Boston teacher Neema Avashia asked herself and a small group of educators after she began teaching eighth-grade civics in an urban middle school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Something about this transition is incredibly complicated,” said Avashia. “And it’s not just the kids who should be at risk. It’s a much bigger group of kids who are falling down. Why?”\u003c/p>\n\u003cp>Some of the reasons she already knew: Boston’s rising high school freshmen had complete choice of any school in the city -- a student could choose or get assigned through the lottery a school that is a two-hour public transportation commute from her home. Avashia knew of many students to whom this happened; it’s not uncommon for a student to take three different trains and a bus to get to high school. Add that enormous responsibility to the other, more normal high school pressures, and it quickly became clear why even the most stable students were “falling down”: Too many students were taking an enormous leap with no information or help to break the fall.\u003c/p>\n\u003cp>“There’s an incredible disconnect between middle schools and high schools,” Avashia said, and because of the dispersion of high schools -- there are no feeder schools -- the middle schools and high schools don’t communicate with each other at all. When ninth-graders show up on the first day of school, their new school knows literally nothing about them.\u003c/p>\n\u003cp>So together with fellow teacher Laura Cennamo and Jessica Madden-Fuoco, their former instructor at the Boston Teacher Residency, Avashia created \u003ca href=\"http://cd2hs.wikispaces.com/\" target=\"_blank\">Countdown to High School\u003c/a>, an organization that provides a curriculum to eighth- and ninth-graders to prepare them for what’s ahead, and help guide them through rough patches when they get to high school by giving them something they really need: information. They offered a free grad-level course to Boston middle school teachers to train them on the curriculum, and even created a \u003ca href=\"http://player.vimeo.com/video/29898395?title=0&byline=0&portrait=0\">video\u003c/a> for eighth-graders that explains what will be expected of them when they are freshmen.\u003c/p>\n\u003cp>https://player.vimeo.com/video/29898395\u003c/p>\n\u003cp>“We created a curriculum you could use with kids to support them through the transition,” Avashia said. “For eighth-graders, it’s about fit, what’s the best school for you. If you can’t get yourself out of bed in the morning, then don’t choose a school so far away from home, that kind of thing.”\u003c/p>\n\u003cp>In the ninth grade, an advisory curriculum helps teachers talk to students about common freshman issues, like time management, how to build relationships with other students and social aspects, like finding the right extracurricular activity. Ideally, teachers take time out of classroom instruction to talk to students about the transition to high school.\u003c/p>\n\u003cp>But, as is the case in many large urban districts, the grant Countdown to High School received to get off the ground has run out; some teachers were more on board than others. Since the grant has run out, Avashia and her team have been in a holding pattern with their program, realizing that in order to be truly effective, they needed more than just a grad course and a video. They needed to turn the organization into a nonprofit and start asking for money.\u003c/p>\n\u003cp>“People’s expectation when you start work like this is that you start your own nonprofit,” Avashia said. “But we want to be teachers. We’re not in it to ask for money from people. We want to help young people.”\u003c/p>\n\u003cp>She said they’ve had trouble attracting donors because, as she put it, “helping kids map their route to school isn’t exactly sexy,” but it's still an entirely necessary piece to help set new freshmen up for success.\u003c/p>\n\u003cp>\u003cb>Giving Freshmen Their Own Space in Alpha House\u003c/b>\u003c/p>\n\u003cp>What began nearly 20 years ago as a music program for urban youth in downtown St. Paul, Minnesota, the \u003ca href=\"http://www.hsra.org/\">High School for Recording Arts\u003c/a> is now a full-scale charter high school and dropout recovery program that serves 300 students from ages 14 to 21. Focused on teaching all aspects of the hip-hop industry, from recording and engineering to business and management, for years the majority of the student population had dropped out of school for at least six months, and 50 percent were currently or formerly homeless. According to its website, “Of the students who have enrolled at HSRA, about 400 or 72.5 percent have graduated. Over the last four years, 100 percent of our graduates have been accepted into college.”\u003c/p>\n\u003cp>But as the school’s reputation for producing stellar hip-hop music has spread, graduating middle school students want to have a shot at “Hip Hop High.” Because of the age of many of the students, and the critical nature of many of their circumstances, Assistant Education Director Joey Cienian said giving freshmen a place to land within the school community became even more important -- especially because HSRA is an open school structure that is project-based, and doesn’t look one bit like traditional high school.\u003c/p>\n\u003cp>“It’s different with the ninth-graders coming in from middle school,” compared with some of the older dropout-recovery students, Cienian said. “If they see that lack of structure, and they don’t have the educational maturity, experience or skill set to know to how to make time for their studies, they’re going to run into problems.”\u003c/p>\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/e2aYICdh_uc'\n title='//www.youtube.com/embed/e2aYICdh_uc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Over the last 2½ years, HSRA has made vast improvements to serve this particular population of incoming 14- and 15-year-olds to create a smoother transition. They created “Alpha House,” a special advisory just for incoming freshmen. (The whole school follows the advisory system, in which skilled advisers build connections with each student, help choose and oversee student projects, and are responsible for connecting with home, making sure kids get to class, and helping to foster some “soft skills,” like perseverance and resiliency, too.)\u003c/p>\n\u003cp>While Alpha House is a literal room -- a “security blanket,” Cienian called it, with computers, an adviser on staff, a couch to sit on and a place for them to keep their stuff -- it’s also a figurative term for the community-building that freshmen do as part of their inaugural year.\u003c/p>\n\u003cp>One of the first tasks for Alpha students is called the My Future Life Project. Cienian said that students are given the opportunity to do some research and think about who they want to be and where they want to be.\u003c/p>\n\u003cp>“What type of stuff do they want to have as life achievements? What are their goals, their hobbies? Do they want to have a family/car/house?” Cienian said. “They flesh out their ideas, create a presentation, and present it to their peers.”\u003c/p>\n\u003cp>The project can take the shape of a Prezi, a verbal presentation, or they can even write a poem or a song about their goals. Not only does this help the new freshmen clearly define what they’d like to achieve during their time at this unusual high school, Cienian said, but it also holds their feet to the fire, so to speak.\u003c/p>\n\u003cp>“Peer presentation is super-important for any project-based work,” he said. “They [students] must take something more seriously when they show it to others.” He added that getting up in front of a large group also begins to build their confidence.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Alpha students work on a studio project together (this year’s group is making an album), and do volunteer service projects around town together, too, helping them build strong connections with each other that will come in handy when school and responsibilities get tougher.\u003c/p>\n\u003cp>A critical piece to keeping at-risk students engaged in school, Cienian said, is for advisers to hyper-plan ahead of the project to be sure to scaffold the processes so students don’t get discouraged. And grading is different at HSRA, too; if kids don’t finish a project, they don’t necessarily get an \"F.\" Instead, they get graded on the pieces -- from professionalism to research to presentation.\u003c/p>\n\u003cp>“They may not get the credit,” Cienian said. “But we guide them through what went wrong and how to do it better next time. It’s important for us not to be punitive if the process failed. Instead, they can earn credit for reflecting on their failure, what to do better next time. Something happened in their life, they fell off, they will reflect on what’s going on and what held them back.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This population of students need all sorts of resiliency skills,” Cienian said. “They need exposure to organization and conflict management skills. In all these things, they need to be scaffolded and trained. So they leave not just with a diploma, but a skill set that will give them the life they want.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>From a child's perspective, school, extracurricular activities and home are part of the continuous experience of life. From the perspective of teachers, coaches and parents, those experiences may seem more differentiated and are thus treated separately. However, if the adults in a child’s life approach his or her growth as a collaboration following a clear developmental path, every child will have a better chance at a life filled with choices and the skills to achieve goals, according to a report.\u003c/p>\n\u003cp class=\"p1\">“The idea is that if everybody starts to have a common understanding about what they’re trying to do and what an effective approach would be, and they understand that it’s a shared responsibility to help kids develop and learn over time, then hopefully it will lead to more discussion,” said Jenny Nagaoka, lead author of the \u003cem>\u003ca href=\"http://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Report.pdf\" target=\"_blank\">Foundations for Young Adult Success: A Developmental Framework\u003c/a>\u003c/em> and deputy director of the \u003ca href=\"https://ccsr.uchicago.edu/\" target=\"_blank\">University of Chicago Consortium on Chicago School Research\u003c/a> (CCSR).\u003c/p>\n\u003cp class=\"p1\">“Kids will be engaged in learning and internalize the academic side if you are also helping them work to develop in multiple ways,” she said. Engagement doesn’t come only from exciting content, but from a student’s own ability to self regulate, apply skills and find some relevance in the lesson.\u003c/p>\n\u003cp>The CCSR report makes the case for better integrating aspects of a child’s development using a compilation of developmental psychology, neuroscience, sociology and education research perspectives. By combining insights from each of these areas, the report’s authors strive to paint a clearer picture of how to support development of the intangible qualities underlying both the cognitive and non-cognitive skills emphasized in school, clubs and at home.\u003c/p>\n\u003cp>The report identified three “key factors” that young people need to be successful. Many programs that focus on closing the equity gap only address educational attainment. But through research and interviews with both experts and youth, the CCSR researchers have developed a broader definition of success that includes young people becoming aware of themselves and the wide range options available to them, while developing the competencies to pursue those options and make good decisions as citizens of the world.\u003c/p>\n\u003cfigure id=\"attachment_41015\" class=\"wp-caption aligncenter\" style=\"max-width: 775px\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">\u003cimg class=\"wp-image-41015 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM.png\" alt=\"UChicago CCSR\" width=\"775\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM.png 775w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM-400x92.png 400w\" sizes=\"(max-width: 775px) 100vw, 775px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">UChicago CCSR and The Wallace Foundation\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Agency:\u003c/strong> It’s important that young people feel they have the ability to influence the outcome of their lives. This doesn’t negate the fact that external factors can constrain choices, but a successful person recognizes their agency even within those constraints. The report notes, “having agency also requires having the competencies to be able to manage one’s environment, a sense of what one values, the ability to manage one’s emotions and behavior, as well as a belief that conscious self-directed action is possible.”\u003c/p>\n\u003cp>It can be harder for young people coming from marginalized communities to develop a strong sense of agency when faced by factors like violence or a lack of experiences that allow them to try on and experiment with new identities. However, adults working with those young people should recognize the importance of developing agency and give them opportunities to try it out when the stakes are low.\u003c/p>\n\u003cp>\u003cstrong>Integrated Identity:\u003c/strong> The process of getting to know oneself happens throughout childhood and into early adulthood and plays an especially important role in the teenage years. Forming an identity is some combination of discovery, construction and creation, but at its core it is a process of figuring out one’s beliefs, values, goals and experiences. All humans are multifaceted, but integrating an identity is about fully inhabiting all sides of the self.\u003c/p>\n\u003cp class=\"p1\">[contextly_sidebar id=\"DHUN5MZIsJZFBa6NztGL9VNcGijstSVg\"]\u003c/p>\n\u003cp>This process can be more challenging for kids coming from disadvantaged communities where the coping mechanisms that work at home may not transition well into school or work environments. School often reflects a dominant white, middle-class culture, forcing kids who don’t come from that background to make a bigger lift when integrating their identities. This is profoundly unfair to kids coming from a different background from the dominant one, as it presents a whole other set of values and beliefs that must be incorporated into the sense of self.