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"content": "\u003cp>It's a typical school day for Lisa Alaniz — she and her classmates stand in a warehouse-like room, cutting wood and piecing together the rafters of a shed. They're students at Texas State Technical College working toward an associate's degree in construction.\u003c/p>\n\u003cp>\"I did [high school] online because that's when the pandemic hit,\" says Alaniz, 21. \"And I just realized online school is not for me. Like, I'm very, very bad at computer work.\" Alaniz didn't want to spend her days trapped in an office, either. She wanted to pursue something more hands-on, which is what led her to the program here in Waco, about 100 miles south of Dallas.\u003c/p>\n\u003cp>Since the pandemic began, more than a million students have held off from going to college, opting to work instead. Two-year public schools have been among the hardest hit — they're down about three-quarters of a million students. Skilled-trades programs are the exception. Across the country, associate's degree programs in fields like HVAC and automotive repair have seen enrollment numbers swell.\u003c/p>\n\u003cp>\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/CTEE_Report_Fall_2021.pdf\">\u003cimg class=\"alignnone size-full wp-image-59241\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/Community-College-Enrollment-Shifts-NPR-e1648623985842.png\" alt=\"Community college enrollment data indicating changes by area of study\" width=\"1920\" height=\"1280\">\u003c/a>\u003c/p>\n\u003cp>Alaniz's program is preparing her for work in a field where details matter. She learns key on-the-job skills each day, and that comes with plenty of mistakes. Today, in framing class, her group has already made a measurement error on the shed they're building. They'll have to fix it before they can proceed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's always double-check, double-check, double-check,\" says Alaniz. \"If we were to get out into a bigger project where that was like an actual house or an apartment, it will be totally thrown off, and that's just going to waste time, material, money, everything.\"\u003c/p>\n\u003cp>There's a shortage in qualified construction workers, according to a survey conducted in September 2021 by the Associated General Contractors of America. The survey found that \u003ca href=\"https://www.agc.org/news/2021/09/02/construction-workforce-shortages-reach-pre-pandemic-levels-even-coronavirus-0\">89% of contractors\u003c/a> were having a difficult time finding workers who were trained for the job. That affects project timelines — \u003ca href=\"https://www.agc.org/sites/default/files/2021%20Workforce%20Survey%20Analysis.pdf\">61% of contractors\u003c/a> reported project delays because of workforce shortages.\u003c/p>\n\u003cp>Tony Chaffin, leader of the construction program at Texas State Technical College, says the demand for workers is \"huge.\"\u003c/p>\n\u003cp>\"We have contractors calling us weekly: 'Do you have anybody that can work?' \" he says. \"I mean, they just want people.\"\u003c/p>\n\u003cp>Part of the labor shortage can be attributed to experienced workers aging out of the field, Chaffin says. \"The average building inspector is about 58 years old, so they're leaving faster than they're coming in.\"\u003c/p>\n\u003cp>The Associated General Contractors of America sees investing in skilled trades programs as crucial for addressing the shortage of qualified workers.\u003c/p>\n\u003cp>\"The federal government only spends $1 on career training for every $6 it puts into college prep,\" says Steve Sandherr, the group's CEO. \"This funding gap for career training is one of the main reasons so many contractors have a low opinion of the current pipeline for preparing new craft and construction professionals.\"\u003c/p>\n\u003cfigure id=\"attachment_59239\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59239\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/tn_nadworny070322_tstc_visit_trades0214_slide-201bf32b400a771b67df165fd53bff39e97eab31-scaled-e1648624076215.jpg\" alt=\"Tony Chaffin leads the construction program at Texas State Technical College.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"There's a huge demand,\" says Tony Chaffin, who leads the construction program at Texas State Technical College. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The heightened demand for students with a two-year degree or a certificate in skilled trades comes at a time when many prospective students are rethinking the value of college. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's always double-check, double-check, double-check,\" says Alaniz. \"If we were to get out into a bigger project where that was like an actual house or an apartment, it will be totally thrown off, and that's just going to waste time, material, money, everything.\"\u003c/p>\n\u003cp>There's a shortage in qualified construction workers, according to a survey conducted in September 2021 by the Associated General Contractors of America. The survey found that \u003ca href=\"https://www.agc.org/news/2021/09/02/construction-workforce-shortages-reach-pre-pandemic-levels-even-coronavirus-0\">89% of contractors\u003c/a> were having a difficult time finding workers who were trained for the job. That affects project timelines — \u003ca href=\"https://www.agc.org/sites/default/files/2021%20Workforce%20Survey%20Analysis.pdf\">61% of contractors\u003c/a> reported project delays because of workforce shortages.\u003c/p>\n\u003cp>Tony Chaffin, leader of the construction program at Texas State Technical College, says the demand for workers is \"huge.\"\u003c/p>\n\u003cp>\"We have contractors calling us weekly: 'Do you have anybody that can work?' \" he says. \"I mean, they just want people.\"\u003c/p>\n\u003cp>Part of the labor shortage can be attributed to experienced workers aging out of the field, Chaffin says. \"The average building inspector is about 58 years old, so they're leaving faster than they're coming in.\"\u003c/p>\n\u003cp>The Associated General Contractors of America sees investing in skilled trades programs as crucial for addressing the shortage of qualified workers.\u003c/p>\n\u003cp>\"The federal government only spends $1 on career training for every $6 it puts into college prep,\" says Steve Sandherr, the group's CEO. \"This funding gap for career training is one of the main reasons so many contractors have a low opinion of the current pipeline for preparing new craft and construction professionals.\"\u003c/p>\n\u003cfigure id=\"attachment_59239\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59239\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/tn_nadworny070322_tstc_visit_trades0214_slide-201bf32b400a771b67df165fd53bff39e97eab31-scaled-e1648624076215.jpg\" alt=\"Tony Chaffin leads the construction program at Texas State Technical College.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"There's a huge demand,\" says Tony Chaffin, who leads the construction program at Texas State Technical College. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The heightened demand for students with a two-year degree or a certificate in skilled trades comes at a time when many prospective students are rethinking the value of college. For some students, graduating from a skilled-trades program could mean securing a high-paying job without taking on too much debt. A \u003ca href=\"https://www.npr.org/2021/10/07/1043737586/college-degree-high-school-diploma-high-paying-trade-jobs\">growing number of people\u003c/a> without a bachelor's degree are out-earning their four-year college peers, according to a study from Georgetown University's Center on Education and the Workforce.\u003c/p>\n\u003cp>For Alaniz, one of the few women in the construction program, getting her degree is just the first step. Even though being around job sites comes naturally to her — she grew up helping her dad with his sandblasting business — she knows she doesn't want to be out on job sites doing hard labor forever.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I want to be running it. But I have to learn the basics to it first before I can do that.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Community+college+enrollment+is+down%2C+but+skilled-trades+programs+are+booming&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story first appeared in NPR's education newsletter. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/ed\">\u003cem>Sign up\u003c/em>\u003c/a>\u003cem> to get early access to exclusive stories like this.\u003c/em>\u003c/p>\n\u003cp>No one was expecting more than a few flooded cars in the parking lot.\u003c/p>\n\u003cp>It was Sept. 1, 2021, the second-to-last day of summer band camp at Cresskill Middle/High School in Bergen County, N.J.\u003c/p>\n\u003cp>After a year and a half of remote and hybrid learning, the school's 1,000-odd students were about to head triumphantly back to school in person.\u003c/p>\n\u003cp>To celebrate, band director Joe Verderese created a set list for the fall marching band with the theme of \"overcoming,\" with songs like \"Don't Stop (Thinking About Tomorrow),\" \"Lean On Me\" and \"I'm Still Standing.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As practice was ending, Verderese heard a huge crack of thunder. \"The custodian yelled to me down the hall, 'Joe, did you hear that?' And I was like, 'We gotta get out of here.' \"\u003c/p>\n\u003cp>Seven inches of rain from the remains of Hurricane Ida hammered down in just a couple of hours. The water poured through the school's vents – vents set just a few inches above the ground. It turned the auditorium into \"an aquarium,\" says math teacher Michael Mirkovic. It flooded classrooms, the office, the boiler room.\u003c/p>\n\u003cfigure id=\"attachment_59200\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59200\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9622_slide-ceba9f54a42225eeab7ae2f7f0a57bd52a1e68df-scaled-e1647931533198.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Tenakill Brook is one of the creeks that surround Cresskill on three sides. During the storm, the creeks overflowed, sending water in the school's direction. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Giuseppe Martino, the custodian who had called out to Verderese, ended up trapped in the gym overnight by rising water.\u003c/p>\n\u003cp>Now, about seven months later, this school – a modest one-story rectangle built in 1962 – is still sitting unusable by students. Repairs have barely begun.\u003c/p>\n\u003cp>\"What the inspectors have told me is, 'Mike, you don't have a school. This is now a building,' \" says Superintendent Michael Burke.\u003c/p>\n\u003ch3>Many schools weren't built for our new climate reality\u003c/h3>\n\u003cp>Almost 1 in 5 U.S. students attended schools in districts that were affected by federally-declared natural disasters from 2017 through 2019. That's according to the \u003ca href=\"https://www.gao.gov/assets/gao-22-104606.pdf\">latest available analysis\u003c/a> from the U.S. Government Accountability Office.\u003c/p>\n\u003cp>Hurricanes in Florida and Texas, wildfires in California and Colorado, floods in North Carolina and Arizona. Across the country, climate change has been driving more severe weather.\u003c/p>\n\u003cp>As a result, weather and climate disasters are becoming ever more common and more expensive, with 2021 setting a record that was beaten only by 2020, \u003ca href=\"https://www.climate.gov/news-features/blogs/beyond-data/2021-us-billion-dollar-weather-and-climate-disasters-historical\">according to\u003c/a> the National Oceanic and Atmospheric Administration.\u003c/p>\n\u003cp>The most common, and the most costly, of these disasters are floods. The cost to communities has increased by about $100 billion each decade since the 1980s, according to researcher Laura Lightbody, who authored a \u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/issue-briefs/2017/08/flooding-threatens-public-schools-across-the-country\">national report on flooding and schools\u003c/a> for the Pew Charitable Trusts.\u003c/p>\n\u003cp>And that reality is slamming into another reality: aging school buildings that were designed and built in a time of less intense weather.\u003c/p>\n\u003cp>Cresskill is a notably affluent school district, where only 1% of the students receive free or reduced-price school meals. A district like this is struggling to fix a single, 60-year-old building – and lower-income communities are even worse off.\u003c/p>\n\u003ch3>What it takes to rebuild one flooded school\u003c/h3>\n\u003cp>After he learned the extent of the flood damage, Mirkovic, the math teacher, recalls the pang of realizing that all his supplies were ruined, including the new TI-86 graphing calculator he had left in his desk. \"I'm like 'Oh, man, my stash! Why did I leave it in the bottom drawer?' \"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/07/auditorium-triptych_custom-5389d5e9c81d7c7f782fb4825aec30b39359ffd2-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1102\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Mirkovic says the flood turned the school's auditorium and theater into \"an aquarium.\" (Mohamed Sadek for NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Inspectors estimated the projected cost to repair the school building and replace what was destroyed – from Bunsen burners to sousaphones – was $21.6 million. That's more than two-thirds of the district's entire annual budget, most of which was already committed to things like salaries, Burke says. The district had purchased private flood insurance five years before, but because the school was located in a flood zone, the insurer limited their potential payout to $2 million. That barely covered the initial cleanup and assessment\u003c/p>\n\u003cp>Families move to Cresskill for the schools. It's got a small-town feel. Many students used to walk to school; juniors and seniors would go to Ray's Pizza off Piermont Road for lunch.\u003c/p>\n\u003cp>When the reality of the damage set in, Cresskill parents – an exceptionally educated, resourceful group – banded together to lobby everyone they could think of for help.\u003c/p>\n\u003cp>\"We met in the basement of one of the parents' homes,\" recalls Stephanie Cropper, the mother of an eighth grader. \"And we just started to say, 'What can we do?...We can either kick and scream and cry, you know, 'boo hoo,' or we can really get our local politicians engaged and figure out what we need to do to help.\"\u003c/p>\n\u003cp>The Board of Education hired a private recovery consultant. \"We contacted everyone in the state of New Jersey, from the county, to state officials, the governor,\" says Superintendent Michael Burke.\u003c/p>\n\u003cp>Of course, they weren't the only people needing recovery help. Of the 91 people Ida killed across the country, 32 were in New Jersey, showing just how dangerous flooding can be. By January 2022, the Federal Emergency Management Agency, or FEMA, had provided more than $711.7 million to help the state recover from the storm. But none of it had gone to Cresskill.\u003c/p>\n\u003cfigure id=\"attachment_59202\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59202\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9385-1_slide-bc1c5846c80ecfbc747843e59971afec97d919ce-scaled-e1647931679569.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Cresskill Superintendent Michael Burke (right) and administrator Dawn Delasandro (left) show FEMA specialist Paully Onyirimba around the damaged boiler room. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To rebuild, Burke's district would first have to pay for the repairs, and then be reimbursed up to 75% of costs by FEMA.\u003c/p>\n\u003cp>But his district was prohibited by a state statute from borrowing any money without approval by voters. They couldn't even sign a purchasing order for new boilers to replace those damaged from the flood.