\u003c/p>\n\u003cp>\u003cstrong>Competencies:\u003c/strong> The report notes that the ability to perform roles, complete complex tasks and achieve specific objectives requires a set of competencies that include things like interpersonal skills and critical thinking skills. To some extent, the competencies a person may need will depend on what path in life they choose.\u003c/p>\n\u003cp>All of these factors play an underlying role in determining how successful a child will turn out to be. Additionally, four components underlie all cognitive and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/15/measuring-self-control-a-marshmallow-test-for-the-digital-age/\">non-cognitive\u003c/a> learning: self-regulation, knowledge and skills, mindsets and values. Researchers note these components are malleable and can be easily influenced by experiences and relationships. They are also more or less important at different stages of a child’s development.\u003c/p>\n\u003cp>For example, 12-year-olds are very oriented towards identity, groups and finding a sense of comfort in friends, while older adolescents are often questioning their identity, looking to differentiate themselves. “If teachers can tap into that place, they can engage students more effectively,” Nagaoka said.\u003c/p>\n\u003cfigure id=\"attachment_41013\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg class=\"wp-image-41013 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.23.14-PM.png\" alt=\"UChicago CCSR\" width=\"283\" height=\"476\">\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">UChicago CCSR and The Wallace Foundation\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Early childhood educators often think about children in this holistic way, paying attention to social and emotional skills in addition to things like recognizing letters and numbers. Often this practice is dropped when a child turns from five to six and enters the first grade, even though developmentally, that child could still use those supports. That’s where the network of adults around that child could better integrate their supportive efforts.\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS\u003c/strong>\u003c/p>\n\u003cp>While this report attempts to draw together disparate areas of research to offer a more complete picture of how children develop and use resources, relationships and experiences around them to make their way in the world, there are some clear ways that parents, educators and policymakers could integrate this holistic view.\u003c/p>\n\u003cp>\u003cstrong>Academics aren’t everything:\u003c/strong> Teachers often see themselves as responsible for specific academic content, but schools will never see the success they desire without accounting for some of the non-cognitive factors that play a role in development. The report points out that adults must act with a holistic approach to learning: “Cognition, emotion, affect, and behavior are reflexive, mutually reinforcing, and inextricably associated with one another as a part of development and learning. Adults will make little headway if they target only one particular component or subcomponent in isolation.”\u003c/p>\n\u003cp>\u003cstrong>Educators need a developmental lens:\u003c/strong> Too often, structures and practices are at odds with the developmental states of the children they are meant to serve. Schools and even parents are often more oriented towards the needs of adult - such as discipline and quiet - than towards what works for kids.\u003c/p>\n\u003cp>\u003cstrong>All kids need access to rich opportunities:\u003c/strong> At almost every step of the way kids from marginalized communities face more challenges to becoming successful adults than kids from wealthier and better educated homes. Adults need to help young people develop the skills and dispositions to cope with the world as it is, while helping them build the courage to change the status quo.\u003c/p>\n\u003cp>\u003cstrong>The focus on testing and accountability in school undermines educators’ ability to provide developmental experiences.\u003c/strong> “Testing has started to define what matters in schools and that’s how we think about what is successful,” Nagaoka said. This way of thinking creates incentives for school leaders, teachers and parents to focus on only on the academic content, while neglecting the many other factors that lead to success. In many cases schools have lost sight of what they want their students to become in favor of high test scores, which might not get them anything in the real world.\u003c/p>\n\u003cp>“Narrowing the focus onto one thing is a lot easier than saying there’s a lot of things we need to be paying attention to,” Nagaoka said.\u003c/p>\n\u003cp>\u003cstrong>Schools must be safe places for educators:\u003c/strong> “In the current state of things, schools are not particularly safe places for teachers to be experimenting or practicing or doing something they don’t know for sure will work,” Nagaoka said. There’s no clear roadmap of practices and policies to ensure the kind of holistic education this report is advocating. It will take trial and error. “Adults learn and grow and organizations improve by being allowed to make mistakes and overcome them and learn from them,” Nagaoka said. If this is the advice we are giving students about their learning, it only makes sense to allow educators the same growthful stance and professional agency.\u003c/p>\n\u003cp>\u003cstrong>Be careful measuring non-cognitive factors:\u003c/strong> Many school districts are realizing that non-cognitive factors are important to success, but the immediate instinct has been to try and quantify those things. The report’s authors caution that course of action, noting that in many cases the factors aren’t compatible with a standardized test-based accountability system.\u003c/p>\n\u003cp>“It’s more about understanding where kids are and understanding where kids need more support,” Nagaoka said. There’s no “right place” for a seven-year-old to be on the self-actualizing scale. Nagaoka suggests more diagnostic or formative assessment tools for evaluating how a student’s noncognitive abilities are developing.\u003c/p>\n\u003cp>Learning happens throughout life, not just at school. The daily real-world experiences are often much more potent and lead some students to question the value of what they are taught in school. If educators don’t address that disconnect and help students to reconcile those implicit messages with the values of school, those students may get lost.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re trying to shift the narrative and helping people see the commonalities in what they’re working on,” Nagaoka said. She suggests that developmental psychology should be a part of all teacher training programs and hopes that there will be more cross-pollination among educators about how to support kids’ growth.\u003c/p>\n\u003cfigure id=\"attachment_41009\" class=\"wp-caption alignnone\" style=\"max-width: 1039px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png\">\u003cimg class=\"size-full wp-image-41009\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png\" alt=\"The focus of development changes as kids grow older.\" width=\"1039\" height=\"634\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png 1039w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-400x244.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-800x488.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-960x586.png 960w\" sizes=\"(max-width: 1039px) 100vw, 1039px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The focus of development changes as kids grow older. \u003ccite>(UChicago CCSR and the Wallace Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From a child's perspective, school, extracurricular activities and home are part of the continuous experience of life. From the perspective of teachers, coaches and parents, those experiences may seem more differentiated and are thus treated separately. However, if the adults in a child’s life approach his or her growth as a collaboration following a clear developmental path, every child will have a better chance at a life filled with choices and the skills to achieve goals, according to a report.\u003c/p>\n\u003cp class=\"p1\">“The idea is that if everybody starts to have a common understanding about what they’re trying to do and what an effective approach would be, and they understand that it’s a shared responsibility to help kids develop and learn over time, then hopefully it will lead to more discussion,” said Jenny Nagaoka, lead author of the \u003cem>\u003ca href=\"http://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Report.pdf\" target=\"_blank\">Foundations for Young Adult Success: A Developmental Framework\u003c/a>\u003c/em> and deputy director of the \u003ca href=\"https://ccsr.uchicago.edu/\" target=\"_blank\">University of Chicago Consortium on Chicago School Research\u003c/a> (CCSR).\u003c/p>\n\u003cp class=\"p1\">“Kids will be engaged in learning and internalize the academic side if you are also helping them work to develop in multiple ways,” she said. Engagement doesn’t come only from exciting content, but from a student’s own ability to self regulate, apply skills and find some relevance in the lesson.\u003c/p>\n\u003cp>The CCSR report makes the case for better integrating aspects of a child’s development using a compilation of developmental psychology, neuroscience, sociology and education research perspectives. By combining insights from each of these areas, the report’s authors strive to paint a clearer picture of how to support development of the intangible qualities underlying both the cognitive and non-cognitive skills emphasized in school, clubs and at home.\u003c/p>\n\u003cp>The report identified three “key factors” that young people need to be successful. Many programs that focus on closing the equity gap only address educational attainment. But through research and interviews with both experts and youth, the CCSR researchers have developed a broader definition of success that includes young people becoming aware of themselves and the wide range options available to them, while developing the competencies to pursue those options and make good decisions as citizens of the world.\u003c/p>\n\u003cfigure id=\"attachment_41015\" class=\"wp-caption aligncenter\" style=\"max-width: 775px\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">\u003cimg class=\"wp-image-41015 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM.png\" alt=\"UChicago CCSR\" width=\"775\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM.png 775w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.22.42-PM-400x92.png 400w\" sizes=\"(max-width: 775px) 100vw, 775px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">UChicago CCSR and The Wallace Foundation\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Agency:\u003c/strong> It’s important that young people feel they have the ability to influence the outcome of their lives. This doesn’t negate the fact that external factors can constrain choices, but a successful person recognizes their agency even within those constraints. The report notes, “having agency also requires having the competencies to be able to manage one’s environment, a sense of what one values, the ability to manage one’s emotions and behavior, as well as a belief that conscious self-directed action is possible.”\u003c/p>\n\u003cp>It can be harder for young people coming from marginalized communities to develop a strong sense of agency when faced by factors like violence or a lack of experiences that allow them to try on and experiment with new identities. However, adults working with those young people should recognize the importance of developing agency and give them opportunities to try it out when the stakes are low.\u003c/p>\n\u003cp>\u003cstrong>Integrated Identity:\u003c/strong> The process of getting to know oneself happens throughout childhood and into early adulthood and plays an especially important role in the teenage years. Forming an identity is some combination of discovery, construction and creation, but at its core it is a process of figuring out one’s beliefs, values, goals and experiences. All humans are multifaceted, but integrating an identity is about fully inhabiting all sides of the self.\u003c/p>\n\u003cp class=\"p1\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This process can be more challenging for kids coming from disadvantaged communities where the coping mechanisms that work at home may not transition well into school or work environments. School often reflects a dominant white, middle-class culture, forcing kids who don’t come from that background to make a bigger lift when integrating their identities. This is profoundly unfair to kids coming from a different background from the dominant one, as it presents a whole other set of values and beliefs that must be incorporated into the sense of self.\u003c/p>\n\u003cp>\u003cstrong>Competencies:\u003c/strong> The report notes that the ability to perform roles, complete complex tasks and achieve specific objectives requires a set of competencies that include things like interpersonal skills and critical thinking skills. To some extent, the competencies a person may need will depend on what path in life they choose.\u003c/p>\n\u003cp>All of these factors play an underlying role in determining how successful a child will turn out to be. Additionally, four components underlie all cognitive and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/15/measuring-self-control-a-marshmallow-test-for-the-digital-age/\">non-cognitive\u003c/a> learning: self-regulation, knowledge and skills, mindsets and values. Researchers note these components are malleable and can be easily influenced by experiences and relationships. They are also more or less important at different stages of a child’s development.\u003c/p>\n\u003cp>For example, 12-year-olds are very oriented towards identity, groups and finding a sense of comfort in friends, while older adolescents are often questioning their identity, looking to differentiate themselves. “If teachers can tap into that place, they can engage students more effectively,” Nagaoka said.\u003c/p>\n\u003cfigure id=\"attachment_41013\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg class=\"wp-image-41013 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.23.14-PM.png\" alt=\"UChicago CCSR\" width=\"283\" height=\"476\">\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://ccsr.uchicago.edu/sites/default/files/publications/Wallace%20Infographic.pdf\">UChicago CCSR and The Wallace Foundation\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Early childhood educators often think about children in this holistic way, paying attention to social and emotional skills in addition to things like recognizing letters and numbers. Often this practice is dropped when a child turns from five to six and enters the first grade, even though developmentally, that child could still use those supports. That’s where the network of adults around that child could better integrate their supportive efforts.\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS\u003c/strong>\u003c/p>\n\u003cp>While this report attempts to draw together disparate areas of research to offer a more complete picture of how children develop and use resources, relationships and experiences around them to make their way in the world, there are some clear ways that parents, educators and policymakers could integrate this holistic view.\u003c/p>\n\u003cp>\u003cstrong>Academics aren’t everything:\u003c/strong> Teachers often see themselves as responsible for specific academic content, but schools will never see the success they desire without accounting for some of the non-cognitive factors that play a role in development. The report points out that adults must act with a holistic approach to learning: “Cognition, emotion, affect, and behavior are reflexive, mutually reinforcing, and inextricably associated with one another as a part of development and learning. Adults will make little headway if they target only one particular component or subcomponent in isolation.”\u003c/p>\n\u003cp>\u003cstrong>Educators need a developmental lens:\u003c/strong> Too often, structures and practices are at odds with the developmental states of the children they are meant to serve. Schools and even parents are often more oriented towards the needs of adult - such as discipline and quiet - than towards what works for kids.\u003c/p>\n\u003cp>\u003cstrong>All kids need access to rich opportunities:\u003c/strong> At almost every step of the way kids from marginalized communities face more challenges to becoming successful adults than kids from wealthier and better educated homes. Adults need to help young people develop the skills and dispositions to cope with the world as it is, while helping them build the courage to change the status quo.\u003c/p>\n\u003cp>\u003cstrong>The focus on testing and accountability in school undermines educators’ ability to provide developmental experiences.\u003c/strong> “Testing has started to define what matters in schools and that’s how we think about what is successful,” Nagaoka said. This way of thinking creates incentives for school leaders, teachers and parents to focus on only on the academic content, while neglecting the many other factors that lead to success. In many cases schools have lost sight of what they want their students to become in favor of high test scores, which might not get them anything in the real world.\u003c/p>\n\u003cp>“Narrowing the focus onto one thing is a lot easier than saying there’s a lot of things we need to be paying attention to,” Nagaoka said.\u003c/p>\n\u003cp>\u003cstrong>Schools must be safe places for educators:\u003c/strong> “In the current state of things, schools are not particularly safe places for teachers to be experimenting or practicing or doing something they don’t know for sure will work,” Nagaoka said. There’s no clear roadmap of practices and policies to ensure the kind of holistic education this report is advocating. It will take trial and error. “Adults learn and grow and organizations improve by being allowed to make mistakes and overcome them and learn from them,” Nagaoka said. If this is the advice we are giving students about their learning, it only makes sense to allow educators the same growthful stance and professional agency.\u003c/p>\n\u003cp>\u003cstrong>Be careful measuring non-cognitive factors:\u003c/strong> Many school districts are realizing that non-cognitive factors are important to success, but the immediate instinct has been to try and quantify those things. The report’s authors caution that course of action, noting that in many cases the factors aren’t compatible with a standardized test-based accountability system.\u003c/p>\n\u003cp>“It’s more about understanding where kids are and understanding where kids need more support,” Nagaoka said. There’s no “right place” for a seven-year-old to be on the self-actualizing scale. Nagaoka suggests more diagnostic or formative assessment tools for evaluating how a student’s noncognitive abilities are developing.\u003c/p>\n\u003cp>Learning happens throughout life, not just at school. The daily real-world experiences are often much more potent and lead some students to question the value of what they are taught in school. If educators don’t address that disconnect and help students to reconcile those implicit messages with the values of school, those students may get lost.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re trying to shift the narrative and helping people see the commonalities in what they’re working on,” Nagaoka said. She suggests that developmental psychology should be a part of all teacher training programs and hopes that there will be more cross-pollination among educators about how to support kids’ growth.\u003c/p>\n\u003cfigure id=\"attachment_41009\" class=\"wp-caption alignnone\" style=\"max-width: 1039px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png\">\u003cimg class=\"size-full wp-image-41009\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png\" alt=\"The focus of development changes as kids grow older.\" width=\"1039\" height=\"634\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM.png 1039w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-400x244.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-800x488.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Screen-shot-2015-07-01-at-1.12.18-PM-960x586.png 960w\" sizes=\"(max-width: 1039px) 100vw, 1039px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The focus of development changes as kids grow older. \u003ccite>(UChicago CCSR and the Wallace Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Peer Accountability Groups Help Students Achieve Their Goals?",
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"content": "\u003cp>Supporting students emotionally, as well as academically, takes up a large portion of teachers’ time and energy. But some educators are discovering that students can take on this role for one another as well. When students hold each other accountable, many can demonstrate reflection on their learning and take responsibility for shortcomings.\u003c/p>\n\u003cp>Stanford researchers recently \u003ca href=\"https://edpolicy.stanford.edu/sites/default/files/SCOPE-Student-Centered-Learning-Life.pdf\">highlighted one school\u003c/a> that applies a peer accountability program -- Life Academy of Health and Bioscience in Oakland. The school is known for its \u003ca href=\"https://edpolicy.stanford.edu/publications/pubs/1175\">low dropout rate and high number of graduates who persist\u003c/a> through college for at least four years. It's hard to pinpoint exactly what is motivating Life Academy students, almost all of whom come from low-income backgrounds, to outperform their peers, but the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/student-centered-learning/\">student-centered school\u003c/a> prides itself on health and science internships for every student and personalized academic mentoring and counseling.\u003c/p>\n\u003cp>At \u003ca href=\"http://lifeacademyhighschool.org/\">Life Academy\u003c/a>, students are in the same advisory group of peers throughout high school. Each group has about 20 students, ranging from ninth to 12th grade. Students play a big role in mentoring one another within these advisory groups. They reflect on how they have overcome challenges and field questions from peers about how they plan to improve.\u003c/p>\n\u003cp>Ultimately, the peers within each group decide whether an individual has done everything in his or her power to correct wrongs and to move forward with a clear plan of action. This community accountability ritual happens three times during middle and high school: once in eighth grade before going to high school, in 10th grade before going into 11th, and as seniors before they can graduate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.”\u003c/aside>\n\u003cp>Recent Life Academy graduate Eric Zepeda said that during his senior year, he spent most of his reflection time talking about how he was impacted when his cousin was shot and killed by police.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"My grades were affected because I didn’t want to do anything in school,” Zepeda said. “I would just be sitting down and spaced out. My teachers began to check in with me. They were trying to support and give me help.\" He knows he didn't do everything he could to take advantage of the help teachers were offering.\u003c/p>\n\u003cp>Zepeda exhibited the kind of deep reflection and willingness to take responsibility that make this ritual successful. The other students are asked to stand if they believe the graduating senior has fully reflected on his or her obstacles and has set goals to improve. If friends believe a student can do better, they won't stand for them.\u003c/p>\n\u003cp>A concern about processes like this is that students pass one another without much critical thought, hoping peers will do the same for them when the time comes. But Life Academy teachers say they haven't seen that. Students explain why they will or will not stand for a classmate. The students often push each other to do homework on time or learn better work habits. Together, they come up with solutions.\u003c/p>\n\u003cp>Educators at Life Academy say this process works because middle and high school students care deeply about what their peers think. Many are more motivated to live up to peers' expectations than to those of adults,.\u003c/p>\n\u003cp>\"The opinions that their peers have are much more influential,\" said former Life Academy principal Preston Thomas. \"I believe that in turning it over to a peer process, it really does support the students to hear it differently.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"2Nu5u9fMP3DaPUIeSUef2avb2C2ZKlxN\"]\u003c/p>\n\u003cp>When school leaders saw how well peer accountability worked for graduating seniors, they began to use the process at the beginning and middle of high school as well to help keep kids on track and shore up the community.\u003c/p>\n\u003cp>\"For our 10th-graders, I feel like they get a reality check that the school doesn't revolve around them, that they're a part of what's revolving,\" said chemistry and health sciences teacher Amanda Issa. \"If they've been hurting our community with the kind of drama that kids can have in high school, it's a chance to make them aware of it. When it's their own classmates saying, 'You hurt me because you're a distraction in class,' it opens their eyes.\"\u003c/p>\n\u003cp>When students don't stand for each other, it hurts, said Jamie Ortega, who graduated this year. During her reflection time, an advisor and a fellow senior hesitated to stand because they felt she hadn't proved she had a plan for how to advocate for herself when she is on her own in college.\u003c/p>\n\u003cp>\"At the moment you feel really sad, especially when you're really attached to the person,\" Ortega said. \"But at the same time you want to make sure you can give it your all so they can stand for you, and when they do, you feel very proud of yourself.\"\u003c/p>\n\u003cp>Life Academy began focusing on student reflection in this way about 10 years ago, after a teacher observed it happening at another high school, \u003ca href=\"http://www.alternativesinaction.org/\">Bay Area School of Enterprise\u003c/a>, in Alameda at the time.\u003c/p>\n\u003cp>\"We were grappling with the question of how do you ensure that a student has really solid academic skills, but also create an environment where you're able to talk about character and work habits? We knew those were really important for success in life, but we didn't really have a way to hold students accountable,\" Thomas said.\u003c/p>\n\u003cp>Thomas said one circle of kids suggested that an eighth-grader should work on his reading, so he made a plan for five books to read over the summer and to stay after school in study hall next year because he realized he doesn't get his homework done at home.\u003c/p>\n\u003cp>Just this year, one of Amanda Issa's students didn't pass his reflection ritual at first because some of the people in the circle didn’t feel he had done everything he could to get the credits he needed to graduate.\u003c/p>\n\u003cp>\"This is a big strong guy and I've never ever seen him cry, and he was in tears because people were saying they were proud of his growth and they know he can graduate,\" Issa said. The trust and care of his peer community during the reflection process made a difference for this student.\u003c/p>\n\u003cp>\"I felt like he just lit up. He realized that time was running out and he had to get things together,\" Issa said. \"He managed to do quite a lot in the last few weeks of school to make up credits and get a job for the summer.\"\u003c/p>\n\u003cp>Creating a space for kids to be vulnerable is hard to do so trust is an essential element for a program like this to work. “Rarely do I ever see adults do it,” Thomas said. “I think kids have a greater capacity to do that than adults do.\" That space itself provides a valuable life lesson for students.