\u003c/p>\n\u003cp>Ultimately, it came down to one problem: No one at any level of government was writing them a check.\u003c/p>\n\u003cp>\"If you don't have the money, you can't spend it,\" Burke says. \"No one is going to do this kind of work without a guarantee for payment.\"\u003c/p>\n\u003ch3>The flood damage forced a return to remote learning\u003c/h3>\n\u003cp>With no usable building, the fall 2021 school year started remotely. No one knew for how long, and students struggled with the indefinite return to Zoom.\u003c/p>\n\u003cp>Mirkovic works with special education students. He says they were supposed to keep their cameras on during class, but they would disengage by slowly tilting up their laptop screens, until all he could see was the ceiling fans – the digital-era version of slouching in your seat.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/07/damage-triptych_custom-79c55cd7aad8ba844226c529619d8b870006fc94-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1100\">\u003cfigcaption class=\"wp-caption-text\">After the flood, damaged areas of the school had to be quickly cleaned or stripped to avoid mold growth, and undamaged furniture and materials had to be cleaned and stored. The district's private flood insurance barely covered that initial cleanup and assessment. (Mohamed Sadek for NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting In November, Cresskill was able to borrow space for classes at a local church, but it was small. Grades took turns; students could only go in person one or two days a week. Band practice was mostly on Zoom. Students played along to Verderese's recordings. They stayed on mute, so he couldn't hear how they sounded.\u003c/p>\n\u003cp>George Koprowski had been looking forward to coming back to Cresskill in person for ninth grade. As a member of the color guard, he was at band camp the day of the storm. The next day, he saw the photo everyone was sending around social media: \u003ca href=\"https://abc7ny.com/cresskill-high-school-middle-hurricane-ida-damage/11079926/\">water filling the auditorium, covering the seats\u003c/a>.\u003c/p>\n\u003cp>\"I just like, couldn't believe it,\" he says.\u003c/p>\n\u003cp>\"Seeing that – that really left me in shock. I couldn't believe that would happen to our school.\"\u003c/p>\n\u003cp>\"It was very disappointing,\" adds Tiko Tvauri, a sophomore, who plays volleyball. Ida flooded her own basement.\u003c/p>\n\u003cfigure id=\"attachment_59204\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59204\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Cresskill parent Stephanie Cropper went door-to-door to lobby for the referendum to fix the school. She tears up when asked how her daughter's been doing since the school closed. \"I think all of them have had a hard time with relationships.\" \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were all eager to go back, and seeing everyone else around us go back to neighboring schools, it was disheartening.\"\u003c/p>\n\u003cp>Some students transferred to nearby private schools, but those schools quickly grew waiting lists. Tvauri and Koprowski decided to stay, to be with their friends.\u003c/p>\n\u003cp>Parent Stephanie Cropper tears up when asked how her daughter's been doing. \"I think all of them have had a hard time with relationships.\"\u003c/p>\n\u003cp>With no one else to turn to, Cropper and her fellow parents realized that their only help would have to come from the local community itself. On Jan. 25 the borough of Cresskill, population just over 9,000, voted in a referendum to approve a $21.6 million bond to rebuild the school and replace what was lost. It was the only way to get around the state statute and raise the money up front.\u003c/p>\n\u003cp>Once the money is spent on repairs, the district expects FEMA to reimburse 75% of the cost, and the state of New Jersey to cover another chunk. So the ultimate estimated price tag will be just $83 a year for the median homeowner in the borough of Cresskill. The intention is to have the school building ready for fall 2022.\u003c/p>\n\u003ch3>What it looks like to plan for future disasters\u003c/h3>\n\u003cp>Laura Lightbody, the Pew researcher, says nothing about Cresskill's saga to rebuild is surprising to her. She says this is a national pattern: Schools often sit awaiting repairs for months or even years after disasters.\u003c/p>\n\u003cp>\"I can think of West Virginia, for example, where schools are still working on rebuilding and repair following 2016 floods.\"\u003c/p>\n\u003cp>Or take Louisiana, where Calcasieu Parish schools suffered an estimated $400 million in \u003ca href=\"https://www.wwno.org/education/2021-09-09/how-long-will-it-take-louisiana-schools-to-recover-from-ida-just-ask-calcasieu-parish\">hurricane damage to its buildings\u003c/a> from Hurricanes Laura and Delta in 2020. In contrast to affluent Cresskill, about half of Calcasieu's students come from low-income families. A year after the storms, the district had received only $116,000 in FEMA relief; \u003ca href=\"https://www.npr.org/sections/back-to-school-live-updates/2021/09/08/1035224836/because-of-ida-at-least-45-000-louisiana-students-may-be-out-of-school-until-oct\">classes were being held\u003c/a> in buildings with bare concrete floors and roof leaks.\u003c/p>\n\u003cp>And an even more pressing issue is that simply rebuilding and repair aren't good enough. Because this is unlikely to be the last storm or flood in Northern New Jersey – and certainly not in the nation.\u003c/p>\n\u003cp>\"Climate change being what it is, and the way the current weather patterns are, you know, this most likely will happen again,\" says Cropper, who went door-to-door to lobby her neighbors to vote for the money to fix Cresskill.\u003c/p>\n\u003cp>She says a lot of the people who voted against the referendum cited, \"the fact that they didn't want to see, you know, money go into the school repairs for it to just flood again\" without upgrades to make it more secure.\u003c/p>\n\u003cp>A FEMA spokesperson told NPR that preparing for the next disaster is part of their mission. One of their specialists will be working with Cresskill's engineers \"to determine the best feasible solutions to mitigate the source of the flooding, and not just repair back to pre-disaster conditions.\"\u003c/p>\n\u003cfigure id=\"attachment_59205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59205\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9311_slide-ceb030cdd9e0d0c07ae6c8ebe28c9357322955b2-scaled-e1647932123399.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">A Cresskill classroom sits awaiting repair. The day after the storm, Superintendent Burke surveyed the damage: The auditorium, classrooms, office and boiler room had all been flooded. The school's custodian, Giuseppe Martino, was trapped in the gym overnight because it was the only room above water. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In particular, FEMA mentioned elevating the boilers.\u003c/p>\n\u003cp>The U.S. Army Corps of Engineers also came out to take a look in December 2021, to see if they might help protect this school from the creeks that surround it on three sides. To keep water away from buildings, the Corps does things like build levees, restore wetlands to improve drainage, and dredge creeks to prevent backups.\u003c/p>\n\u003cp>A spokesperson told NPR they are still early in the process, \"exploring\" a \"potential study\" to reduce flood risk in the area.\u003c/p>\n\u003cp>But that's all long term. Superintendent Burke wants to open his school next fall. He says the most obvious flood prevention move for the school building itself – raising the vents the water came in through – would both cost too much and take too long.\u003c/p>\n\u003cp>\"That would add at least another eight months to a year to the project, as per architects. We can't wait that long ... If we weren't coming off of COVID, it would be a different perspective. But we are. The kids have not been in this building on a regular basis since March of 2020. That's a problem. That's the issue.\"\u003c/p>\n\u003cp>The current solution they are eyeing? Getting flood guards – essentially caps for the vents. When heavy rain is in the forecast, Burke says, they'll have to close school early to put the caps on. It's a literal stopgap.\u003c/p>\n\u003ch3>The show must go on\u003c/h3>\n\u003cp>In February, just as the repair funds were starting to come through, Cresskill finally found a more suitable temporary home – the educational campus of nearby Chodae Community Church.\u003c/p>\n\u003cp>All the grades can now meet in person, at least three days a week.\u003c/p>\n\u003cp>It wasn't perfect, but Joe Verderese was thrilled to have the band practicing all in person again. It was crunch time for the spring musical, \u003cem>Seussical\u003c/em>. Tiko Tvauri played a bird. George Koprowski was the Grinch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>NPR is committed to reporting on issues that matter to you and your community. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/ed\">\u003cem>Sign up\u003c/em>\u003c/a>\u003cem> for the education newsletter to stay up to date and get early access.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+school+wasn%27t+built+for+the+new+climate+reality.+Yours+may+not+be+either&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story first appeared in NPR's education newsletter. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/ed\">\u003cem>Sign up\u003c/em>\u003c/a>\u003cem> to get early access to exclusive stories like this.\u003c/em>\u003c/p>\n\u003cp>No one was expecting more than a few flooded cars in the parking lot.\u003c/p>\n\u003cp>It was Sept. 1, 2021, the second-to-last day of summer band camp at Cresskill Middle/High School in Bergen County, N.J.\u003c/p>\n\u003cp>After a year and a half of remote and hybrid learning, the school's 1,000-odd students were about to head triumphantly back to school in person.\u003c/p>\n\u003cp>To celebrate, band director Joe Verderese created a set list for the fall marching band with the theme of \"overcoming,\" with songs like \"Don't Stop (Thinking About Tomorrow),\" \"Lean On Me\" and \"I'm Still Standing.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As practice was ending, Verderese heard a huge crack of thunder. \"The custodian yelled to me down the hall, 'Joe, did you hear that?' And I was like, 'We gotta get out of here.' \"\u003c/p>\n\u003cp>Seven inches of rain from the remains of Hurricane Ida hammered down in just a couple of hours. The water poured through the school's vents – vents set just a few inches above the ground. It turned the auditorium into \"an aquarium,\" says math teacher Michael Mirkovic. It flooded classrooms, the office, the boiler room.\u003c/p>\n\u003cfigure id=\"attachment_59200\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59200\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9622_slide-ceba9f54a42225eeab7ae2f7f0a57bd52a1e68df-scaled-e1647931533198.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Tenakill Brook is one of the creeks that surround Cresskill on three sides. During the storm, the creeks overflowed, sending water in the school's direction. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Giuseppe Martino, the custodian who had called out to Verderese, ended up trapped in the gym overnight by rising water.\u003c/p>\n\u003cp>Now, about seven months later, this school – a modest one-story rectangle built in 1962 – is still sitting unusable by students. Repairs have barely begun.\u003c/p>\n\u003cp>\"What the inspectors have told me is, 'Mike, you don't have a school. This is now a building,' \" says Superintendent Michael Burke.\u003c/p>\n\u003ch3>Many schools weren't built for our new climate reality\u003c/h3>\n\u003cp>Almost 1 in 5 U.S. students attended schools in districts that were affected by federally-declared natural disasters from 2017 through 2019. That's according to the \u003ca href=\"https://www.gao.gov/assets/gao-22-104606.pdf\">latest available analysis\u003c/a> from the U.S. Government Accountability Office.\u003c/p>\n\u003cp>Hurricanes in Florida and Texas, wildfires in California and Colorado, floods in North Carolina and Arizona. Across the country, climate change has been driving more severe weather.\u003c/p>\n\u003cp>As a result, weather and climate disasters are becoming ever more common and more expensive, with 2021 setting a record that was beaten only by 2020, \u003ca href=\"https://www.climate.gov/news-features/blogs/beyond-data/2021-us-billion-dollar-weather-and-climate-disasters-historical\">according to\u003c/a> the National Oceanic and Atmospheric Administration.\u003c/p>\n\u003cp>The most common, and the most costly, of these disasters are floods. The cost to communities has increased by about $100 billion each decade since the 1980s, according to researcher Laura Lightbody, who authored a \u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/issue-briefs/2017/08/flooding-threatens-public-schools-across-the-country\">national report on flooding and schools\u003c/a> for the Pew Charitable Trusts.\u003c/p>\n\u003cp>And that reality is slamming into another reality: aging school buildings that were designed and built in a time of less intense weather.\u003c/p>\n\u003cp>Cresskill is a notably affluent school district, where only 1% of the students receive free or reduced-price school meals. A district like this is struggling to fix a single, 60-year-old building – and lower-income communities are even worse off.\u003c/p>\n\u003ch3>What it takes to rebuild one flooded school\u003c/h3>\n\u003cp>After he learned the extent of the flood damage, Mirkovic, the math teacher, recalls the pang of realizing that all his supplies were ruined, including the new TI-86 graphing calculator he had left in his desk. \"I'm like 'Oh, man, my stash! Why did I leave it in the bottom drawer?' \"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/07/auditorium-triptych_custom-5389d5e9c81d7c7f782fb4825aec30b39359ffd2-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1102\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Mirkovic says the flood turned the school's auditorium and theater into \"an aquarium.\" (Mohamed Sadek for NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Inspectors estimated the projected cost to repair the school building and replace what was destroyed – from Bunsen burners to sousaphones – was $21.6 million. That's more than two-thirds of the district's entire annual budget, most of which was already committed to things like salaries, Burke says. The district had purchased private flood insurance five years before, but because the school was located in a flood zone, the insurer limited their potential payout to $2 million. That barely covered the initial cleanup and assessment\u003c/p>\n\u003cp>Families move to Cresskill for the schools. It's got a small-town feel. Many students used to walk to school; juniors and seniors would go to Ray's Pizza off Piermont Road for lunch.\u003c/p>\n\u003cp>When the reality of the damage set in, Cresskill parents – an exceptionally educated, resourceful group – banded together to lobby everyone they could think of for help.\u003c/p>\n\u003cp>\"We met in the basement of one of the parents' homes,\" recalls Stephanie Cropper, the mother of an eighth grader. \"And we just started to say, 'What can we do?...We can either kick and scream and cry, you know, 'boo hoo,' or we can really get our local politicians engaged and figure out what we need to do to help.\"\u003c/p>\n\u003cp>The Board of Education hired a private recovery consultant. \"We contacted everyone in the state of New Jersey, from the county, to state officials, the governor,\" says Superintendent Michael Burke.\u003c/p>\n\u003cp>Of course, they weren't the only people needing recovery help. Of the 91 people Ida killed across the country, 32 were in New Jersey, showing just how dangerous flooding can be. By January 2022, the Federal Emergency Management Agency, or FEMA, had provided more than $711.7 million to help the state recover from the storm. But none of it had gone to Cresskill.