\u003c/p>\n\u003cp>\"Everything is confidential,\" Zepeda said. \"It's kind of like a diary. You can express yourself and they’ll give you advice if they need to. I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Life Academy students are learning to ask for help and to think about themselves as learners and advocate for their needs. The school is betting that if students practice reflecting on their strengths and weaknesses as high school students, they’ll be much more able to solve similar challenges when they arise in college.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Supporting students emotionally, as well as academically, takes up a large portion of teachers’ time and energy. But some educators are discovering that students can take on this role for one another as well. When students hold each other accountable, many can demonstrate reflection on their learning and take responsibility for shortcomings.\u003c/p>\n\u003cp>Stanford researchers recently \u003ca href=\"https://edpolicy.stanford.edu/sites/default/files/SCOPE-Student-Centered-Learning-Life.pdf\">highlighted one school\u003c/a> that applies a peer accountability program -- Life Academy of Health and Bioscience in Oakland. The school is known for its \u003ca href=\"https://edpolicy.stanford.edu/publications/pubs/1175\">low dropout rate and high number of graduates who persist\u003c/a> through college for at least four years. It's hard to pinpoint exactly what is motivating Life Academy students, almost all of whom come from low-income backgrounds, to outperform their peers, but the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/student-centered-learning/\">student-centered school\u003c/a> prides itself on health and science internships for every student and personalized academic mentoring and counseling.\u003c/p>\n\u003cp>At \u003ca href=\"http://lifeacademyhighschool.org/\">Life Academy\u003c/a>, students are in the same advisory group of peers throughout high school. Each group has about 20 students, ranging from ninth to 12th grade. Students play a big role in mentoring one another within these advisory groups. They reflect on how they have overcome challenges and field questions from peers about how they plan to improve.\u003c/p>\n\u003cp>Ultimately, the peers within each group decide whether an individual has done everything in his or her power to correct wrongs and to move forward with a clear plan of action. This community accountability ritual happens three times during middle and high school: once in eighth grade before going to high school, in 10th grade before going into 11th, and as seniors before they can graduate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.”\u003c/aside>\n\u003cp>Recent Life Academy graduate Eric Zepeda said that during his senior year, he spent most of his reflection time talking about how he was impacted when his cousin was shot and killed by police.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"My grades were affected because I didn’t want to do anything in school,” Zepeda said. “I would just be sitting down and spaced out. My teachers began to check in with me. They were trying to support and give me help.\" He knows he didn't do everything he could to take advantage of the help teachers were offering.\u003c/p>\n\u003cp>Zepeda exhibited the kind of deep reflection and willingness to take responsibility that make this ritual successful. The other students are asked to stand if they believe the graduating senior has fully reflected on his or her obstacles and has set goals to improve. If friends believe a student can do better, they won't stand for them.\u003c/p>\n\u003cp>A concern about processes like this is that students pass one another without much critical thought, hoping peers will do the same for them when the time comes. But Life Academy teachers say they haven't seen that. Students explain why they will or will not stand for a classmate. The students often push each other to do homework on time or learn better work habits. Together, they come up with solutions.\u003c/p>\n\u003cp>Educators at Life Academy say this process works because middle and high school students care deeply about what their peers think. Many are more motivated to live up to peers' expectations than to those of adults,.\u003c/p>\n\u003cp>\"The opinions that their peers have are much more influential,\" said former Life Academy principal Preston Thomas. \"I believe that in turning it over to a peer process, it really does support the students to hear it differently.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When school leaders saw how well peer accountability worked for graduating seniors, they began to use the process at the beginning and middle of high school as well to help keep kids on track and shore up the community.\u003c/p>\n\u003cp>\"For our 10th-graders, I feel like they get a reality check that the school doesn't revolve around them, that they're a part of what's revolving,\" said chemistry and health sciences teacher Amanda Issa. \"If they've been hurting our community with the kind of drama that kids can have in high school, it's a chance to make them aware of it. When it's their own classmates saying, 'You hurt me because you're a distraction in class,' it opens their eyes.\"\u003c/p>\n\u003cp>When students don't stand for each other, it hurts, said Jamie Ortega, who graduated this year. During her reflection time, an advisor and a fellow senior hesitated to stand because they felt she hadn't proved she had a plan for how to advocate for herself when she is on her own in college.\u003c/p>\n\u003cp>\"At the moment you feel really sad, especially when you're really attached to the person,\" Ortega said. \"But at the same time you want to make sure you can give it your all so they can stand for you, and when they do, you feel very proud of yourself.\"\u003c/p>\n\u003cp>Life Academy began focusing on student reflection in this way about 10 years ago, after a teacher observed it happening at another high school, \u003ca href=\"http://www.alternativesinaction.org/\">Bay Area School of Enterprise\u003c/a>, in Alameda at the time.\u003c/p>\n\u003cp>\"We were grappling with the question of how do you ensure that a student has really solid academic skills, but also create an environment where you're able to talk about character and work habits? We knew those were really important for success in life, but we didn't really have a way to hold students accountable,\" Thomas said.\u003c/p>\n\u003cp>Thomas said one circle of kids suggested that an eighth-grader should work on his reading, so he made a plan for five books to read over the summer and to stay after school in study hall next year because he realized he doesn't get his homework done at home.\u003c/p>\n\u003cp>Just this year, one of Amanda Issa's students didn't pass his reflection ritual at first because some of the people in the circle didn’t feel he had done everything he could to get the credits he needed to graduate.\u003c/p>\n\u003cp>\"This is a big strong guy and I've never ever seen him cry, and he was in tears because people were saying they were proud of his growth and they know he can graduate,\" Issa said. The trust and care of his peer community during the reflection process made a difference for this student.\u003c/p>\n\u003cp>\"I felt like he just lit up. He realized that time was running out and he had to get things together,\" Issa said. \"He managed to do quite a lot in the last few weeks of school to make up credits and get a job for the summer.\"\u003c/p>\n\u003cp>Creating a space for kids to be vulnerable is hard to do so trust is an essential element for a program like this to work. “Rarely do I ever see adults do it,” Thomas said. “I think kids have a greater capacity to do that than adults do.\" That space itself provides a valuable life lesson for students.\u003c/p>\n\u003cp>\"Everything is confidential,\" Zepeda said. \"It's kind of like a diary. You can express yourself and they’ll give you advice if they need to. I feel like that's something I'll have in my future. I'll be able to express myself to the people in my life and see if they can help.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Life Academy students are learning to ask for help and to think about themselves as learners and advocate for their needs. The school is betting that if students practice reflecting on their strengths and weaknesses as high school students, they’ll be much more able to solve similar challenges when they arise in college.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Amy Roegler and her husband Octavio Herrera live with their young kids, Jake and Alyssa, in Los Angeles. So, when it comes to pro baseball, they're all Dodgers fans. And Jake loved balls even as a baby, Octavio says.\u003c/p>\n\u003cp>\"We have a picture of him as a 3-month-old with a little Dodger jersey and a glove,\" Octavio says. \"So he was definitely going to be introduced to sports early, and he took to it right away.\" Today 10-year-old Jake is on his baseball league's All-Star team.\u003c/p>\n\u003cp>Meanwhile his sister, 8-year-old Alyssa, has a passion for gymnastics. She, too, was a natural, her parents say — swinging on the monkey bars at age 2, and practicing the splits on a balance beam today.\u003c/p>\n\u003cp>The parents know that the physical exercise their kids are getting is good for their health. But that's not their only motivation for encouraging the children to participate in organized athletics.\u003c/p>\n\u003cp>\"When you do sports as a kid,\" Roegler says, \"you learn how to win and how to lose. You learn what it's like to put in lots of work and have things not turn out terrifically. And you learn what it feels like to put in a lot of work — and then win.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think you can't teach those lessons,\" she says. \"You have to experience them.\"\u003c/p>\n\u003cfigure id=\"attachment_41000\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/kids-sports-2_enl-5041c4342c7bf405b36d7ebceb22a1f71610f8ad-e1435753724109.jpg\">\u003cimg class=\"size-full wp-image-41000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/kids-sports-2_enl-5041c4342c7bf405b36d7ebceb22a1f71610f8ad-e1435753724109.jpg\" alt=\"Jake Herrera says he likes to get to the field early to help with the equipment and get in a little extra batting practice.\" width=\"1920\" height=\"1279\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jake Herrera says he likes to get to the field early to help with the equipment and get in a little extra batting practice. \u003ccite>(Benjamin B. Morris for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The majority of parents in NPR's \u003ca href=\"http://media.npr.org/documents/2015/june/sportsandhealthpoll.pdf\">recent poll\u003c/a> on the role of sports and health in America seem to agree. The poll, done in conjunction with the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, finds that the majority of adults say they played sports when they were younger.\u003c/p>\n\u003cp>Moreover, 76 percent of adults who have children in high school or middle school today say they encourage their children to play sports. Engaging in sports isn't just an important physical and social activity, these parents say. It also builds skills that can make a difference later.\u003c/p>\n\u003cp>\"Parents think that the organized way you participate in sports — the leadership and fellowship — is actually preparing people not only for the next game but for much broader roles in life,\" says Harvard professor and health policy analyst \u003ca href=\"http://www.hsph.harvard.edu/robert-blendon/\">Robert Blendon\u003c/a>, who co-directed our poll.\u003c/p>\n\u003cp>Like the Herreras, the parents in our poll talk about sports teaching their children about discipline, dedication and how to get along with others — all skills to help in future schooling and beyond.\u003c/p>\n\u003cp>Octavio Herrera also played baseball when he was Jake's age, and well remembers how it felt.\u003c/p>\n\u003cp>\"Nerves in your stomach - right?\" he says. \"Butterflies. I remember that as a kid, pitching in a game — 10 years old — so nervous and scared.\"\u003c/p>\n\u003cp>It may be uncomfortable at the time, he says, but \"that's great to have in a situation where the stakes are really low — where, if you fail you're still going to get pizza and ice cream, and your parents are still going to tell you they love you.\"\u003c/p>\n\u003cfigure id=\"attachment_41001\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984.jpg\">\u003cimg class=\"size-thumbnail wp-image-41001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984-400x601.jpg\" alt=\"Eight-year-old Alyssa Herrera competes in gymnastics.\" width=\"400\" height=\"601\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984-400x601.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984.jpg 426w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eight-year-old Alyssa Herrera competes in gymnastics. \u003ccite>(Benjamin B. Morris for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If kids can learn to fight their fear and work through it, he says, that steadiness comes in handy later in life — when the stakes are much higher. It's an ability Octavio says he relies on routinely, as a software entrepreneur who has created, bought and sold a number of companies.\u003c/p>\n\u003cp>Octavio also stresses the value of learning to be part of a team — both in childhood and now, at the office.\u003c/p>\n\u003cp>\"It's just like that baseball team when we were little kids,\" he says. \"Not all the kids were great hitters, or could pitch. But everyone could contribute.\" His business works the same way, he says.\u003c/p>\n\u003cp>\"I can't do everything. My partner can't do everything. We hire people who are good at what they do — we put it together a team, come up with an idea, execute. It takes teamwork — just like wining a baseball game.\"\u003c/p>\n\u003cp>Amy Roegler played soccer in high school and college, and says team sports aren't just about winning, but also about developing a solid work ethic, and learning why that's important.\u003c/p>\n\u003cp>\"I was the captain in high school,\" she explains, \"and then my first year playing college soccer, I was on the bench.\"\u003c/p>\n\u003cp>No problem,\" she says. \"I belonged on the bench — many teammates were incredible.\" It motivated her to want to earn a starting position, she says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"N8nLaunutJ4SxgvaYJOT9hRZv0OE6c77\"]\u003c/p>\n\u003cp>\u003ca href=\"http://education.msu.edu/search/Formview.aspx?email=driska@msu.edu\">Andy Driska\u003c/a> is a Michigan State University researcher with the Institute for the Study of Youth Sports. He says parents are right when they cite \u003ca href=\"http://psycnet.apa.org/journals/dev/42/5/849/\">life skills\u003c/a> — like discipline, commitment and physical confidence — that can develop naturally when kids play sports.\u003c/p>\n\u003cp>In a recent study that's not yet published, Driska and his colleagues looked at an intense two-week wrestling camp, measuring feelings and attitudes of 89 teens before the camp experience and after.\u003c/p>\n\u003cp>As expected, the players' confidence increased — it was a tough camp to get through, Driska says. But what surprised him, he says, was how much feelings of hopefulness among the young people also increased.\u003c/p>\n\u003cp>Profoundly so, he says. One teenage boy, for example, told Driska the camp changed the way he interacted with his mom, helping to quell the bitter arguments they always seemed to fall into.\u003c/p>\n\u003cp>\"He said that he sat down — talked it out, resolved the situation,\" Driska says. The teen told Driska that \"before camp he would not have done that — been pro-active in seeking a solution. He simply would have walked away and just been bitter or complained about it.\"\u003c/p>\n\u003cp>In just a brief sports experience at camp, that teen and many of the others developed a 'can do' life strategy that seemed to translate to other aspects of their lives, Driska says.\u003c/p>\n\u003cp>And that change persisted. Nine months after the camp ended, Driska notes, the teens in his study maintained their bolstered sense of confidence — and hope.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Our Sports and Health series continues over the summer, based on the results of our \u003c/em>\u003ca href=\"http://media.npr.org/documents/2015/june/sportsandhealthpoll.pdf\">poll\u003c/a> \u003cem>with the \u003c/em>\u003ca href=\"http://www.rwjf.org/\">Robert Wood Johnson Foundation\u003c/a>\u003cem> and the \u003c/em>\u003ca href=\"http://www.hsph.harvard.edu/\">Harvard T.H. Chan School of Public Health\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Benefits+Of+Sports+To+A+Child%27s+Mind+And+Heart+All+Part+Of+The+Game&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "In NPR's most recent poll, a majority of American adults say they played sports in their youth. Many say they encourage their kids to play, too, and see health benefits as well as life-long lessons.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amy Roegler and her husband Octavio Herrera live with their young kids, Jake and Alyssa, in Los Angeles. So, when it comes to pro baseball, they're all Dodgers fans. And Jake loved balls even as a baby, Octavio says.\u003c/p>\n\u003cp>\"We have a picture of him as a 3-month-old with a little Dodger jersey and a glove,\" Octavio says. \"So he was definitely going to be introduced to sports early, and he took to it right away.\" Today 10-year-old Jake is on his baseball league's All-Star team.\u003c/p>\n\u003cp>Meanwhile his sister, 8-year-old Alyssa, has a passion for gymnastics. She, too, was a natural, her parents say — swinging on the monkey bars at age 2, and practicing the splits on a balance beam today.\u003c/p>\n\u003cp>The parents know that the physical exercise their kids are getting is good for their health. But that's not their only motivation for encouraging the children to participate in organized athletics.\u003c/p>\n\u003cp>\"When you do sports as a kid,\" Roegler says, \"you learn how to win and how to lose. You learn what it's like to put in lots of work and have things not turn out terrifically. And you learn what it feels like to put in a lot of work — and then win.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think you can't teach those lessons,\" she says. \"You have to experience them.\"\u003c/p>\n\u003cfigure id=\"attachment_41000\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/kids-sports-2_enl-5041c4342c7bf405b36d7ebceb22a1f71610f8ad-e1435753724109.jpg\">\u003cimg class=\"size-full wp-image-41000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/kids-sports-2_enl-5041c4342c7bf405b36d7ebceb22a1f71610f8ad-e1435753724109.jpg\" alt=\"Jake Herrera says he likes to get to the field early to help with the equipment and get in a little extra batting practice.\" width=\"1920\" height=\"1279\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jake Herrera says he likes to get to the field early to help with the equipment and get in a little extra batting practice. \u003ccite>(Benjamin B. Morris for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The majority of parents in NPR's \u003ca href=\"http://media.npr.org/documents/2015/june/sportsandhealthpoll.pdf\">recent poll\u003c/a> on the role of sports and health in America seem to agree. The poll, done in conjunction with the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, finds that the majority of adults say they played sports when they were younger.\u003c/p>\n\u003cp>Moreover, 76 percent of adults who have children in high school or middle school today say they encourage their children to play sports. Engaging in sports isn't just an important physical and social activity, these parents say. It also builds skills that can make a difference later.\u003c/p>\n\u003cp>\"Parents think that the organized way you participate in sports — the leadership and fellowship — is actually preparing people not only for the next game but for much broader roles in life,\" says Harvard professor and health policy analyst \u003ca href=\"http://www.hsph.harvard.edu/robert-blendon/\">Robert Blendon\u003c/a>, who co-directed our poll.\u003c/p>\n\u003cp>Like the Herreras, the parents in our poll talk about sports teaching their children about discipline, dedication and how to get along with others — all skills to help in future schooling and beyond.\u003c/p>\n\u003cp>Octavio Herrera also played baseball when he was Jake's age, and well remembers how it felt.\u003c/p>\n\u003cp>\"Nerves in your stomach - right?\" he says. \"Butterflies. I remember that as a kid, pitching in a game — 10 years old — so nervous and scared.\"\u003c/p>\n\u003cp>It may be uncomfortable at the time, he says, but \"that's great to have in a situation where the stakes are really low — where, if you fail you're still going to get pizza and ice cream, and your parents are still going to tell you they love you.\"\u003c/p>\n\u003cfigure id=\"attachment_41001\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984.jpg\">\u003cimg class=\"size-thumbnail wp-image-41001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984-400x601.jpg\" alt=\"Eight-year-old Alyssa Herrera competes in gymnastics.\" width=\"400\" height=\"601\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984-400x601.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/alyssa_enl-971e18519e57aa1352be42a80ce8391d02ac8984.jpg 426w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eight-year-old Alyssa Herrera competes in gymnastics. \u003ccite>(Benjamin B. Morris for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If kids can learn to fight their fear and work through it, he says, that steadiness comes in handy later in life — when the stakes are much higher. It's an ability Octavio says he relies on routinely, as a software entrepreneur who has created, bought and sold a number of companies.\u003c/p>\n\u003cp>Octavio also stresses the value of learning to be part of a team — both in childhood and now, at the office.\u003c/p>\n\u003cp>\"It's just like that baseball team when we were little kids,\" he says. \"Not all the kids were great hitters, or could pitch. But everyone could contribute.\" His business works the same way, he says.\u003c/p>\n\u003cp>\"I can't do everything. My partner can't do everything. We hire people who are good at what they do — we put it together a team, come up with an idea, execute. It takes teamwork — just like wining a baseball game.\"\u003c/p>\n\u003cp>Amy Roegler played soccer in high school and college, and says team sports aren't just about winning, but also about developing a solid work ethic, and learning why that's important.\u003c/p>\n\u003cp>\"I was the captain in high school,\" she explains, \"and then my first year playing college soccer, I was on the bench.\"\u003c/p>\n\u003cp>No problem,\" she says. \"I belonged on the bench — many teammates were incredible.\" It motivated her to want to earn a starting position, she says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://education.msu.edu/search/Formview.aspx?email=driska@msu.edu\">Andy Driska\u003c/a> is a Michigan State University researcher with the Institute for the Study of Youth Sports. He says parents are right when they cite \u003ca href=\"http://psycnet.apa.org/journals/dev/42/5/849/\">life skills\u003c/a> — like discipline, commitment and physical confidence — that can develop naturally when kids play sports.\u003c/p>\n\u003cp>In a recent study that's not yet published, Driska and his colleagues looked at an intense two-week wrestling camp, measuring feelings and attitudes of 89 teens before the camp experience and after.\u003c/p>\n\u003cp>As expected, the players' confidence increased — it was a tough camp to get through, Driska says. But what surprised him, he says, was how much feelings of hopefulness among the young people also increased.\u003c/p>\n\u003cp>Profoundly so, he says. One teenage boy, for example, told Driska the camp changed the way he interacted with his mom, helping to quell the bitter arguments they always seemed to fall into.\u003c/p>\n\u003cp>\"He said that he sat down — talked it out, resolved the situation,\" Driska says. The teen told Driska that \"before camp he would not have done that — been pro-active in seeking a solution. He simply would have walked away and just been bitter or complained about it.\"\u003c/p>\n\u003cp>In just a brief sports experience at camp, that teen and many of the others developed a 'can do' life strategy that seemed to translate to other aspects of their lives, Driska says.\u003c/p>\n\u003cp>And that change persisted. Nine months after the camp ended, Driska notes, the teens in his study maintained their bolstered sense of confidence — and hope.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p2\">The transition from middle school to high school is a big one, perhaps bigger than appears at first blush: Not only do students’ academic workloads increase, but simultaneously, so does their independence and responsibility.\u003c/p>\n\u003cp class=\"p2\">For some kids, the leap to the responsibilities of high school from what they were doing just a few months before -- lining up for the cafeteria, or having parents sign their report cards -- is overwhelming, especially when factoring in added freedoms and new opportunities to be social.\u003c/p>\n\u003cp class=\"p2\">In the case of many Chicago 14-year-olds leaving their small, familiar K-8 schools, moving up to high school can feel like entering “the Wild, Wild West,” according to University of Chicago Urban Education Institute researcher Camille Farrington.\u003c/p>\n\u003cp class=\"p2\">“The Chicago K-8 schools tend to be little-kid places,” she said. “Everyone knows you and your family, all the kids are lined up, the schools tend to be small. Then they move into high school, and it’s totally different: Doors open to the outside all over the place, boys and girls interested in each other.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“All the systems put in place were to weed out kids that struggle.”\u003c/aside>\n\u003cp class=\"p2\">For some students, disproportionately poor and minority, the transition to ninth grade is difficult, and fraught with implications for whether or not they will graduate. And even though, according to the \u003ca href=\"http://www.ed.gov/news/press-releases/us-high-school-graduation-rate-hits-new-record-high\">\u003cspan class=\"s1\">latest data released\u003c/span>\u003c/a> by the U.S. Department of Education’s National Center for Education Statistics, American students are graduating at a higher rate than ever before -- 81 percent of high school seniors received their diploma in 2012-2013 -- for those who didn’t make it to graduation, their troubles most likely began long before senior year, in ninth grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Farrington said that in 2005, the University of Chicago Consortium on Chicago School Research published the report \"\u003ca href=\"https://ccsr.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">\u003cspan class=\"s1\">The On-Track Indicator as a Predictor of High School Graduation\u003c/span>\u003c/a>.\" The researchers found ninth-grade status to be the single-best determinant of whether or not a student would graduate:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p2\">\u003cspan class=\"s2\">“This indicator identifies students as on-track if they earn at least five full-year course credits and no more than one semester F in a core course in their first year of high school. On-track students are more than three and one-half times more likely to graduate from high school in four years than off-track students. The indicator is a more accurate predictor of graduation than students’ previous achievement test scores or their background characteristics.”\u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p2\">In her research, Farrington explores both the systematic and psychological reasons why there seems to be a connection between ninth-grade failures and not graduating, detailing the results in her book, \"\u003ca href=\"http://www.amazon.com/Failing-School-Lessons-Redesigning-Schools/dp/0807755168\">Failing at School\u003c/a>.\" She addresses the roadblocks in the current system, which is basically the same model used when the high school was created more than 100 years ago.