\u003c/p>\n\u003cfigure id=\"attachment_59202\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59202\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9385-1_slide-bc1c5846c80ecfbc747843e59971afec97d919ce-scaled-e1647931679569.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Cresskill Superintendent Michael Burke (right) and administrator Dawn Delasandro (left) show FEMA specialist Paully Onyirimba around the damaged boiler room. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To rebuild, Burke's district would first have to pay for the repairs, and then be reimbursed up to 75% of costs by FEMA.\u003c/p>\n\u003cp>But his district was prohibited by a state statute from borrowing any money without approval by voters. They couldn't even sign a purchasing order for new boilers to replace those damaged from the flood.\u003c/p>\n\u003cp>Ultimately, it came down to one problem: No one at any level of government was writing them a check.\u003c/p>\n\u003cp>\"If you don't have the money, you can't spend it,\" Burke says. \"No one is going to do this kind of work without a guarantee for payment.\"\u003c/p>\n\u003ch3>The flood damage forced a return to remote learning\u003c/h3>\n\u003cp>With no usable building, the fall 2021 school year started remotely. No one knew for how long, and students struggled with the indefinite return to Zoom.\u003c/p>\n\u003cp>Mirkovic works with special education students. He says they were supposed to keep their cameras on during class, but they would disengage by slowly tilting up their laptop screens, until all he could see was the ceiling fans – the digital-era version of slouching in your seat.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/07/damage-triptych_custom-79c55cd7aad8ba844226c529619d8b870006fc94-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1100\">\u003cfigcaption class=\"wp-caption-text\">After the flood, damaged areas of the school had to be quickly cleaned or stripped to avoid mold growth, and undamaged furniture and materials had to be cleaned and stored. The district's private flood insurance barely covered that initial cleanup and assessment. (Mohamed Sadek for NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting In November, Cresskill was able to borrow space for classes at a local church, but it was small. Grades took turns; students could only go in person one or two days a week. Band practice was mostly on Zoom. Students played along to Verderese's recordings. They stayed on mute, so he couldn't hear how they sounded.\u003c/p>\n\u003cp>George Koprowski had been looking forward to coming back to Cresskill in person for ninth grade. As a member of the color guard, he was at band camp the day of the storm. The next day, he saw the photo everyone was sending around social media: \u003ca href=\"https://abc7ny.com/cresskill-high-school-middle-hurricane-ida-damage/11079926/\">water filling the auditorium, covering the seats\u003c/a>.\u003c/p>\n\u003cp>\"I just like, couldn't believe it,\" he says.\u003c/p>\n\u003cp>\"Seeing that – that really left me in shock. I couldn't believe that would happen to our school.\"\u003c/p>\n\u003cp>\"It was very disappointing,\" adds Tiko Tvauri, a sophomore, who plays volleyball. Ida flooded her own basement.\u003c/p>\n\u003cfigure id=\"attachment_59204\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59204\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Cresskill parent Stephanie Cropper went door-to-door to lobby for the referendum to fix the school. She tears up when asked how her daughter's been doing since the school closed. \"I think all of them have had a hard time with relationships.\" \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were all eager to go back, and seeing everyone else around us go back to neighboring schools, it was disheartening.\"\u003c/p>\n\u003cp>Some students transferred to nearby private schools, but those schools quickly grew waiting lists. Tvauri and Koprowski decided to stay, to be with their friends.\u003c/p>\n\u003cp>Parent Stephanie Cropper tears up when asked how her daughter's been doing. \"I think all of them have had a hard time with relationships.\"\u003c/p>\n\u003cp>With no one else to turn to, Cropper and her fellow parents realized that their only help would have to come from the local community itself. On Jan. 25 the borough of Cresskill, population just over 9,000, voted in a referendum to approve a $21.6 million bond to rebuild the school and replace what was lost. It was the only way to get around the state statute and raise the money up front.\u003c/p>\n\u003cp>Once the money is spent on repairs, the district expects FEMA to reimburse 75% of the cost, and the state of New Jersey to cover another chunk. So the ultimate estimated price tag will be just $83 a year for the median homeowner in the borough of Cresskill. The intention is to have the school building ready for fall 2022.\u003c/p>\n\u003ch3>What it looks like to plan for future disasters\u003c/h3>\n\u003cp>Laura Lightbody, the Pew researcher, says nothing about Cresskill's saga to rebuild is surprising to her. She says this is a national pattern: Schools often sit awaiting repairs for months or even years after disasters.\u003c/p>\n\u003cp>\"I can think of West Virginia, for example, where schools are still working on rebuilding and repair following 2016 floods.\"\u003c/p>\n\u003cp>Or take Louisiana, where Calcasieu Parish schools suffered an estimated $400 million in \u003ca href=\"https://www.wwno.org/education/2021-09-09/how-long-will-it-take-louisiana-schools-to-recover-from-ida-just-ask-calcasieu-parish\">hurricane damage to its buildings\u003c/a> from Hurricanes Laura and Delta in 2020. In contrast to affluent Cresskill, about half of Calcasieu's students come from low-income families. A year after the storms, the district had received only $116,000 in FEMA relief; \u003ca href=\"https://www.npr.org/sections/back-to-school-live-updates/2021/09/08/1035224836/because-of-ida-at-least-45-000-louisiana-students-may-be-out-of-school-until-oct\">classes were being held\u003c/a> in buildings with bare concrete floors and roof leaks.\u003c/p>\n\u003cp>And an even more pressing issue is that simply rebuilding and repair aren't good enough. Because this is unlikely to be the last storm or flood in Northern New Jersey – and certainly not in the nation.\u003c/p>\n\u003cp>\"Climate change being what it is, and the way the current weather patterns are, you know, this most likely will happen again,\" says Cropper, who went door-to-door to lobby her neighbors to vote for the money to fix Cresskill.\u003c/p>\n\u003cp>She says a lot of the people who voted against the referendum cited, \"the fact that they didn't want to see, you know, money go into the school repairs for it to just flood again\" without upgrades to make it more secure.\u003c/p>\n\u003cp>A FEMA spokesperson told NPR that preparing for the next disaster is part of their mission. One of their specialists will be working with Cresskill's engineers \"to determine the best feasible solutions to mitigate the source of the flooding, and not just repair back to pre-disaster conditions.\"\u003c/p>\n\u003cfigure id=\"attachment_59205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59205\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9311_slide-ceb030cdd9e0d0c07ae6c8ebe28c9357322955b2-scaled-e1647932123399.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">A Cresskill classroom sits awaiting repair. The day after the storm, Superintendent Burke surveyed the damage: The auditorium, classrooms, office and boiler room had all been flooded. The school's custodian, Giuseppe Martino, was trapped in the gym overnight because it was the only room above water. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In particular, FEMA mentioned elevating the boilers.\u003c/p>\n\u003cp>The U.S. Army Corps of Engineers also came out to take a look in December 2021, to see if they might help protect this school from the creeks that surround it on three sides. To keep water away from buildings, the Corps does things like build levees, restore wetlands to improve drainage, and dredge creeks to prevent backups.\u003c/p>\n\u003cp>A spokesperson told NPR they are still early in the process, \"exploring\" a \"potential study\" to reduce flood risk in the area.\u003c/p>\n\u003cp>But that's all long term. Superintendent Burke wants to open his school next fall. He says the most obvious flood prevention move for the school building itself – raising the vents the water came in through – would both cost too much and take too long.\u003c/p>\n\u003cp>\"That would add at least another eight months to a year to the project, as per architects. We can't wait that long ... If we weren't coming off of COVID, it would be a different perspective. But we are. The kids have not been in this building on a regular basis since March of 2020. That's a problem. That's the issue.\"\u003c/p>\n\u003cp>The current solution they are eyeing? Getting flood guards – essentially caps for the vents. When heavy rain is in the forecast, Burke says, they'll have to close school early to put the caps on. It's a literal stopgap.\u003c/p>\n\u003ch3>The show must go on\u003c/h3>\n\u003cp>In February, just as the repair funds were starting to come through, Cresskill finally found a more suitable temporary home – the educational campus of nearby Chodae Community Church.\u003c/p>\n\u003cp>All the grades can now meet in person, at least three days a week.\u003c/p>\n\u003cp>It wasn't perfect, but Joe Verderese was thrilled to have the band practicing all in person again. It was crunch time for the spring musical, \u003cem>Seussical\u003c/em>. Tiko Tvauri played a bird. George Koprowski was the Grinch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>NPR is committed to reporting on issues that matter to you and your community. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/ed\">\u003cem>Sign up\u003c/em>\u003c/a>\u003cem> for the education newsletter to stay up to date and get early access.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+school+wasn%27t+built+for+the+new+climate+reality.+Yours+may+not+be+either&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "This reservation has Wyoming's strictest COVID-19 rules. Student athletes are glad",
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"content": "\u003cp>Student athletes on the Wind River Reservation in Wyoming are grateful mask mandates aren't going away there, even as they continue to fall away across the country. They feel like the mandate has helped keep them healthy and competing as other schools across the state have had to cancel games because of covid infections.\u003c/p>\n\u003cp>On a recent basketball game night at Wyoming Indian High School in the reservation town of Ethete, the announcer introduces the hometown Chiefs in a mix of English and Arapaho.\u003c/p>\n\u003cp>The gym is usually packed, but this year because of COVID-19 protocols the crowds have been reduced.\u003c/p>\n\u003cp>The Wind River Reservation, home to the Eastern Shoshone and Northern Arapaho tribes, has had a mask mandate since early in the pandemic. That's unusual in Wyoming, a conservative state where COVID-19 restrictions are not popular.\u003c/p>\n\u003cp>Chiefs team captain Videl C'Bearing, a senior, says being able to play ball has really helped him get through the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You need physical activity to help you get your mind straight. And that's what I think about basketball, it's therapy. Like when I'm mad, or whatever, my just first thought is, 'Man, I'm gonna go shoot around somewhere,' \" he says.\u003c/p>\n\u003cp>Wyoming Indian Basketball Coach Craig Ferris graduated from the school in 1995, played college basketball and came back to coach at his old high school. He's been the coach here for 18 years.\u003c/p>\n\u003cp>He's a fan of the mask mandate.\u003c/p>\n\u003cp>\"We've heard of a couple of teams that canceled games through the weekend because they've had no real mask mandate, but have positives in their school and they've had to basically shut the whole team down,\" he says.\u003c/p>\n\u003ch3>COVID-19 protocols on the Wind River are the strictest across Wyoming\u003c/h3>\n\u003cp>The tribes say that the reservation's vaccination rate is around 70-80%. \u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/28/960901166/how-is-the-covid-19-vaccination-campaign-going-in-your-state\">Wyoming as a whole is at 50%\u003c/a>, one of the lowest in the U.S. Ferris says a majority of student athletes at Wyoming Indian are vaccinated, and they're also tested every 10 days.\u003c/p>\n\u003cp>\"It's allowed us to actually complete a season without canceling any games. And I know we've been short players here and there, but we've haven't had to cancel any games,\" he says.\u003c/p>\n\u003cp>Masks are not required during games, but the girls basketball team here has kept theirs on during competition throughout the pandemic.\u003c/p>\n\u003cp>\"To my knowledge, they're the only ones that are still wearing them while they're competing,\" says Ron Laird, commissioner for the Wyoming High School Activities Association.\u003c/p>\n\u003cp>The Wyoming Indian girls team has won the last three state basketball championships in a row, and could again this year in a few weeks.\u003c/p>\n\u003cp>Laird says that COVID-19 protocols vary across Wyoming, but they are strictest on the Wind River.\u003c/p>\n\u003cp>Northern Arapaho chairman Jordan Dresser says lax COVID protocols in other places in the state are one reason they're maintaining the mask mandate on the reservation.\u003c/p>\n\u003cp>\"A few weeks ago, we had the surge from the Omicron. And you know, we reached pretty high numbers like six, 700 individuals tested positive, but we only had like one hospitalization,\" he says.\u003c/p>\n\u003cp>Dresser says that the reservation's mask mandate isn't going anywhere.\u003c/p>\n\u003cp>\"Unfortunately, as soon as you step off, the reservation is when you get the people who are majority are not vaccinated. So I just see, in theory, the mask mandate, something that is good for a while,\" he says.\u003c/p>\n\u003cp>COVID-19 has made the last couple of seasons challenging, but hasn't changed captain Videl C'Bearing's goals for the future.\u003c/p>\n\u003cp>\"One of my dreams is to play college basketball, that's what I really want, you know hopefully I can go somewhere and play. And just come back here and pretty much do what my coaches do,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The tribes on Wind River also lowered building occupancy, required schools to provide virtual learning for students to stay home from school, and required anyone working with children on the Wind River to get vaccinated.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 Wyoming Public Radio. To see more, visit \u003ca href=\"https://www.wyomingpublicmedia.org\">Wyoming Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+reservation+has+Wyoming%27s+strictest+COVID-19+rules.+Student+athletes+are+glad&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Student athletes on the Wind River Reservation in Wyoming are grateful mask mandates aren't going away there, even as they continue to fall away across the country. They feel like the mandate has helped keep them healthy and competing as other schools across the state have had to cancel games because of covid infections.\u003c/p>\n\u003cp>On a recent basketball game night at Wyoming Indian High School in the reservation town of Ethete, the announcer introduces the hometown Chiefs in a mix of English and Arapaho.\u003c/p>\n\u003cp>The gym is usually packed, but this year because of COVID-19 protocols the crowds have been reduced.