\u003c/p>\n\u003cp class=\"p2\">During her doctorate study, Farrington began studying the history of high school and said she soon realized that the first high schools were designed on purpose to weed out those who couldn’t cut it.\u003c/p>\n\u003cp class=\"p2\">“What became really clear, what I didn’t realize, was that high schools early on were not meant for the masses. Even public high schools were very competitive, high stakes and intense. Taxpayers had never paid for high schools before, and they were very much interested in keeping lazy or uninterested kids out of high school,” Farrington said. “All the systems put in place were to weed out kids that struggle.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“They weren’t able to shake the past failures, and it became impossible to dig themselves out of the hole.”\u003c/aside>\n\u003cp class=\"p2\">But the entire paradigm of education has changed. Now having a high school diploma is needed to get any kind of job, and a college education is crucial to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/20/feeling-alone-as-the-opportunity-gap-widens-in-education/\">\u003cspan class=\"s1\">staying out of poverty\u003c/span>\u003c/a>. Yet the structures of that antiquated system meant for only the academically strong are still in place today, including the high school credit system and cumulative grading.\u003c/p>\n\u003cp class=\"p2\">Farrington said one of her favorite quotes is, “Every system is perfectly designed to get the results it gets.” If we want all kids to graduate from high school, she said, then we will need to redesign the system with that goal in mind.\u003c/p>\n\u003cp class=\"p2\">What kind of school do we need to have to make sure the majority of kids graduate? That’s the question Farrington was thinking about when she decided to interview and study a group of students who had failed classes in ninth grade. Even though Farrington knew that, due to their failures, these students had only a 16 percent chance of ever graduating, she said \u003ci>they \u003c/i>didn’t know that, and many were hoping to make a change and get back on track.\u003c/p>\n\u003cp class=\"p2\">[contextly_sidebar id=\"o4r9sEtrvhWR3gpZKARq6nOJeAlw9OQL\"]\u003c/p>\n\u003cp class=\"p2\">Early in their ninth-grade year, many students she observed got into what Farrington called “perfectly immature 14-year-old behavior,” like testing limits and not completing their homework, which led to slip-ups. For some students, it was the first time they’d ever received a failing grade on a progress report. While student responses to the failures varied, some felt bad and weren’t happy with themselves, and resolved to do better.\u003c/p>\n\u003cp class=\"p2\">“But even those who vowed to buckle down and try hard, they found that even if they kept apace from then forward, the fact that they had these zeros kept getting averaged in,” she said. “They weren’t able to shake the past failures, and it became impossible to dig themselves out of the hole.”\u003c/p>\n\u003cp class=\"p2\">Students then began to internalize the hopeless feeling of working hard but not getting anywhere, starting to turn on themselves (“What’s wrong with me?”) and the system, too. This leads to disengagement and the sneaking feeling that the system is rigged against them, which in turn saps the students’ motivation to keep working hard. From there, it’s easy to envision where the disengagement is headed.\u003c/p>\n\u003cp class=\"p2\">Farrington said it became clear to her that it was paramount for high schools to have a “way out” for students who had messed up, seen the error of their ways and decided to work harder. But in order to do that, some big things would have to change.\u003c/p>\n\u003cp class=\"p2\">\u003cb>Redesign the Whole System? Or Just Work With What We Have?\u003c/b>\u003c/p>\n\u003cp class=\"p2\">As to \"fixing’\"high schools, Farrington said she looks at it in two ways: redesigning high school from the ground up with the current goals in mind, or tweaking what’s already there.\u003c/p>\n\u003cp class=\"p2\">“I think there are things we could keep,” from the old-style high school, she said -- things like standards, clear sets of education objectives, and a clear but not overly prescriptive set of skills and competencies. But the rest -- how and what kids should learn -- would need to be brand-new.\u003c/p>\n\u003cp class=\"p2\">“I think there are some great examples [of high schools doing this well], and they all tend to be not ‘regular,’ like \u003ca href=\"http://elschools.org/\">\u003cspan class=\"s1\">Expeditionary Learning\u003c/span>\u003c/a> schools and \u003ca href=\"http://www.hightechhigh.org/\">\u003cspan class=\"s1\">High Tech High\u003c/span>\u003c/a>,” she said.\u003c/p>\n\u003cp class=\"p2\">Both schools champion project-based learning and harness the power of student motivation to produce results.\u003c/p>\n\u003cp>https://vimeo.com/13575876\u003c/p>\n\u003cp class=\"p2\">“They have really rigorous standards for production, top quality, in the concept of things they care about, likewise engaging young people in solving problems in their communities,\" she said. \"There are no shortage of problems that need to be solved, and we have the potential of young people and the real world right outside. Right now, we don’t let them in on the real world.”\u003c/p>\n\u003cp class=\"p2\">And as for working within the current system, Farrington said she’d like to see improvement in four dimensions: a developmental understanding of where young adolescents are at and what they are naturally interested in; understanding student motivation and giving kids meaningful work they care about; higher academic standards; and perhaps, most importantly, addressing issues created by the structure that’s holding kids back.\u003c/p>\n\u003cp class=\"p2\">“I’d like to see us moving away from grading and credit systems, and instead holding higher standards. Currently, you could get a D in everything and graduate, leave school and know nothing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">“I’d much prefer a system that says, ‘We’re not going to let you go until you’ve demonstrated that you can do these certain things,’ ” she said.\u003c/p>\n\n",
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"excerpt": "There are programs to keep kids from dropping out, but the causes run more deeply, down to the design of school, according to researchers. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">The transition from middle school to high school is a big one, perhaps bigger than appears at first blush: Not only do students’ academic workloads increase, but simultaneously, so does their independence and responsibility.\u003c/p>\n\u003cp class=\"p2\">For some kids, the leap to the responsibilities of high school from what they were doing just a few months before -- lining up for the cafeteria, or having parents sign their report cards -- is overwhelming, especially when factoring in added freedoms and new opportunities to be social.\u003c/p>\n\u003cp class=\"p2\">In the case of many Chicago 14-year-olds leaving their small, familiar K-8 schools, moving up to high school can feel like entering “the Wild, Wild West,” according to University of Chicago Urban Education Institute researcher Camille Farrington.\u003c/p>\n\u003cp class=\"p2\">“The Chicago K-8 schools tend to be little-kid places,” she said. “Everyone knows you and your family, all the kids are lined up, the schools tend to be small. Then they move into high school, and it’s totally different: Doors open to the outside all over the place, boys and girls interested in each other.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“All the systems put in place were to weed out kids that struggle.”\u003c/aside>\n\u003cp class=\"p2\">For some students, disproportionately poor and minority, the transition to ninth grade is difficult, and fraught with implications for whether or not they will graduate. And even though, according to the \u003ca href=\"http://www.ed.gov/news/press-releases/us-high-school-graduation-rate-hits-new-record-high\">\u003cspan class=\"s1\">latest data released\u003c/span>\u003c/a> by the U.S. Department of Education’s National Center for Education Statistics, American students are graduating at a higher rate than ever before -- 81 percent of high school seniors received their diploma in 2012-2013 -- for those who didn’t make it to graduation, their troubles most likely began long before senior year, in ninth grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Farrington said that in 2005, the University of Chicago Consortium on Chicago School Research published the report \"\u003ca href=\"https://ccsr.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">\u003cspan class=\"s1\">The On-Track Indicator as a Predictor of High School Graduation\u003c/span>\u003c/a>.\" The researchers found ninth-grade status to be the single-best determinant of whether or not a student would graduate:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p2\">\u003cspan class=\"s2\">“This indicator identifies students as on-track if they earn at least five full-year course credits and no more than one semester F in a core course in their first year of high school. On-track students are more than three and one-half times more likely to graduate from high school in four years than off-track students. The indicator is a more accurate predictor of graduation than students’ previous achievement test scores or their background characteristics.”\u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p2\">In her research, Farrington explores both the systematic and psychological reasons why there seems to be a connection between ninth-grade failures and not graduating, detailing the results in her book, \"\u003ca href=\"http://www.amazon.com/Failing-School-Lessons-Redesigning-Schools/dp/0807755168\">Failing at School\u003c/a>.\" She addresses the roadblocks in the current system, which is basically the same model used when the high school was created more than 100 years ago.\u003c/p>\n\u003cp class=\"p2\">During her doctorate study, Farrington began studying the history of high school and said she soon realized that the first high schools were designed on purpose to weed out those who couldn’t cut it.\u003c/p>\n\u003cp class=\"p2\">“What became really clear, what I didn’t realize, was that high schools early on were not meant for the masses. Even public high schools were very competitive, high stakes and intense. Taxpayers had never paid for high schools before, and they were very much interested in keeping lazy or uninterested kids out of high school,” Farrington said. “All the systems put in place were to weed out kids that struggle.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“They weren’t able to shake the past failures, and it became impossible to dig themselves out of the hole.”\u003c/aside>\n\u003cp class=\"p2\">But the entire paradigm of education has changed. Now having a high school diploma is needed to get any kind of job, and a college education is crucial to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/20/feeling-alone-as-the-opportunity-gap-widens-in-education/\">\u003cspan class=\"s1\">staying out of poverty\u003c/span>\u003c/a>. Yet the structures of that antiquated system meant for only the academically strong are still in place today, including the high school credit system and cumulative grading.\u003c/p>\n\u003cp class=\"p2\">Farrington said one of her favorite quotes is, “Every system is perfectly designed to get the results it gets.” If we want all kids to graduate from high school, she said, then we will need to redesign the system with that goal in mind.\u003c/p>\n\u003cp class=\"p2\">What kind of school do we need to have to make sure the majority of kids graduate? That’s the question Farrington was thinking about when she decided to interview and study a group of students who had failed classes in ninth grade. Even though Farrington knew that, due to their failures, these students had only a 16 percent chance of ever graduating, she said \u003ci>they \u003c/i>didn’t know that, and many were hoping to make a change and get back on track.\u003c/p>\n\u003cp class=\"p2\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"p2\">Early in their ninth-grade year, many students she observed got into what Farrington called “perfectly immature 14-year-old behavior,” like testing limits and not completing their homework, which led to slip-ups. For some students, it was the first time they’d ever received a failing grade on a progress report. While student responses to the failures varied, some felt bad and weren’t happy with themselves, and resolved to do better.\u003c/p>\n\u003cp class=\"p2\">“But even those who vowed to buckle down and try hard, they found that even if they kept apace from then forward, the fact that they had these zeros kept getting averaged in,” she said. “They weren’t able to shake the past failures, and it became impossible to dig themselves out of the hole.”\u003c/p>\n\u003cp class=\"p2\">Students then began to internalize the hopeless feeling of working hard but not getting anywhere, starting to turn on themselves (“What’s wrong with me?”) and the system, too. This leads to disengagement and the sneaking feeling that the system is rigged against them, which in turn saps the students’ motivation to keep working hard. From there, it’s easy to envision where the disengagement is headed.\u003c/p>\n\u003cp class=\"p2\">Farrington said it became clear to her that it was paramount for high schools to have a “way out” for students who had messed up, seen the error of their ways and decided to work harder. But in order to do that, some big things would have to change.\u003c/p>\n\u003cp class=\"p2\">\u003cb>Redesign the Whole System? Or Just Work With What We Have?\u003c/b>\u003c/p>\n\u003cp class=\"p2\">As to \"fixing’\"high schools, Farrington said she looks at it in two ways: redesigning high school from the ground up with the current goals in mind, or tweaking what’s already there.\u003c/p>\n\u003cp class=\"p2\">“I think there are things we could keep,” from the old-style high school, she said -- things like standards, clear sets of education objectives, and a clear but not overly prescriptive set of skills and competencies. But the rest -- how and what kids should learn -- would need to be brand-new.\u003c/p>\n\u003cp class=\"p2\">“I think there are some great examples [of high schools doing this well], and they all tend to be not ‘regular,’ like \u003ca href=\"http://elschools.org/\">\u003cspan class=\"s1\">Expeditionary Learning\u003c/span>\u003c/a> schools and \u003ca href=\"http://www.hightechhigh.org/\">\u003cspan class=\"s1\">High Tech High\u003c/span>\u003c/a>,” she said.\u003c/p>\n\u003cp class=\"p2\">Both schools champion project-based learning and harness the power of student motivation to produce results.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">“They have really rigorous standards for production, top quality, in the concept of things they care about, likewise engaging young people in solving problems in their communities,\" she said. \"There are no shortage of problems that need to be solved, and we have the potential of young people and the real world right outside. Right now, we don’t let them in on the real world.”\u003c/p>\n\u003cp class=\"p2\">And as for working within the current system, Farrington said she’d like to see improvement in four dimensions: a developmental understanding of where young adolescents are at and what they are naturally interested in; understanding student motivation and giving kids meaningful work they care about; higher academic standards; and perhaps, most importantly, addressing issues created by the structure that’s holding kids back.\u003c/p>\n\u003cp class=\"p2\">“I’d like to see us moving away from grading and credit systems, and instead holding higher standards. Currently, you could get a D in everything and graduate, leave school and know nothing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">“I’d much prefer a system that says, ‘We’re not going to let you go until you’ve demonstrated that you can do these certain things,’ ” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Stealing Cookies Teaches Us About Young Children and Empathy",