\u003c/p>\n\u003cp>The Wind River Reservation, home to the Eastern Shoshone and Northern Arapaho tribes, has had a mask mandate since early in the pandemic. That's unusual in Wyoming, a conservative state where COVID-19 restrictions are not popular.\u003c/p>\n\u003cp>Chiefs team captain Videl C'Bearing, a senior, says being able to play ball has really helped him get through the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You need physical activity to help you get your mind straight. And that's what I think about basketball, it's therapy. Like when I'm mad, or whatever, my just first thought is, 'Man, I'm gonna go shoot around somewhere,' \" he says.\u003c/p>\n\u003cp>Wyoming Indian Basketball Coach Craig Ferris graduated from the school in 1995, played college basketball and came back to coach at his old high school. He's been the coach here for 18 years.\u003c/p>\n\u003cp>He's a fan of the mask mandate.\u003c/p>\n\u003cp>\"We've heard of a couple of teams that canceled games through the weekend because they've had no real mask mandate, but have positives in their school and they've had to basically shut the whole team down,\" he says.\u003c/p>\n\u003ch3>COVID-19 protocols on the Wind River are the strictest across Wyoming\u003c/h3>\n\u003cp>The tribes say that the reservation's vaccination rate is around 70-80%. \u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/28/960901166/how-is-the-covid-19-vaccination-campaign-going-in-your-state\">Wyoming as a whole is at 50%\u003c/a>, one of the lowest in the U.S. Ferris says a majority of student athletes at Wyoming Indian are vaccinated, and they're also tested every 10 days.\u003c/p>\n\u003cp>\"It's allowed us to actually complete a season without canceling any games. And I know we've been short players here and there, but we've haven't had to cancel any games,\" he says.\u003c/p>\n\u003cp>Masks are not required during games, but the girls basketball team here has kept theirs on during competition throughout the pandemic.\u003c/p>\n\u003cp>\"To my knowledge, they're the only ones that are still wearing them while they're competing,\" says Ron Laird, commissioner for the Wyoming High School Activities Association.\u003c/p>\n\u003cp>The Wyoming Indian girls team has won the last three state basketball championships in a row, and could again this year in a few weeks.\u003c/p>\n\u003cp>Laird says that COVID-19 protocols vary across Wyoming, but they are strictest on the Wind River.\u003c/p>\n\u003cp>Northern Arapaho chairman Jordan Dresser says lax COVID protocols in other places in the state are one reason they're maintaining the mask mandate on the reservation.\u003c/p>\n\u003cp>\"A few weeks ago, we had the surge from the Omicron. And you know, we reached pretty high numbers like six, 700 individuals tested positive, but we only had like one hospitalization,\" he says.\u003c/p>\n\u003cp>Dresser says that the reservation's mask mandate isn't going anywhere.\u003c/p>\n\u003cp>\"Unfortunately, as soon as you step off, the reservation is when you get the people who are majority are not vaccinated. So I just see, in theory, the mask mandate, something that is good for a while,\" he says.\u003c/p>\n\u003cp>COVID-19 has made the last couple of seasons challenging, but hasn't changed captain Videl C'Bearing's goals for the future.\u003c/p>\n\u003cp>\"One of my dreams is to play college basketball, that's what I really want, you know hopefully I can go somewhere and play. And just come back here and pretty much do what my coaches do,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The tribes on Wind River also lowered building occupancy, required schools to provide virtual learning for students to stay home from school, and required anyone working with children on the Wind River to get vaccinated.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 Wyoming Public Radio. To see more, visit \u003ca href=\"https://www.wyomingpublicmedia.org\">Wyoming Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+reservation+has+Wyoming%27s+strictest+COVID-19+rules.+Student+athletes+are+glad&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated February 17, 2022 at 2:25 PM ET\u003c/strong>\u003c/div>\n\u003cp>The College Scorecard has gotten a makeover. And no, this has nothing to do with your March Madness bracket. The Scorecard is an online trove of federal data that can help prospective students choose the college that's right for them – and, just maybe, avoid a lifetime of \u003ca href=\"https://www.npr.org/2021/12/07/1062070001/student-loan-forgiveness-debt-president-biden-campaign-promise\">student debt and heartache\u003c/a>.\u003c/p>\n\u003cp>The site, \u003ca href=\"https://collegescorecard.ed.gov/\">collegescorecard.ed.gov\u003c/a>, can tell you a lot about a school – from its graduation rate and the earnings of former students, to how much debt you can expect to take on. Earlier this month, the U.S. Department of Education \u003ca href=\"https://www.ed.gov/news/press-releases/new-updates-college-scorecard-make-tool-more-useful-students-and-families-data-about-college-costs-graduation-rates-and-post-college-earnings\">updated the site\u003c/a>, adding new data, details and restoring a few statistics that the Trump administration had scrapped.\u003c/p>\n\u003cp>The updated scorecard lets you compare schools based on graduates' earnings, then see how those earnings compare to workers without a degree. It even shows how well a school serves its low-income students.\u003c/p>\n\u003cp>\"The updated and enhanced College Scorecard shines a spotlight on affordability, inclusivity, and outcomes, over exclusivity and colleges that leave students without good jobs and with mountains of debt,\" said U.S. Education Secretary Miguel Cardona.\u003c/p>\n\u003cp>What follows is a look at what's new and, for those of you who haven't used it before, a quick tutorial. Consider this a news story/user's manual; a newsual. For help, NPR called on Michael Itzkowitz, the Scorecard's former director who managed its launch in 2013 and its 2015 revamp.\u003c/p>\n\u003ch3>Let's start (where else?) \u003ca href=\"https://collegescorecard.ed.gov/\">on the home page\u003c/a>\u003c/h3>\n\u003cp>The Scorecard is like a shopping mall: It has many doors. Maybe the easiest to use is the \"Search\" button in the upper right corner. Click it, and \u003ca href=\"https://collegescorecard.ed.gov/search?page=0&sort=median_earnings:desc&toggle=institutions\">you'll see a massive list\u003c/a> of every school with students who receive federal student aid.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_searchpage_custom-25cd5d75b9400069ef7ae9379a3b7a5be05ade4a-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"1656\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>These schools are now, by default, ordered according to the median earnings of students 10 years after they enrolled – not just graduates, but \u003cem>all\u003c/em> former students who received federal aid.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's a fascinating Polaroid of what the U.S. economy values – a whorl of highly-selective heavy-hitters that specialize in engineering and computer science (\u003ca href=\"https://collegescorecard.ed.gov/school/?166683-Massachusetts-Institute-of-Technology\">MIT\u003c/a>, \u003ca href=\"https://collegescorecard.ed.gov/school/?115409-Harvey-Mudd-College\">Harvey Mudd\u003c/a>), and less-selective programs for in-demand healthcare jobs like nursing (\u003ca href=\"https://collegescorecard.ed.gov/school/?166656-MCPHS-University\">MCPHS University\u003c/a>).\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_earnings_custom-da04c1a5d2d893935ba72c1e34424c552ccf2483-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"753\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>It's a good reminder about the sometimes-overlooked fields of study that give students the most bang for their buck – something Itzkowitz, now a senior fellow at Third Way, \u003ca href=\"https://www.thirdway.org/report/which-college-programs-give-students-the-best-bang-for-their-buck\">has crunched the numbers on.\u003c/a>\u003c/p>\n\u003ch3>How to compare colleges near you\u003c/h3>\n\u003cp>While some students may want to use the Scorecard to do nationwide searches, Itzkowitz says, \"Most students look for a college closer to their home.\"\u003c/p>\n\u003cp>Let's do that.\u003c/p>\n\u003cp>In the white column along the left, there's a function to search by \"Location\" – you can either select \"Near Me,\" type in your zip code or simply look statewide. For this search, we used Itzkowitz's Florida zip code, then expanded the search to include all schools within 50 miles. Also, be sure to check the kind of degree you're hoping for. We checked bachelor's and... \u003ca href=\"https://collegescorecard.ed.gov/search/?zip=33071&distance=50&cip4_degree=b&page=0&sort=median_earnings:desc&toggle=institutions\">voilà\u003c/a>!\u003c/p>\n\u003cp>Thirty-nine colleges and universities show up, and you can immediately see their graduation rates, average annual costs and, again, the median earnings of former students.\u003c/p>\n\u003cp>\u003ca href=\"https://collegescorecard.ed.gov/school/?485272-West-Coast-University-Miami\">West Coast University-Miami\u003c/a> is first in line because its students' median earnings hit a whopping $97,371(another nursing-focused school).\u003c/p>\n\u003cp>Now check out the second school on the list, \u003ca href=\"https://collegescorecard.ed.gov/school/?135726-University-of-Miami\">University of Miami\u003c/a>.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1544px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard-miami_custom-4282c7e2f2d1059a450f13eb1f6ebf49a17dc73d-s1600-c85.webp\" alt=\"\" width=\"1544\" height=\"1866\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>83% of students graduate within eight years of enrolling, which is considerably better than the midpoint for four-year schools, 56%. Median earnings are also well above the midpoint.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 934px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard-miami-earnings_custom-475eaeb88986da6eac63055dffa924e08d53b5bb-s1600-c85.webp\" alt=\"\" width=\"934\" height=\"466\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>But the annual cost is more than \u003cem>twice\u003c/em> what you might expect to pay at other four-year schools.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1532px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_miamicost_custom-58a4eeb61eaddbc3adab22c3d56932baf62f15f0-s1600-c85.webp\" alt=\"\" width=\"1532\" height=\"785\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Now scroll down to the University of Miami's \"Fields of Study\" section, and click to expand it.\u003c/p>\n\u003cp>You can see the school offers 93 undergraduate fields of study, of which nursing and finance are the largest. But if you sort by \"Highest Earnings,\" computer science and mechanical engineering win out. This snapshot of program-level earnings \u003ca href=\"https://www.reviewjournal.com/news/politics-and-government/betsy-devos-touts-new-college-scorecard-in-henderson-1905967/\">was added by the Trump administration\u003c/a>.\u003c/p>\n\u003cp>Keep heading south now and click on \"Costs.\"\u003c/p>\n\u003cp>Here the Scorecard lays out what you might expect to pay, depending on your family income. At the University of Miami, families earning $0 - $30,000 still face a pretty steep price tag: $42,611.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard-miami-costss_custom-306339dccd81134433a06f91aaa24f7ab78607e3-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"965\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Under \"Graduation & Retention,\" you'll find a handful of useful stats, including a new function, \"Show Pell Grant Recipients Only,\" that offers a clearer sense of a school's commitment to helping low-income students finish their degrees. The University of Miami's Pell-only graduation rate drops slightly, to 78%, but that's still well above the 56% midpoint for four-year schools.\u003c/p>\n\u003ch3>How to find an affordable school that offers a good return on investment\u003c/h3>\n\u003cp>In new research, Itzkowitz \u003ca href=\"https://www.thirdway.org/report/out-with-the-old-in-with-the-new-rating-higher-ed-by-economic-mobility\">highlights 10 schools\u003c/a> that are true engines of economic mobility: They enroll the highest proportion of students from low- and moderate-income backgrounds and \"provide them with a strong return on their educational investment.\" Six of the top 10 are in the California State University system. At the top: \u003ca href=\"https://collegescorecard.ed.gov/school/?110592-California-State-University-Los-Angeles\">California State University-Los Angeles\u003c/a>.\u003c/p>\n\u003cp>According to the Scorecard, that school's average annual cost is a miniscule $2,768, its median earnings top the midpoint and its graduation rate holds steady at 68% for all students, as well as just Pell Grant recipients.\u003c/p>\n\u003cp>While we're here, let's scroll down to the \"Financial Aid & Debt\" section:\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1530px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/screenshot_aid-losangeles_custom-662d3831fdb19e4cce40b3ecb55ff3f71ad08565-s1600-c85.webp\" alt=\"\" width=\"1530\" height=\"1231\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>One sign of a reasonably priced school is that a relatively small portion of students have to take out federal student loans. At Cal State L.A., just 17% of full-time undergrads had to borrow, and graduates tend to leave with $13,219 in federal student loan debt. Itzkowitz found that the school's low-income students, though, generally leave with far less debt and are able to recoup their modest costs within just a year.\u003c/p>\n\u003cp>You'll find one more fascinating statistic a little further down, under \"Typical Earnings.\" It's the percentage of a school's former students, six years after they enrolled, who are earning more than the typical high school graduate. Here, the rate's solid: 69%.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1526px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_earnings-losangeles_custom-b62e76b7344d18e8b48c4e968ae5a434e4915518-s1600-c85.webp\" alt=\"\" width=\"1526\" height=\"1303\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>For a point of comparison, Itzkowitz looked up a Florida-based private, for-profit chain called Florida Career College. We clicked on the \u003ca href=\"https://collegescorecard.ed.gov/school/?487445-Florida-Career-College-Boynton-Beach\">Boynton Beach campus page\u003c/a> in the Scorecard.\u003c/p>\n\u003cp>Among certificate schools, its average annual cost is about $12,000\u003cem> above\u003c/em> the midpoint.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 978px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_boynton-cost_custom-dd4eaeceab2ef9f08a0f2b2cc4208fe7c534afd1-s1600-c85.webp\" alt=\"\" width=\"978\" height=\"459\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>It's possible the certificate is worth that premium. Let's scroll down to \"Typical Earnings.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard-boyntonbeach-earnings_custom-2ac1dc180b1d429641c0dcc1f824113bc3d3440c-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"1376\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Earnings here are below the midpoint, and just 31% of former students (who received federal aid) earn more than a typical high school grad six years after enrolling. That's concerning.\u003c/p>\n\u003cp>A \u003ca href=\"https://cew.georgetown.edu/cew-reports/roi2022/\">new analysis of the Scorecard\u003c/a> by Georgetown University's Center on Education and the Workforce found that, at 30% of postsecondary schools, \"more than half of their students 10 years after enrollment are earning less than a high school graduate.