"title": "What Stealing Cookies Teaches Us About Young Children and Empathy",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Toddlers can throw their fair share of tantrums, especially when you don't yield to their will. But by age 3, it turns out, the little rug rats actually have a burgeoning sense of fairness and are inclined to right a wrong.\u003c/p>\n\u003cp>When they see someone being mistreated, children as young as 3 years old will intervene on behalf of others nearly as often as for themselves, a \u003ca href=\"http://www.cell.com/current-biology/abstract/S0960-9822(15)00558-8\">study\u003c/a> published this month in \u003cem>Current Biology \u003c/em>suggests. Just don't ask them to punish the perpetrator.\u003c/p>\n\u003cp>Researchers in the U.K. and Germany morphed into puppeteers to learn when children develop their sense of justice and interest in punishment. The study included\u003cstrong> \u003c/strong>137 children who were either 3 or 5 years old, and involve each, one at a time, in several different scenarios.\u003c/p>\n\u003cfigure id=\"attachment_40960\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf.jpe\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-400x400.jpe\" alt='In some of the experiments, a puppet would \"steal\" a cookie from another puppet or the child by moving the turntable to place the treat in front of herself.' width=\"400\" height=\"400\" class=\"size-thumbnail wp-image-40960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-400x400.jpe 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-800x800.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-1440x1440.jpe 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-1180x1180.jpe 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-960x960.jpe 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-32x32.jpe 32w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-64x64.jpe 64w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-96x96.jpe 96w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-128x128.jpe 128w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-50x50.jpe 50w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-75x75.jpe 75w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">In some of the experiments, a puppet would \"steal\" a cookie from another puppet or the child by moving the turntable to place the treat in front of herself. \u003ccite>(The University of Manchester)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In one experiment, a devious puppet stole cookies that were originally intended for the child. In another, an innocent puppet cried out in distress when its marbles were snatched by a troublemaker puppet.\u003c/p>\n\u003cp>The researchers watched the kids' reactions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It turned out that the children weren't just concerned about their own precious cookies or toys; they would jump in to assist the wronged puppets, too. Given the opportunity, 3-year-olds would intervene to return items a puppet had stolen to the original owner nearly 60 percent of the time. They would take back their own stolen items almost 80 percent of the time.\u003c/p>\n\u003cp>\"The children were almost as concerned for the puppets as they were for themselves,\" says \u003ca href=\"http://www.psych-sci.manchester.ac.uk/staff/KeithJensen/\">Keith Jensen\u003c/a>, a psychologist at the University of Manchester who led the study.\u003c/p>\n\u003cp>The researchers also observed that the 3-year-olds did not seem eager to punish the bad puppets. When given only two options — to leave a stolen toy with a thief, or move it to a place where no one could have it — more than half the tots opted to leave the toy with the thief. Several of the kids were so uncomfortable with the idea of taking the toy away from the thief that they became distressed, and had to be removed from the study.\u003c/p>\n\u003cp>\"It was so distressing that they just started crying,\" Jensen says. \"They didn't seem to want to make [the puppets] suffer.\"\u003c/p>\n\u003cp>The 5-year-olds, on the other hand, weren't as hesitant to punish the bad guys. They opted to take the stolen cookies or marbles away from the thieves 70 percent of the time, even if that meant no one could enjoy them.\u003c/p>\n\u003cp>In that way, 5-year-olds are more like adults in their sensibility about punishment, Jensen says. Younger children, however, are more concerned about comforting the distraught victims than they are about disciplining the culprits.\u003c/p>\n\u003cp>And that's pretty surprising, says \u003ca href=\"http://www.bu.edu/psych/faculty/pblake/\">Peter Blake\u003c/a>, a developmental psychologist at Boston University who was not involved in the study.\u003c/p>\n\u003cp>\"They don't really punish.\" he says. \"It seems like they really want to reset everything back to the way it was. It's really neat because no one has looked for that behavior in children before.\"\u003c/p>\n\u003cp>Jensen and his team believe the kids' reactions suggest that by age 3, they understand the concept of ownership — and feel empathy for those in distress. And because doling out punishment and taking away toys could cause distress and suffering, the toddlers may have tried to avoid it.\u003c/p>\n\u003cp>\"On top of that,\" Jensen says, \"children are taught to \u003cem>not\u003c/em> take things from others. So they have to work against this rule.\" And that's not easy.\u003c/p>\n\u003cp>The notion that justice should sometimes be punitive, he says, comes at a later age, possibly out of the need to maintain fairness in society.\u003c/p>\n\u003cp>As an adult, when you see someone break a rule, you're more likely to punish them, Jensen says. \"Because if cooperation was only used and not punishment, free riders would make fools of all of us.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Jensen thinks his findings might be useful to parents and teachers of the very young. Since the youngest preschoolers tend to react against punishment and harm to others, he says, maybe we'd do well to teach them about justice by focusing on the victims rather than the culprits. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=That%27s+Not+Fair%21+Crime+And+Punishment+In+A+Preschooler%27s+Mind&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Toddlers can throw their fair share of tantrums, especially when you don't yield to their will. But by age 3, it turns out, the little rug rats actually have a burgeoning sense of fairness and are inclined to right a wrong.\u003c/p>\n\u003cp>When they see someone being mistreated, children as young as 3 years old will intervene on behalf of others nearly as often as for themselves, a \u003ca href=\"http://www.cell.com/current-biology/abstract/S0960-9822(15)00558-8\">study\u003c/a> published this month in \u003cem>Current Biology \u003c/em>suggests. Just don't ask them to punish the perpetrator.\u003c/p>\n\u003cp>Researchers in the U.K. and Germany morphed into puppeteers to learn when children develop their sense of justice and interest in punishment. The study included\u003cstrong> \u003c/strong>137 children who were either 3 or 5 years old, and involve each, one at a time, in several different scenarios.\u003c/p>\n\u003cfigure id=\"attachment_40960\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf.jpe\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-400x400.jpe\" alt='In some of the experiments, a puppet would \"steal\" a cookie from another puppet or the child by moving the turntable to place the treat in front of herself.' width=\"400\" height=\"400\" class=\"size-thumbnail wp-image-40960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-400x400.jpe 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-800x800.jpe 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-1440x1440.jpe 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-1180x1180.jpe 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-960x960.jpe 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-32x32.jpe 32w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-64x64.jpe 64w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-96x96.jpe 96w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-128x128.jpe 128w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-50x50.jpe 50w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/puppets_sq-b216c978b1018f9df6a8170c723295ae717cd9cf-75x75.jpe 75w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">In some of the experiments, a puppet would \"steal\" a cookie from another puppet or the child by moving the turntable to place the treat in front of herself. \u003ccite>(The University of Manchester)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In one experiment, a devious puppet stole cookies that were originally intended for the child. In another, an innocent puppet cried out in distress when its marbles were snatched by a troublemaker puppet.\u003c/p>\n\u003cp>The researchers watched the kids' reactions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It turned out that the children weren't just concerned about their own precious cookies or toys; they would jump in to assist the wronged puppets, too. Given the opportunity, 3-year-olds would intervene to return items a puppet had stolen to the original owner nearly 60 percent of the time. They would take back their own stolen items almost 80 percent of the time.\u003c/p>\n\u003cp>\"The children were almost as concerned for the puppets as they were for themselves,\" says \u003ca href=\"http://www.psych-sci.manchester.ac.uk/staff/KeithJensen/\">Keith Jensen\u003c/a>, a psychologist at the University of Manchester who led the study.\u003c/p>\n\u003cp>The researchers also observed that the 3-year-olds did not seem eager to punish the bad puppets. When given only two options — to leave a stolen toy with a thief, or move it to a place where no one could have it — more than half the tots opted to leave the toy with the thief. Several of the kids were so uncomfortable with the idea of taking the toy away from the thief that they became distressed, and had to be removed from the study.\u003c/p>\n\u003cp>\"It was so distressing that they just started crying,\" Jensen says. \"They didn't seem to want to make [the puppets] suffer.\"\u003c/p>\n\u003cp>The 5-year-olds, on the other hand, weren't as hesitant to punish the bad guys. They opted to take the stolen cookies or marbles away from the thieves 70 percent of the time, even if that meant no one could enjoy them.\u003c/p>\n\u003cp>In that way, 5-year-olds are more like adults in their sensibility about punishment, Jensen says. Younger children, however, are more concerned about comforting the distraught victims than they are about disciplining the culprits.\u003c/p>\n\u003cp>And that's pretty surprising, says \u003ca href=\"http://www.bu.edu/psych/faculty/pblake/\">Peter Blake\u003c/a>, a developmental psychologist at Boston University who was not involved in the study.\u003c/p>\n\u003cp>\"They don't really punish.\" he says. \"It seems like they really want to reset everything back to the way it was. It's really neat because no one has looked for that behavior in children before.\"\u003c/p>\n\u003cp>Jensen and his team believe the kids' reactions suggest that by age 3, they understand the concept of ownership — and feel empathy for those in distress. And because doling out punishment and taking away toys could cause distress and suffering, the toddlers may have tried to avoid it.\u003c/p>\n\u003cp>\"On top of that,\" Jensen says, \"children are taught to \u003cem>not\u003c/em> take things from others. So they have to work against this rule.\" And that's not easy.\u003c/p>\n\u003cp>The notion that justice should sometimes be punitive, he says, comes at a later age, possibly out of the need to maintain fairness in society.\u003c/p>\n\u003cp>As an adult, when you see someone break a rule, you're more likely to punish them, Jensen says. \"Because if cooperation was only used and not punishment, free riders would make fools of all of us.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Jensen thinks his findings might be useful to parents and teachers of the very young. Since the youngest preschoolers tend to react against punishment and harm to others, he says, maybe we'd do well to teach them about justice by focusing on the victims rather than the culprits. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=That%27s+Not+Fair%21+Crime+And+Punishment+In+A+Preschooler%27s+Mind&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Schools Hope to Achieve by Making Computer Science Widespread",
"title": "What Schools Hope to Achieve by Making Computer Science Widespread",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>By Andra Cernavskis, \u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003ca href=\"http://hechingerreport.org/special-reports/california/\">Read more about \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>SAN FRANCISCO — Many children in San Francisco do not have regular access to computers in school, let alone computer science classes. The school district is about to change that as it plans to become the first large urban school district in the country to commit itself to exposing every child to computer science starting in pre-kindergarten all the way through 12th grade.\u003c/p>\n\u003cp>“We are not trying to produce an army of software engineers,” said Bryan Twarek, SFUSD’s computer science coordinator. “We want to open all doors to this industry, and right now those doors aren’t open to everyone.”\u003c/p>\n\u003cp>In fact, only 10 of San Francisco’s 18 high schools offer any kind of computer science class, with just 5 percent of all high school students enrolled in classes at any level, from introductory to Advanced Placement. Most of the students in that 5 percent are white or Asian males. Of the few hundred students who took the Advanced Placement exam in computer science in 2014, only 22 percent were female, and only 3 percent identified as African American, Latino, or Native American.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The students who access [the current classes] do not represent the diverse population that are in those schools,” Twarek said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"LyLEVzt3agbzMnIImeOhXWLKItUudoVS\"]\u003c/p>\n\u003cp>If successfully implemented, San Francisco’s new initiative will be a ground-breaker: According to Code.org co-founder Hadi Partovi, whose national non-profit has introduced computer programming in over 70 of the largest school districts in the country, the urban district that has come closest to accomplishing this level of commitment to computer science is Chicago, which made the subject a mandatory graduation requirement at the high school level.\u003c/p>\n\u003cp>“Before this announcement, I would say San Francisco was behind the rest of the country in a field where you think it would be ahead,” said Partovi. “Now it’s ahead.”\u003c/p>\n\u003cp>But, before San Francisco can take the lead, it has a lot of hurdles to cross.\u003c/p>\n\u003cp>First, it has to finish designing the curriculum. If done the way Twarek plans, computer science will become like any other mandatory subject, but there is a lot of work that will need to go into making this a reality, he said.\u003c/p>\n\u003cp>“We have to pioneer a lot of the systems and curriculum to do this” Twarek said.\u003c/p>\n\u003cp>According to Twarek, most of the information on how to build a computer science curriculum focuses on practices at the high school level, which is when most districts around the country introduce the subject, if at all. The district will have to rely heavily on its own initiative in order to create a thorough and exhaustive set of standards for the elementary and preschool levels, something about which Twarek has found little information.\u003c/p>\n\u003cp>For the younger grades, the main concern of both SFUSD officials and outside observers is that students’ learning isn’t over-saturated with gadgets and technology but also involves activities requiring in-depth thought.\u003c/p>\n\u003cp>“We want to make sure that when people are talking about computer science education, they are talking about critical thinking and computational learning and not just bringing fancy technology into the classroom,” said Julie Flapan, the executive director of Alliance for California Computing Education for Students and Schools (ACCESS).\u003c/p>\n\u003cp>While not involved in creating SFUSD’s curriculum, ACCESS works to bring computer science education to traditionally underserved student populations in California. Flapan said that based on what she’s read about the planned SFUSD program, San Francisco leaders seem to understand the difference between just teaching students how to use technology and teaching them how to use computer programming as a form of problem solving.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We are not trying to produce an army of software engineers.” Bryan Twarek, SFUSD’s computer science coordinator.\u003c/aside>\n\u003cp>In addition to curriculum design, the new program will need more funding if it is to expand. Despite San Francisco’s proximity to wealthy Silicon Valley, \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/about-SFUSD/files/SFUSD%20Facts%20at%20a%20Glance%20-%20June%202015.pdf\">54 percent of students\u003c/a> in San Francisco’s public schools received free or reduced lunch in the 2014-15 school year and many schools do not have enough equipment to sustain a computer science curriculum. Only two of the city’s middle schools now offer an elective course in the subject.\u003c/p>\n\u003cp>The initial phase of the pilot year will rely heavily on outside support and will include only 12 of the district’s K-8 and middle schools. Salesforce Foundation, the philanthropic arm of a local software company that has already donated money and resources to improving access to technology in most of San Francisco’s middle schools, is a major backer of the middle school program.\u003c/p>\n\u003cp>“We expect to fund the pilot primarily through external sources, and we continue to seek additional sources so that we can pilot in the elementary grades,” Twarek said.\u003c/p>\n\u003cp>SFUSD has agreed to pick up some program costs in the inaugural year, including teacher training.\u003c/p>\n\u003cp>Twarek anticipates that the district will introduce the curriculum to elementary schools and preschools over the course of the next school year, with the goal of having a computer science curriculum in every school by 2016-2017.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003cem>The Hechinger Report\u003c/em>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003ca href=\"http://hechingerreport.org/special-reports/california/\">Read more about \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Computer science classes are seldom offered before high school. San Francisco is trying expose kids early to computer science fundamentals to help address equity issues in the tech industry and region. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By Andra Cernavskis, \u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003ca href=\"http://hechingerreport.org/special-reports/california/\">Read more about \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>SAN FRANCISCO — Many children in San Francisco do not have regular access to computers in school, let alone computer science classes. The school district is about to change that as it plans to become the first large urban school district in the country to commit itself to exposing every child to computer science starting in pre-kindergarten all the way through 12th grade.\u003c/p>\n\u003cp>“We are not trying to produce an army of software engineers,” said Bryan Twarek, SFUSD’s computer science coordinator. “We want to open all doors to this industry, and right now those doors aren’t open to everyone.”\u003c/p>\n\u003cp>In fact, only 10 of San Francisco’s 18 high schools offer any kind of computer science class, with just 5 percent of all high school students enrolled in classes at any level, from introductory to Advanced Placement. Most of the students in that 5 percent are white or Asian males. Of the few hundred students who took the Advanced Placement exam in computer science in 2014, only 22 percent were female, and only 3 percent identified as African American, Latino, or Native American.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The students who access [the current classes] do not represent the diverse population that are in those schools,” Twarek said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>If successfully implemented, San Francisco’s new initiative will be a ground-breaker: According to Code.org co-founder Hadi Partovi, whose national non-profit has introduced computer programming in over 70 of the largest school districts in the country, the urban district that has come closest to accomplishing this level of commitment to computer science is Chicago, which made the subject a mandatory graduation requirement at the high school level.\u003c/p>\n\u003cp>“Before this announcement, I would say San Francisco was behind the rest of the country in a field where you think it would be ahead,” said Partovi. “Now it’s ahead.”\u003c/p>\n\u003cp>But, before San Francisco can take the lead, it has a lot of hurdles to cross.\u003c/p>\n\u003cp>First, it has to finish designing the curriculum. If done the way Twarek plans, computer science will become like any other mandatory subject, but there is a lot of work that will need to go into making this a reality, he said.\u003c/p>\n\u003cp>“We have to pioneer a lot of the systems and curriculum to do this” Twarek said.\u003c/p>\n\u003cp>According to Twarek, most of the information on how to build a computer science curriculum focuses on practices at the high school level, which is when most districts around the country introduce the subject, if at all. The district will have to rely heavily on its own initiative in order to create a thorough and exhaustive set of standards for the elementary and preschool levels, something about which Twarek has found little information.\u003c/p>\n\u003cp>For the younger grades, the main concern of both SFUSD officials and outside observers is that students’ learning isn’t over-saturated with gadgets and technology but also involves activities requiring in-depth thought.\u003c/p>\n\u003cp>“We want to make sure that when people are talking about computer science education, they are talking about critical thinking and computational learning and not just bringing fancy technology into the classroom,” said Julie Flapan, the executive director of Alliance for California Computing Education for Students and Schools (ACCESS).\u003c/p>\n\u003cp>While not involved in creating SFUSD’s curriculum, ACCESS works to bring computer science education to traditionally underserved student populations in California. Flapan said that based on what she’s read about the planned SFUSD program, San Francisco leaders seem to understand the difference between just teaching students how to use technology and teaching them how to use computer programming as a form of problem solving.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We are not trying to produce an army of software engineers.” Bryan Twarek, SFUSD’s computer science coordinator.\u003c/aside>\n\u003cp>In addition to curriculum design, the new program will need more funding if it is to expand. Despite San Francisco’s proximity to wealthy Silicon Valley, \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/about-SFUSD/files/SFUSD%20Facts%20at%20a%20Glance%20-%20June%202015.pdf\">54 percent of students\u003c/a> in San Francisco’s public schools received free or reduced lunch in the 2014-15 school year and many schools do not have enough equipment to sustain a computer science curriculum. Only two of the city’s middle schools now offer an elective course in the subject.\u003c/p>\n\u003cp>The initial phase of the pilot year will rely heavily on outside support and will include only 12 of the district’s K-8 and middle schools. Salesforce Foundation, the philanthropic arm of a local software company that has already donated money and resources to improving access to technology in most of San Francisco’s middle schools, is a major backer of the middle school program.\u003c/p>\n\u003cp>“We expect to fund the pilot primarily through external sources, and we continue to seek additional sources so that we can pilot in the elementary grades,” Twarek said.\u003c/p>\n\u003cp>SFUSD has agreed to pick up some program costs in the inaugural year, including teacher training.\u003c/p>\n\u003cp>Twarek anticipates that the district will introduce the curriculum to elementary schools and preschools over the course of the next school year, with the goal of having a computer science curriculum in every school by 2016-2017.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003cem>The Hechinger Report\u003c/em>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003ca href=\"http://hechingerreport.org/special-reports/california/\">Read more about \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">California schools.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"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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"marketplace": {
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"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
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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": "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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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"planet-money": {
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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",
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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.",
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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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"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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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
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},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
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