\"\u003c/p>\n\u003cp>When asked to explain Florida Career College's poor performance compared to typical high school graduates, a school spokesperson questioned the federal data, calling it \"blatantly misleading.\" They noted that the Education Department \u003ca href=\"https://collegescorecard.ed.gov/assets/InstitutionDataDocumentation.pdf\">includes a caveat \u003c/a>about the Scorecard's earnings data, which says, \"This comparison group of self-identified high school graduates should be viewed with caution.\"\u003c/p>\n\u003cp>The department says some of the high school graduates in this statistic may have completed apprenticeships and/or industry certifications that could increase pay. Similarly, some high school grads may have much more work experience than recent college students.\u003c/p>\n\u003cp>In short, the Scorecard is most useful – and accurate – as a collection of numbers that, in aggregate, create an impression of a school's strengths and weaknesses.\u003c/p>\n\u003cp>It's risky leaning too heavily on just one or two data points.\u003c/p>\n\u003ch3>New admissions test policies made it into the update\u003c/h3>\n\u003cp>One last nugget – something the department just added: Check out the page for \u003ca href=\"https://collegescorecard.ed.gov/school/?160977-Bates-College\">Bates College\u003c/a>, a highly-selective four-year school in Maine.\u003c/p>\n\u003cp>At the bottom, click on \"Test Scores & Acceptance.\" There you'll find Bates' acceptance rate, 12%, and new language about what admissions tests the school does (or does not) require:\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_bates-testing_custom-98749cb17de761ab23b2049c7e48ba790d6584c3-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"589\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And that's just skimming the surface of the College Scorecard. Now it's your turn.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+to+find+an+affordable+college%3F+There%27s+a+website+for+that&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated February 17, 2022 at 2:25 PM ET\u003c/strong>\u003c/div>\n\u003cp>The College Scorecard has gotten a makeover. And no, this has nothing to do with your March Madness bracket. The Scorecard is an online trove of federal data that can help prospective students choose the college that's right for them – and, just maybe, avoid a lifetime of \u003ca href=\"https://www.npr.org/2021/12/07/1062070001/student-loan-forgiveness-debt-president-biden-campaign-promise\">student debt and heartache\u003c/a>.\u003c/p>\n\u003cp>The site, \u003ca href=\"https://collegescorecard.ed.gov/\">collegescorecard.ed.gov\u003c/a>, can tell you a lot about a school – from its graduation rate and the earnings of former students, to how much debt you can expect to take on. Earlier this month, the U.S. Department of Education \u003ca href=\"https://www.ed.gov/news/press-releases/new-updates-college-scorecard-make-tool-more-useful-students-and-families-data-about-college-costs-graduation-rates-and-post-college-earnings\">updated the site\u003c/a>, adding new data, details and restoring a few statistics that the Trump administration had scrapped.\u003c/p>\n\u003cp>The updated scorecard lets you compare schools based on graduates' earnings, then see how those earnings compare to workers without a degree. It even shows how well a school serves its low-income students.\u003c/p>\n\u003cp>\"The updated and enhanced College Scorecard shines a spotlight on affordability, inclusivity, and outcomes, over exclusivity and colleges that leave students without good jobs and with mountains of debt,\" said U.S. Education Secretary Miguel Cardona.\u003c/p>\n\u003cp>What follows is a look at what's new and, for those of you who haven't used it before, a quick tutorial. Consider this a news story/user's manual; a newsual. For help, NPR called on Michael Itzkowitz, the Scorecard's former director who managed its launch in 2013 and its 2015 revamp.\u003c/p>\n\u003ch3>Let's start (where else?) \u003ca href=\"https://collegescorecard.ed.gov/\">on the home page\u003c/a>\u003c/h3>\n\u003cp>The Scorecard is like a shopping mall: It has many doors. Maybe the easiest to use is the \"Search\" button in the upper right corner. Click it, and \u003ca href=\"https://collegescorecard.ed.gov/search?page=0&sort=median_earnings:desc&toggle=institutions\">you'll see a massive list\u003c/a> of every school with students who receive federal student aid.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_searchpage_custom-25cd5d75b9400069ef7ae9379a3b7a5be05ade4a-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"1656\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>These schools are now, by default, ordered according to the median earnings of students 10 years after they enrolled – not just graduates, but \u003cem>all\u003c/em> former students who received federal aid.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's a fascinating Polaroid of what the U.S. economy values – a whorl of highly-selective heavy-hitters that specialize in engineering and computer science (\u003ca href=\"https://collegescorecard.ed.gov/school/?166683-Massachusetts-Institute-of-Technology\">MIT\u003c/a>, \u003ca href=\"https://collegescorecard.ed.gov/school/?115409-Harvey-Mudd-College\">Harvey Mudd\u003c/a>), and less-selective programs for in-demand healthcare jobs like nursing (\u003ca href=\"https://collegescorecard.ed.gov/school/?166656-MCPHS-University\">MCPHS University\u003c/a>).\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_earnings_custom-da04c1a5d2d893935ba72c1e34424c552ccf2483-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"753\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>It's a good reminder about the sometimes-overlooked fields of study that give students the most bang for their buck – something Itzkowitz, now a senior fellow at Third Way, \u003ca href=\"https://www.thirdway.org/report/which-college-programs-give-students-the-best-bang-for-their-buck\">has crunched the numbers on.\u003c/a>\u003c/p>\n\u003ch3>How to compare colleges near you\u003c/h3>\n\u003cp>While some students may want to use the Scorecard to do nationwide searches, Itzkowitz says, \"Most students look for a college closer to their home.\"\u003c/p>\n\u003cp>Let's do that.\u003c/p>\n\u003cp>In the white column along the left, there's a function to search by \"Location\" – you can either select \"Near Me,\" type in your zip code or simply look statewide. For this search, we used Itzkowitz's Florida zip code, then expanded the search to include all schools within 50 miles. Also, be sure to check the kind of degree you're hoping for. We checked bachelor's and... \u003ca href=\"https://collegescorecard.ed.gov/search/?zip=33071&distance=50&cip4_degree=b&page=0&sort=median_earnings:desc&toggle=institutions\">voilà\u003c/a>!\u003c/p>\n\u003cp>Thirty-nine colleges and universities show up, and you can immediately see their graduation rates, average annual costs and, again, the median earnings of former students.\u003c/p>\n\u003cp>\u003ca href=\"https://collegescorecard.ed.gov/school/?485272-West-Coast-University-Miami\">West Coast University-Miami\u003c/a> is first in line because its students' median earnings hit a whopping $97,371(another nursing-focused school).\u003c/p>\n\u003cp>Now check out the second school on the list, \u003ca href=\"https://collegescorecard.ed.gov/school/?135726-University-of-Miami\">University of Miami\u003c/a>.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1544px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard-miami_custom-4282c7e2f2d1059a450f13eb1f6ebf49a17dc73d-s1600-c85.webp\" alt=\"\" width=\"1544\" height=\"1866\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>83% of students graduate within eight years of enrolling, which is considerably better than the midpoint for four-year schools, 56%. Median earnings are also well above the midpoint.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 934px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard-miami-earnings_custom-475eaeb88986da6eac63055dffa924e08d53b5bb-s1600-c85.webp\" alt=\"\" width=\"934\" height=\"466\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>But the annual cost is more than \u003cem>twice\u003c/em> what you might expect to pay at other four-year schools.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1532px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_miamicost_custom-58a4eeb61eaddbc3adab22c3d56932baf62f15f0-s1600-c85.webp\" alt=\"\" width=\"1532\" height=\"785\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Now scroll down to the University of Miami's \"Fields of Study\" section, and click to expand it.\u003c/p>\n\u003cp>You can see the school offers 93 undergraduate fields of study, of which nursing and finance are the largest. But if you sort by \"Highest Earnings,\" computer science and mechanical engineering win out. This snapshot of program-level earnings \u003ca href=\"https://www.reviewjournal.com/news/politics-and-government/betsy-devos-touts-new-college-scorecard-in-henderson-1905967/\">was added by the Trump administration\u003c/a>.\u003c/p>\n\u003cp>Keep heading south now and click on \"Costs.\"\u003c/p>\n\u003cp>Here the Scorecard lays out what you might expect to pay, depending on your family income. At the University of Miami, families earning $0 - $30,000 still face a pretty steep price tag: $42,611.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard-miami-costss_custom-306339dccd81134433a06f91aaa24f7ab78607e3-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"965\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Under \"Graduation & Retention,\" you'll find a handful of useful stats, including a new function, \"Show Pell Grant Recipients Only,\" that offers a clearer sense of a school's commitment to helping low-income students finish their degrees. The University of Miami's Pell-only graduation rate drops slightly, to 78%, but that's still well above the 56% midpoint for four-year schools.\u003c/p>\n\u003ch3>How to find an affordable school that offers a good return on investment\u003c/h3>\n\u003cp>In new research, Itzkowitz \u003ca href=\"https://www.thirdway.org/report/out-with-the-old-in-with-the-new-rating-higher-ed-by-economic-mobility\">highlights 10 schools\u003c/a> that are true engines of economic mobility: They enroll the highest proportion of students from low- and moderate-income backgrounds and \"provide them with a strong return on their educational investment.\" Six of the top 10 are in the California State University system. At the top: \u003ca href=\"https://collegescorecard.ed.gov/school/?110592-California-State-University-Los-Angeles\">California State University-Los Angeles\u003c/a>.\u003c/p>\n\u003cp>According to the Scorecard, that school's average annual cost is a miniscule $2,768, its median earnings top the midpoint and its graduation rate holds steady at 68% for all students, as well as just Pell Grant recipients.\u003c/p>\n\u003cp>While we're here, let's scroll down to the \"Financial Aid & Debt\" section:\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1530px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/screenshot_aid-losangeles_custom-662d3831fdb19e4cce40b3ecb55ff3f71ad08565-s1600-c85.webp\" alt=\"\" width=\"1530\" height=\"1231\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>One sign of a reasonably priced school is that a relatively small portion of students have to take out federal student loans. At Cal State L.A., just 17% of full-time undergrads had to borrow, and graduates tend to leave with $13,219 in federal student loan debt. Itzkowitz found that the school's low-income students, though, generally leave with far less debt and are able to recoup their modest costs within just a year.\u003c/p>\n\u003cp>You'll find one more fascinating statistic a little further down, under \"Typical Earnings.\" It's the percentage of a school's former students, six years after they enrolled, who are earning more than the typical high school graduate. Here, the rate's solid: 69%.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1526px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_earnings-losangeles_custom-b62e76b7344d18e8b48c4e968ae5a434e4915518-s1600-c85.webp\" alt=\"\" width=\"1526\" height=\"1303\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>For a point of comparison, Itzkowitz looked up a Florida-based private, for-profit chain called Florida Career College. We clicked on the \u003ca href=\"https://collegescorecard.ed.gov/school/?487445-Florida-Career-College-Boynton-Beach\">Boynton Beach campus page\u003c/a> in the Scorecard.\u003c/p>\n\u003cp>Among certificate schools, its average annual cost is about $12,000\u003cem> above\u003c/em> the midpoint.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 978px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_boynton-cost_custom-dd4eaeceab2ef9f08a0f2b2cc4208fe7c534afd1-s1600-c85.webp\" alt=\"\" width=\"978\" height=\"459\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>It's possible the certificate is worth that premium. Let's scroll down to \"Typical Earnings.\"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard-boyntonbeach-earnings_custom-2ac1dc180b1d429641c0dcc1f824113bc3d3440c-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"1376\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Earnings here are below the midpoint, and just 31% of former students (who received federal aid) earn more than a typical high school grad six years after enrolling. That's concerning.\u003c/p>\n\u003cp>A \u003ca href=\"https://cew.georgetown.edu/cew-reports/roi2022/\">new analysis of the Scorecard\u003c/a> by Georgetown University's Center on Education and the Workforce found that, at 30% of postsecondary schools, \"more than half of their students 10 years after enrollment are earning less than a high school graduate.\"\u003c/p>\n\u003cp>When asked to explain Florida Career College's poor performance compared to typical high school graduates, a school spokesperson questioned the federal data, calling it \"blatantly misleading.\" They noted that the Education Department \u003ca href=\"https://collegescorecard.ed.gov/assets/InstitutionDataDocumentation.pdf\">includes a caveat \u003c/a>about the Scorecard's earnings data, which says, \"This comparison group of self-identified high school graduates should be viewed with caution.\"\u003c/p>\n\u003cp>The department says some of the high school graduates in this statistic may have completed apprenticeships and/or industry certifications that could increase pay. Similarly, some high school grads may have much more work experience than recent college students.\u003c/p>\n\u003cp>In short, the Scorecard is most useful – and accurate – as a collection of numbers that, in aggregate, create an impression of a school's strengths and weaknesses.\u003c/p>\n\u003cp>It's risky leaning too heavily on just one or two data points.\u003c/p>\n\u003ch3>New admissions test policies made it into the update\u003c/h3>\n\u003cp>One last nugget – something the department just added: Check out the page for \u003ca href=\"https://collegescorecard.ed.gov/school/?160977-Bates-College\">Bates College\u003c/a>, a highly-selective four-year school in Maine.\u003c/p>\n\u003cp>At the bottom, click on \"Test Scores & Acceptance.\" There you'll find Bates' acceptance rate, 12%, and new language about what admissions tests the school does (or does not) require:\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/02/16/scorecard_bates-testing_custom-98749cb17de761ab23b2049c7e48ba790d6584c3-s1600-c85.webp\" alt=\"\" width=\"1600\" height=\"589\">\u003cfigcaption class=\"wp-caption-text\">Department of Education College Scorecard/Screenshot by NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And that's just skimming the surface of the College Scorecard. Now it's your turn.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+to+find+an+affordable+college%3F+There%27s+a+website+for+that&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "We struggle to measure quality child care — and even more to fund it",
"title": "We struggle to measure quality child care — and even more to fund it",
"headTitle": "ASSESSMENT | MindShift | KQED News",
"content": "\u003cp>When Sasha Shunk first opened a child care center in her Maine home nearly 20 years ago, she knew she would have to stand out among the nearly 3,000 other home-based child care providers operating in the state at the time.\u003c/p>\n\u003cp>“I always knew there were other child care providers a road away or the street down from me,” said Shunk, who cares for 12 children at $325 a week, each, and has about 40 more children on a waitlist. “I looked for training, I sought out ways to differentiate myself.”\u003c/p>\n\u003cp>Over the years, she has earned a master’s degree in early childhood education. She’s earned accreditation from the National Association for Family Child Care, an organization in which she is now involved as a state representative. She revamped her program to offer an extensive outdoor classroom. And her center has reached the highest level of quality in Maine’s quality rating and improvement system, or QRIS, a voluntary program that is meant to encourage child care providers to meet high standards and, not incidentally, provide parents a way to find programs that are exceeding the state’s basic licensing requirements.\u003c/p>\n\u003cp>But the family child care landscape has changed in Maine over the years. There are fewer than 800 care providers in the state now, Shunk said, and with the intense need for child care, those few don’t have any problem attracting clients. Shunk said the dwindling competition has made it harder for parents to find care, and has removed an incentive for providers to pursue quality.\u003c/p>\n\u003cp>Shunk says more providers must be brought into the industry and given the resources and incentives to improve. That takes time, but is a worthwhile policy goal, she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When you’re entry-level, you are prioritizing the health and safety of the children, but there are different components that you can build upon,” Shunk said. “Just because a program is a level one doesn’t mean you shouldn’t send your child there,” she said, referring to the first step on her state’s child care ranking system. But hopefully, entry-level providers can develop plans to continue their growth, she said.\u003c/p>\n\u003cfigure id=\"attachment_59035\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS4-and-FEAT-scaled-e1643874495235.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Sasha Shunk spends story time with the children in her home-based child care program in Portland, Maine. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. The Biden administration’s signature domestic bill, Build Back Better, was the latest attempt by the federal government to increase both the number of child care providers and to ensure those providers offer safe and nurturing environments. But the bill was benched indefinitely in late December, when Sen. Joe Manchin, a Democrat from West Virginia, raised concerns about the overall cost of the legislation.\u003c/p>\n\u003cp>Now, child care advocates hope the fractures exposed by the pandemic will focus public attention on creating some kind of government support for improving a child care system that is currently on the ropes.\u003c/p>\n\u003cp>“What we have is breaking us,” said Mary Beth Testa, a policy consultant with the National Association for Family Child Care. “Leaving things as they are is not the answer.”\u003c/p>\n\u003cp>Testa’s organization had been particularly enthusiastic about provisions in the bill that would have greatly expanded the number of children eligible for child care subsidies, and that would have required states to base those subsidies on the cost of providing high-quality care. Currently, most states link subsidies to the market rate of child care in a given community, but the market rate can be much lower than the actual cost of a high-quality program.\u003c/p>\n\u003cp>An increase in funding is necessary because quality improvement efforts have long been grossly underfunded, said Susan Hibbard, the executive director of the BUILD Initiative, a national organization that helps states create systems to measure child care quality. Without sufficient funds, some programs have not been able to survive. For example, in 2017 Mississippi \u003ca href=\"https://hechingerreport.org/mississippi-defies-national-trend-decreases-scrutiny-early-child-care-quality/\">discontinued its QRIS program\u003c/a>, citing financial reasons. State QRIS can often end up funneling limited resources to child care programs that are already doing well, Hibbard said, rather than investing in programs that need support to improve.\u003c/p>\n\u003cp>“You do want to give the three-star centers enough money to be able to maintain their quality,” Hibbard said, referring to centers that meet state measures of high quality. “But you also need to have something for all the smaller programs. That’s more important, and that needs to be the first thought.”\u003c/p>\n\u003cfigure id=\"attachment_59038\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59038\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS3-scaled-e1643874264733.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Children work on an art project at Sasha Shunk’s daycare in Portland, Maine. Shunk is licensed to care for 12 children and has about 40 more on a waitlist. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some states are still energized around the issue of how to appropriately measure and motivate high-quality child care, even without the backing of a bill like Build Back Better, said Terri Sabol, an assistant professor of human development and social policy at Northwestern University. “We see states that even without federal funding seem to want to invest in this,” said Sabol, who studies the factors that lead to healthy child development. “Yes, it would be awesome if there were this federal system that supported it, but absent that there’s great appetite for figuring out how to measure quality.”\u003c/p>\n\u003cp>And yet, quality has proven incredibly challenging to measure in a sector that includes everything from a single provider caring for a few children in her home to for-profit entities with dozens of employees. It’s also difficult to nudge providers who are already operating on razor-thin margins to make extensive — and sometimes expensive — changes in their operations. One incentive used in some states is to give a larger child care subsidy to higher-rated centers. But not all providers take public dollars.\u003c/p>\n\u003cp>“It was very hard for centers to be responsive to any pressures to improve without any resources to put into it,” said Daphna Bassok, an associate professor of education and public policy at the University of Virginia, and a researcher in child care quality measurements.\u003c/p>\n\u003cp>“There’s a massive amount of instability in child care right now,” Bassok said. The focus from providers is “on a very baseline level of quality — how do I get enough teachers in this classroom every day?”\u003c/p>\n\u003cfigure id=\"attachment_59036\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59036\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS-6-e1643874480427.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">A child care classroom in Jackson, Mississippi. Mississippi ended its quality rating and improvement system in 2017, citing costs. Early childhood advocates say that more money is needed to give providers an incentive to make quality improvements. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>State and federal government have tried many ways to incentivize quality. What child care advocates liked about Build Back Better is that it included generous federal incentives to increase the number of providers, encourage providers to make quality improvements, and pay for center renovations and repairs.\u003c/p>\n\u003cp>The bill also would have required that child care workers be paid enough to \u003ca href=\"https://hechingerreport.org/its-unconscionable-we-depend-on-child-care-workers-to-provide-high-quality-care-to-our-children-but-many-of-those-workers-cant-afford-food-and-rent/\">lift them above the federal poverty line\u003c/a>. Child care workers earn less than $14 an hour, on average.\u003c/p>\n\u003cp>But Build Back Better did not require states to start from scratch when it came to measuring child care quality. States were expected to build on the framework that most of them already have, the QRIS. Nearly every state has a quality system, such as “Great Start to Quality” in Michigan, “Capital Quality” in the District of Columbia, Texas’ eponymous “Texas Rising Star” system, and the “Quality for ME” program in Maine, in which Shunk participates.\u003c/p>\n\u003cp>Many QRIS frameworks measure quality by combining scores on several different measures, such as teacher-child interactions, staff training, teacher-student ratios and family involvement. The framework then boils all those measures down into a simple four- or five-point scale. A center that meets minimum standards would earn a 1. A 4 or 5 rating indicates a top provider.\u003c/p>\n\u003cp>But research has found that while there might be notable differences between a minimally qualified provider and one of the best, it was hard to see meaningful distinctions between centers in the middle — those that might receive a 2 or 3 on a 5-point scale. A \u003ca href=\"http://osu-wams-blogs-uploads.s3.amazonaws.com/blogs.dir/2524/files/2016/01/QRISStudy1report_FINAL_noappendices_FINAL.pdf\">2017 study of Oregon’s QRIS\u003c/a> — which has since been revamped — reported that even though providers were ranked on a 5-star scale, there was no difference in observed quality “between programs rated 1 vs 2, or between programs rated 3 vs 4 or 5, or between programs rated 5 vs those rated 3 or 4.”\u003c/p>\n\u003cp>A bigger problem arose as researchers started to look even more closely at child outcomes. The provider ratings based on these composite scores weren’t predicting how well a child was prepared for school.\u003c/p>\n\u003cp>In 2013, Sabol was the lead author on \u003ca href=\"https://psycnet.apa.org/record/2014-01201-001\">one of the first research papers\u003c/a> to raise concerns about rating systems that attempted to boil several measures down to one score. A single measure — teacher-child interactions — was more predictive of good child outcomes than the composite scores.\u003c/p>\n\u003cp>More studies followed, with similar results. \u003ca href=\"https://files.eric.ed.gov/fulltext/ED594510.pdf\">A 2019 report\u003c/a>, prepared at the request of the U.S. Department of Education, looked at nine states that had conducted their own research on how they were measuring child care quality. That report also found that children who attended higher-rated programs did not have better developmental outcomes than those who attended lower-rated ones.\u003c/p>\n\u003cp>Measuring quality is still essential, Sabol said. But, she added, “those findings really highlighted the need for a more slimmed-down approach that really focuses on the key elements of quality that matter for the development of young children” — how providers teach, talk with and play with the children in their care.\u003c/p>\n\u003cp>States are responding to the research, in some cases by revising their child care rating systems to focus even more closely on the interactions between adults and children. Louisiana, for example, invested in a mandatory rating system that requires observers to rate teacher-child interactions in every early childhood classroom. \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/20/the-value-of-systemwide-high-quality-data-in-early-childhood-education/\">Bassok’s research\u003c/a> shows that, over time, those interactions have improved.\u003c/p>\n\u003cfigure id=\"attachment_59039\" class=\"wp-caption alignnone\" style=\"max-width: 1512px\">\u003cimg class=\"size-full wp-image-59039\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2.jpg\" alt=\"\" width=\"1512\" height=\"2016\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2.jpg 1512w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-1152x1536.jpg 1152w\" sizes=\"(max-width: 1512px) 100vw, 1512px\">\u003cfigcaption class=\"wp-caption-text\">Sasha Shunk works with some of the children in her home-based child care program before the coronavirus pandemic. Families in her state have fewer options for providers than they did when she entered the child care profession nearly 20 years ago. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Investing in teacher training, however, is difficult in a field where \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373720985340\">educators may stay just a year or so\u003c/a> before moving on. To help address this problem, Bassok is working on a program in Virginia that gives early childhood teachers $1,500 to $2,000 to stay with their employer for a year. The stipend has helped cut teacher turnover.\u003c/p>\n\u003cp>Sabol said the next generation of ratings systems should try to include even more nuanced measures of the elements that are known to affect young children. For example, ratings focus on an overall score for a center, but individual classrooms at the center could differ considerably. Even within a given classroom, children’s experiences could vary.\u003c/p>\n\u003cp>“Our work is showing there is just as much variation in kids’ classroom experiences between classrooms as there is between centers,” Sabol said. “We really need to be able to characterize classrooms accurately and not assume kids are having the same experience.”\u003c/p>\n\u003cp>If a massive federal investment in early childhood education does not make it out of Congress, expanding high-quality child care still has to be a priority, Shunk said.\u003c/p>\n\u003cp>“Clearly, [Build Back Better] is not going to pass the way we had originally hoped it was going to pass, but I am hopeful,” she said. “I can understand the cost being a concern, but that’s still some short-term thinking. We really have to look long-term to make this a sustainable early childhood system so that parents can be working and children are in quality environments from a young age.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/we-struggle-to-measure-quality-child-care-and-even-more-to-fund-it/\">QRIS\u003c/a> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. Even with the Build Back Better federal infrastructure bill on hold, advocates hope policymakers will maintain a focus on child care quality, in part through better QRIS — quality rating and improvement systems.",
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"description": "The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. Even with the Build Back Better federal infrastructure bill on hold, advocates hope policymakers will maintain a focus on child care quality, in part through better QRIS — quality rating and improvement systems.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Sasha Shunk first opened a child care center in her Maine home nearly 20 years ago, she knew she would have to stand out among the nearly 3,000 other home-based child care providers operating in the state at the time.\u003c/p>\n\u003cp>“I always knew there were other child care providers a road away or the street down from me,” said Shunk, who cares for 12 children at $325 a week, each, and has about 40 more children on a waitlist. “I looked for training, I sought out ways to differentiate myself.”\u003c/p>\n\u003cp>Over the years, she has earned a master’s degree in early childhood education. She’s earned accreditation from the National Association for Family Child Care, an organization in which she is now involved as a state representative. She revamped her program to offer an extensive outdoor classroom. And her center has reached the highest level of quality in Maine’s quality rating and improvement system, or QRIS, a voluntary program that is meant to encourage child care providers to meet high standards and, not incidentally, provide parents a way to find programs that are exceeding the state’s basic licensing requirements.\u003c/p>\n\u003cp>But the family child care landscape has changed in Maine over the years. There are fewer than 800 care providers in the state now, Shunk said, and with the intense need for child care, those few don’t have any problem attracting clients. Shunk said the dwindling competition has made it harder for parents to find care, and has removed an incentive for providers to pursue quality.\u003c/p>\n\u003cp>Shunk says more providers must be brought into the industry and given the resources and incentives to improve. That takes time, but is a worthwhile policy goal, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you’re entry-level, you are prioritizing the health and safety of the children, but there are different components that you can build upon,” Shunk said. “Just because a program is a level one doesn’t mean you shouldn’t send your child there,” she said, referring to the first step on her state’s child care ranking system. But hopefully, entry-level providers can develop plans to continue their growth, she said.\u003c/p>\n\u003cfigure id=\"attachment_59035\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS4-and-FEAT-scaled-e1643874495235.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Sasha Shunk spends story time with the children in her home-based child care program in Portland, Maine. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The need for increased child care access and quality have never been more important, and the child care industry has never been more fragile. The Biden administration’s signature domestic bill, Build Back Better, was the latest attempt by the federal government to increase both the number of child care providers and to ensure those providers offer safe and nurturing environments. But the bill was benched indefinitely in late December, when Sen. Joe Manchin, a Democrat from West Virginia, raised concerns about the overall cost of the legislation.\u003c/p>\n\u003cp>Now, child care advocates hope the fractures exposed by the pandemic will focus public attention on creating some kind of government support for improving a child care system that is currently on the ropes.\u003c/p>\n\u003cp>“What we have is breaking us,” said Mary Beth Testa, a policy consultant with the National Association for Family Child Care. “Leaving things as they are is not the answer.”\u003c/p>\n\u003cp>Testa’s organization had been particularly enthusiastic about provisions in the bill that would have greatly expanded the number of children eligible for child care subsidies, and that would have required states to base those subsidies on the cost of providing high-quality care. Currently, most states link subsidies to the market rate of child care in a given community, but the market rate can be much lower than the actual cost of a high-quality program.\u003c/p>\n\u003cp>An increase in funding is necessary because quality improvement efforts have long been grossly underfunded, said Susan Hibbard, the executive director of the BUILD Initiative, a national organization that helps states create systems to measure child care quality. Without sufficient funds, some programs have not been able to survive. For example, in 2017 Mississippi \u003ca href=\"https://hechingerreport.org/mississippi-defies-national-trend-decreases-scrutiny-early-child-care-quality/\">discontinued its QRIS program\u003c/a>, citing financial reasons. State QRIS can often end up funneling limited resources to child care programs that are already doing well, Hibbard said, rather than investing in programs that need support to improve.\u003c/p>\n\u003cp>“You do want to give the three-star centers enough money to be able to maintain their quality,” Hibbard said, referring to centers that meet state measures of high quality. “But you also need to have something for all the smaller programs. That’s more important, and that needs to be the first thought.”\u003c/p>\n\u003cfigure id=\"attachment_59038\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59038\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS3-scaled-e1643874264733.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Children work on an art project at Sasha Shunk’s daycare in Portland, Maine. Shunk is licensed to care for 12 children and has about 40 more on a waitlist. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some states are still energized around the issue of how to appropriately measure and motivate high-quality child care, even without the backing of a bill like Build Back Better, said Terri Sabol, an assistant professor of human development and social policy at Northwestern University. “We see states that even without federal funding seem to want to invest in this,” said Sabol, who studies the factors that lead to healthy child development. “Yes, it would be awesome if there were this federal system that supported it, but absent that there’s great appetite for figuring out how to measure quality.”\u003c/p>\n\u003cp>And yet, quality has proven incredibly challenging to measure in a sector that includes everything from a single provider caring for a few children in her home to for-profit entities with dozens of employees. It’s also difficult to nudge providers who are already operating on razor-thin margins to make extensive — and sometimes expensive — changes in their operations. One incentive used in some states is to give a larger child care subsidy to higher-rated centers. But not all providers take public dollars.\u003c/p>\n\u003cp>“It was very hard for centers to be responsive to any pressures to improve without any resources to put into it,” said Daphna Bassok, an associate professor of education and public policy at the University of Virginia, and a researcher in child care quality measurements.\u003c/p>\n\u003cp>“There’s a massive amount of instability in child care right now,” Bassok said. The focus from providers is “on a very baseline level of quality — how do I get enough teachers in this classroom every day?”\u003c/p>\n\u003cfigure id=\"attachment_59036\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59036\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS-6-e1643874480427.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">A child care classroom in Jackson, Mississippi. Mississippi ended its quality rating and improvement system in 2017, citing costs. Early childhood advocates say that more money is needed to give providers an incentive to make quality improvements. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>State and federal government have tried many ways to incentivize quality. What child care advocates liked about Build Back Better is that it included generous federal incentives to increase the number of providers, encourage providers to make quality improvements, and pay for center renovations and repairs.\u003c/p>\n\u003cp>The bill also would have required that child care workers be paid enough to \u003ca href=\"https://hechingerreport.org/its-unconscionable-we-depend-on-child-care-workers-to-provide-high-quality-care-to-our-children-but-many-of-those-workers-cant-afford-food-and-rent/\">lift them above the federal poverty line\u003c/a>. Child care workers earn less than $14 an hour, on average.\u003c/p>\n\u003cp>But Build Back Better did not require states to start from scratch when it came to measuring child care quality. States were expected to build on the framework that most of them already have, the QRIS. Nearly every state has a quality system, such as “Great Start to Quality” in Michigan, “Capital Quality” in the District of Columbia, Texas’ eponymous “Texas Rising Star” system, and the “Quality for ME” program in Maine, in which Shunk participates.\u003c/p>\n\u003cp>Many QRIS frameworks measure quality by combining scores on several different measures, such as teacher-child interactions, staff training, teacher-student ratios and family involvement. The framework then boils all those measures down into a simple four- or five-point scale. A center that meets minimum standards would earn a 1. A 4 or 5 rating indicates a top provider.\u003c/p>\n\u003cp>But research has found that while there might be notable differences between a minimally qualified provider and one of the best, it was hard to see meaningful distinctions between centers in the middle — those that might receive a 2 or 3 on a 5-point scale. A \u003ca href=\"http://osu-wams-blogs-uploads.s3.amazonaws.com/blogs.dir/2524/files/2016/01/QRISStudy1report_FINAL_noappendices_FINAL.pdf\">2017 study of Oregon’s QRIS\u003c/a> — which has since been revamped — reported that even though providers were ranked on a 5-star scale, there was no difference in observed quality “between programs rated 1 vs 2, or between programs rated 3 vs 4 or 5, or between programs rated 5 vs those rated 3 or 4.”\u003c/p>\n\u003cp>A bigger problem arose as researchers started to look even more closely at child outcomes. The provider ratings based on these composite scores weren’t predicting how well a child was prepared for school.\u003c/p>\n\u003cp>In 2013, Sabol was the lead author on \u003ca href=\"https://psycnet.apa.org/record/2014-01201-001\">one of the first research papers\u003c/a> to raise concerns about rating systems that attempted to boil several measures down to one score. A single measure — teacher-child interactions — was more predictive of good child outcomes than the composite scores.\u003c/p>\n\u003cp>More studies followed, with similar results. \u003ca href=\"https://files.eric.ed.gov/fulltext/ED594510.pdf\">A 2019 report\u003c/a>, prepared at the request of the U.S. Department of Education, looked at nine states that had conducted their own research on how they were measuring child care quality. That report also found that children who attended higher-rated programs did not have better developmental outcomes than those who attended lower-rated ones.\u003c/p>\n\u003cp>Measuring quality is still essential, Sabol said. But, she added, “those findings really highlighted the need for a more slimmed-down approach that really focuses on the key elements of quality that matter for the development of young children” — how providers teach, talk with and play with the children in their care.\u003c/p>\n\u003cp>States are responding to the research, in some cases by revising their child care rating systems to focus even more closely on the interactions between adults and children. Louisiana, for example, invested in a mandatory rating system that requires observers to rate teacher-child interactions in every early childhood classroom. \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/20/the-value-of-systemwide-high-quality-data-in-early-childhood-education/\">Bassok’s research\u003c/a> shows that, over time, those interactions have improved.\u003c/p>\n\u003cfigure id=\"attachment_59039\" class=\"wp-caption alignnone\" style=\"max-width: 1512px\">\u003cimg class=\"size-full wp-image-59039\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2.jpg\" alt=\"\" width=\"1512\" height=\"2016\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2.jpg 1512w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Samuels-QRIS2-1152x1536.jpg 1152w\" sizes=\"(max-width: 1512px) 100vw, 1512px\">\u003cfigcaption class=\"wp-caption-text\">Sasha Shunk works with some of the children in her home-based child care program before the coronavirus pandemic. Families in her state have fewer options for providers than they did when she entered the child care profession nearly 20 years ago. \u003ccite>(Courtesy Sasha Shunk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Investing in teacher training, however, is difficult in a field where \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373720985340\">educators may stay just a year or so\u003c/a> before moving on. To help address this problem, Bassok is working on a program in Virginia that gives early childhood teachers $1,500 to $2,000 to stay with their employer for a year. The stipend has helped cut teacher turnover.\u003c/p>\n\u003cp>Sabol said the next generation of ratings systems should try to include even more nuanced measures of the elements that are known to affect young children. For example, ratings focus on an overall score for a center, but individual classrooms at the center could differ considerably. Even within a given classroom, children’s experiences could vary.\u003c/p>\n\u003cp>“Our work is showing there is just as much variation in kids’ classroom experiences between classrooms as there is between centers,” Sabol said. “We really need to be able to characterize classrooms accurately and not assume kids are having the same experience.”\u003c/p>\n\u003cp>If a massive federal investment in early childhood education does not make it out of Congress, expanding high-quality child care still has to be a priority, Shunk said.\u003c/p>\n\u003cp>“Clearly, [Build Back Better] is not going to pass the way we had originally hoped it was going to pass, but I am hopeful,” she said. “I can understand the cost being a concern, but that’s still some short-term thinking. We really have to look long-term to make this a sustainable early childhood system so that parents can be working and children are in quality environments from a young age.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/we-struggle-to-measure-quality-child-care-and-even-more-to-fund-it/\">QRIS\u003c/a> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The SAT, a college admissions exam long associated with paper and pencil, will soon go all-digital.\u003c/p>\n\u003cp>Starting in 2023 for international students and in 2024 in the U.S., the new digital SAT will shrink from three hours to two, include shorter reading passages and allow students to use a calculator on the math section.\u003c/p>\n\u003cp>Testing will still take place at a test center or at a school, but students will be able to choose between using their own devices — including a tablet or a laptop — or the schools' devices.\u003c/p>\n\u003cp>\"The digital SAT will be easier to take, easier to give, and more relevant,\" said Priscilla Rodriguez of the College Board, the organization behind the test.\u003c/p>\n\u003cp>\"With input from educators and students, we are adapting to ensure we continue to meet their evolving needs.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The College Board \u003ca href=\"https://www.nytimes.com/2020/06/02/us/at-home-sat-coronavirus.html\">previously scrapped\u003c/a> plans to offer an at-home digital test because of concern about students being able to access three hours of uninterrupted internet and power. Student broadband access has been \u003ca href=\"https://www.npr.org/2021/11/15/1053917252/infrastructure-bill-broadband-internet-rural-college-students\">a constant struggle\u003c/a> throughout the pandemic, especially in rural and low-income areas. The new SAT will be designed to autosave, so students won't lose work or time while they reconnect.\u003c/p>\n\u003cp>All this comes as the relevance of the SAT and ACT, another college entrance exam, is being called into question in the college admissions process. More than 1,800 U.S. colleges are not requiring a test score for students applying to enroll in fall 2022, \u003ca href=\"https://www.fairtest.org/more-1815-schools-do-not-require-actsat-scores-cur\">according to\u003c/a> the National Center for Fair & Open Testing. At least 1,400 of those schools have extended their test policies through at least the fall of 2023. The University of California system, one of the largest in the nation, \u003ca href=\"https://www.latimes.com/california/story/2021-11-18/uc-slams-door-on-sat-and-all-standardized-admissions-tests\">permanently removed the tests from its admissions process\u003c/a> in November, after a drawn-out debate and \u003ca href=\"https://www.npr.org/2019/12/10/786257347/lawsuit-claims-sat-and-act-are-illegal-in-california-admissions\">a lawsuit\u003c/a>.\u003c/p>\n\u003cp>Still, the SAT and ACT are deeply ingrained in the American high school experience. More than a dozen states \u003ca href=\"https://prepmaven.com/blog/test-prep/states-require-sat-act/\">require one of the exams to graduate\u003c/a>, and before the pandemic 10 states and Washington, D.C., had contracts with the College Board to \u003ca href=\"https://reports.collegeboard.org/archive/sat-suite-program-results/2019/benefits-sat-school-day#:~:text=SAT%20School%20Day%20can%20be,at%20no%20cost%20to%20students.\">offer the test during the school day for free to their students\u003c/a>.\u003c/p>\n\u003cp>With the college admissions process \u003ca href=\"https://www.chronicle.com/article/3-things-to-know-about-the-latest-high-profile-admissions-lawsuit\">grabbing\u003c/a> \u003ca href=\"https://www.npr.org/2021/10/08/1044510811/varsity-blues-conviction-college-admissions-scandal\">headlines\u003c/a>, and the Supreme Court \u003ca href=\"https://www.npr.org/2022/01/24/1003049852/supreme-court-adds-affirmative-action-to-its-potential-hit-list\">agreeing to revisit the use of affirmative action in admissions\u003c/a>, the College Board maintains that the SAT plays \"a vital role in holistic admissions.\"\u003c/p>\n\u003cp>And despite many colleges making the test optional, \u003ca href=\"https://www.chronicle.com/article/the-will-to-test-in-a-test-optional-era\">some students\u003c/a> \u003ca href=\"https://www.npr.org/2020/06/12/875367144/colleges-are-backing-off-sat-act-scores-but-the-exams-will-be-hard-to-shake\">see value\u003c/a> in it.\u003c/p>\n\u003cp>\"[The test] definitely doesn't offer the full profile of who a student is, it's not like the missing piece,\" explains Kirsten Amematsro, a junior at Potomac High School in Dumfries, Va. \"But it can make your application better. It just kind of speaks to what you can accomplish in your testing ability.\"\u003c/p>\n\u003cp>Amematsro first started thinking about her path to college — and taking the SAT — back in sixth grade. When she got to high school, her mom bought her a poster of a college readiness to-do list that hangs in her bedroom.\u003c/p>\n\u003cp>\"I know that it's going to be a vital part when I apply [to college],\" she says. She thinks with so many colleges going test-optional, having a good SAT will be \"a cherry on top\" of her application.\u003c/p>\n\u003cp>Last fall, Amematsro took a pilot version of the new digital SAT.\u003c/p>\n\u003cp>\"It felt more streamlined,\" she says. \"It's just not as easy for me, honestly, to focus on the paper as it was the computer.\"\u003c/p>\n\u003cp>She used her own laptop to take it, which felt comfortable and familiar.\u003c/p>\n\u003cp>\"I just feel like it's easier for our generation because we're so used to using technology.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Before this new digital format, the SAT had already gone through several changes. In 2014, the College Board \u003ca href=\"https://www.nytimes.com/2014/03/06/education/major-changes-in-sat-announced-by-college-board.html\">revealed\u003c/a> it would drop its penalty-for-wrong-answers policy, make the essay portion optional and remove the obscure vocabulary section. And in early 2021, the organization \u003ca href=\"https://www.npr.org/2021/01/19/958329475/sat-discontinues-subject-tests-and-optional-essay\">announced it would discontinue\u003c/a> the optional essay component of the SAT, as well as the subject tests in U.S. history, languages and math, among other topics.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Starting+in+2024%2C+U.S.+students+will+take+the+SAT+entirely+online&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The SAT, a college admissions exam long associated with paper and pencil, will soon go all-digital.\u003c/p>\n\u003cp>Starting in 2023 for international students and in 2024 in the U.S., the new digital SAT will shrink from three hours to two, include shorter reading passages and allow students to use a calculator on the math section.\u003c/p>\n\u003cp>Testing will still take place at a test center or at a school, but students will be able to choose between using their own devices — including a tablet or a laptop — or the schools' devices.\u003c/p>\n\u003cp>\"The digital SAT will be easier to take, easier to give, and more relevant,\" said Priscilla Rodriguez of the College Board, the organization behind the test.\u003c/p>\n\u003cp>\"With input from educators and students, we are adapting to ensure we continue to meet their evolving needs.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The College Board \u003ca href=\"https://www.nytimes.com/2020/06/02/us/at-home-sat-coronavirus.html\">previously scrapped\u003c/a> plans to offer an at-home digital test because of concern about students being able to access three hours of uninterrupted internet and power. Student broadband access has been \u003ca href=\"https://www.npr.org/2021/11/15/1053917252/infrastructure-bill-broadband-internet-rural-college-students\">a constant struggle\u003c/a> throughout the pandemic, especially in rural and low-income areas. The new SAT will be designed to autosave, so students won't lose work or time while they reconnect.\u003c/p>\n\u003cp>All this comes as the relevance of the SAT and ACT, another college entrance exam, is being called into question in the college admissions process. More than 1,800 U.S. colleges are not requiring a test score for students applying to enroll in fall 2022, \u003ca href=\"https://www.fairtest.org/more-1815-schools-do-not-require-actsat-scores-cur\">according to\u003c/a> the National Center for Fair & Open Testing. At least 1,400 of those schools have extended their test policies through at least the fall of 2023. The University of California system, one of the largest in the nation, \u003ca href=\"https://www.latimes.com/california/story/2021-11-18/uc-slams-door-on-sat-and-all-standardized-admissions-tests\">permanently removed the tests from its admissions process\u003c/a> in November, after a drawn-out debate and \u003ca href=\"https://www.npr.org/2019/12/10/786257347/lawsuit-claims-sat-and-act-are-illegal-in-california-admissions\">a lawsuit\u003c/a>.\u003c/p>\n\u003cp>Still, the SAT and ACT are deeply ingrained in the American high school experience. More than a dozen states \u003ca href=\"https://prepmaven.com/blog/test-prep/states-require-sat-act/\">require one of the exams to graduate\u003c/a>, and before the pandemic 10 states and Washington, D.C., had contracts with the College Board to \u003ca href=\"https://reports.collegeboard.org/archive/sat-suite-program-results/2019/benefits-sat-school-day#:~:text=SAT%20School%20Day%20can%20be,at%20no%20cost%20to%20students.\">offer the test during the school day for free to their students\u003c/a>.\u003c/p>\n\u003cp>With the college admissions process \u003ca href=\"https://www.chronicle.com/article/3-things-to-know-about-the-latest-high-profile-admissions-lawsuit\">grabbing\u003c/a> \u003ca href=\"https://www.npr.org/2021/10/08/1044510811/varsity-blues-conviction-college-admissions-scandal\">headlines\u003c/a>, and the Supreme Court \u003ca href=\"https://www.npr.org/2022/01/24/1003049852/supreme-court-adds-affirmative-action-to-its-potential-hit-list\">agreeing to revisit the use of affirmative action in admissions\u003c/a>, the College Board maintains that the SAT plays \"a vital role in holistic admissions.\"\u003c/p>\n\u003cp>And despite many colleges making the test optional, \u003ca href=\"https://www.chronicle.com/article/the-will-to-test-in-a-test-optional-era\">some students\u003c/a> \u003ca href=\"https://www.npr.org/2020/06/12/875367144/colleges-are-backing-off-sat-act-scores-but-the-exams-will-be-hard-to-shake\">see value\u003c/a> in it.\u003c/p>\n\u003cp>\"[The test] definitely doesn't offer the full profile of who a student is, it's not like the missing piece,\" explains Kirsten Amematsro, a junior at Potomac High School in Dumfries, Va. \"But it can make your application better. It just kind of speaks to what you can accomplish in your testing ability.\"\u003c/p>\n\u003cp>Amematsro first started thinking about her path to college — and taking the SAT — back in sixth grade. When she got to high school, her mom bought her a poster of a college readiness to-do list that hangs in her bedroom.\u003c/p>\n\u003cp>\"I know that it's going to be a vital part when I apply [to college],\" she says. She thinks with so many colleges going test-optional, having a good SAT will be \"a cherry on top\" of her application.\u003c/p>\n\u003cp>Last fall, Amematsro took a pilot version of the new digital SAT.\u003c/p>\n\u003cp>\"It felt more streamlined,\" she says. \"It's just not as easy for me, honestly, to focus on the paper as it was the computer.\"\u003c/p>\n\u003cp>She used her own laptop to take it, which felt comfortable and familiar.\u003c/p>\n\u003cp>\"I just feel like it's easier for our generation because we're so used to using technology.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Before this new digital format, the SAT had already gone through several changes. In 2014, the College Board \u003ca href=\"https://www.nytimes.com/2014/03/06/education/major-changes-in-sat-announced-by-college-board.html\">revealed\u003c/a> it would drop its penalty-for-wrong-answers policy, make the essay portion optional and remove the obscure vocabulary section. 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"disqusTitle": "New Mexico is pushing to be a 'model' for how race is taught in U.S. schools",
"title": "New Mexico is pushing to be a 'model' for how race is taught in U.S. schools",
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"content": "\u003cp>ALBUQUERQUE (AP) — A proposal to overhaul New Mexico's social studies standards has stirred debate over how race should be taught in schools, with thousands of parents and teachers weighing in on changes that would dramatically increase instruction related to racial and social identity beginning in kindergarten.\u003c/p>\n\u003cp>The revisions in the state are ambitious. New Mexico officials say they hope their standards can be a model for the country of social studies teaching that is culturally responsive, as student populations grow increasingly diverse.\u003c/p>\n\u003cp>As elsewhere, the move toward more open discussion of race has prompted angry rebukes, with some critics blasting it as racist or Marxist. But the responses also provide a window into how others are wrestling with how and when race should be taught to children beyond the polarizing debates over material branded as \"critical race theory.\"\u003c/p>\n\u003cp>The responses have not broken down along racial lines, with Indigenous and Latino parents among those expressing concern in one of the country's least racially segregated states. While debates elsewhere have centered on the teaching of enslavement of Black people, some discussions in New Mexico, which is 49% Hispanic and 11% Native American, have focused on the legacy of Spanish conquistadors.\u003c/p>\n\u003cp>\"We refuse to be categorized as victims or oppressors,\" wrote Michael Franco, a retired Hispanic air traffic controller in Albuquerque who said the standards appeared aimed at categorizing children by race and ethnicity and undercutting the narrative of the American Dream.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The New Mexico Public Education Department's proposed standards are aimed at making civics, history, and geography more inclusive of the state's population so that students feel at home in the curriculum and prepared for a diverse society, according to public statements.\u003c/p>\n\u003cp>\"Our out-of-date standards leave New Mexico students with an incomplete understanding of the complex, multicultural world they live in,\" Public Education Secretary Designate Kurt Steinhaus said. \"It's our duty to provide them with a complete education based on known facts. That's what these proposed standards will do.\"\u003c/p>\n\u003cp>The plan calls for students to learn about different \"identity groups\" in kindergarten and \"unequal power relations\" in later grades. One part of the draft standards would require high school students to \"assess how social policies and economic forces offer privilege or systemic inequity\" for opportunities for members of identity groups. In a first for the state, ethnic studies and the history of the LGBT rights movement also would be introduced into the curriculum.\u003c/p>\n\u003cp>An Albuquerque pastor, Rev. Sylvia Miller-Mutia, welcomed the change in her written comment, arguing children see race early, and that learning about it in school can dismantle stereotypes early. When her eldest child was 3, she said that her Filipino dad wasn't American because he has dark skin, while her mother was American because she has light skin.\u003c/p>\n\u003cp>\"Already, a cultural script that said to be American is to be light-skinned had somehow seeped into my preschooler's consciousness,\" Miller-Mutia said in an interview.\u003c/p>\n\u003cp>Many Democratic-run states across the country are looking to diversify those cultural scripts, while Republican-run ones are putting up guardrails against possible changes. California was among the first states last year to make ethnic studies a graduation requirement. Texas passed a law requiring teachers to present multiple perspectives on all issues and one Indiana lawmaker proposed that teachers be required to take a \"neutral\" position.\u003c/p>\n\u003cp>The education department in New Mexico is reviewing over 1,300 letters on the proposed standards along with dozens of comments from an online forum in November. The standards were written with input from 64 people around the state, mostly social studies teachers, and are to be published next spring with revisions.\u003c/p>\n\u003cp>Among the authors was Wendy Leighton, a Santa Fe middle school history teacher. As a leader of the revisions for the history section of the standards, she said the goal was to take marginalized groups like indigenous, LGBTQ and other people \"that are often not in textbooks or pushed to the side and making them kind of more closer to the center.\"\u003c/p>\n\u003cp>Identity was the center of a class she taught in December, where students learning about the Salem witch trials identified which groups were at the center of power — clergy, men — and which were on the margins — women, servants.\u003c/p>\n\u003cp>\"What's a marginalized group in America today?\" she asked the class.\u003c/p>\n\u003cp>State Republicans have argued that parents should teach their children sensitive topics like race and that there are bigger priorities in a state that ranks toward the bottom in academic achievement.\u003c/p>\n\u003cp>\"The focus that I feel is urgent is math, reading and writing. Not social studies standards,\" said state Rep. Rebecca Dow, one of six candidates for the Republican nomination for governor next year, hoping to unseat Democratic incumbent Gov. Michelle Lujan Grisham.\u003c/p>\n\u003cp>Some parents who wrote public comments said they would rather homeschool their children than have them learn under the proposed standards.\u003c/p>\n\u003cp>\"Struggle and adversity have never been limited to one specific race or ethnicity. Neither has privilege,\" wrote Lucas Tieme, a father of five public school students, who are white.\u003c/p>\n\u003cp>Tieme, a bus driver for Rio Rancho public schools, said his wife was homeschooled so they'd be ready to take their kids out of school if it came to that.\u003c/p>\n\u003cp>Some parents who support the changes generally are skeptical of introducing race for the youngest students.\u003c/p>\n\u003cp>Sheldon Pickering, 41, has two adopted children who are Black, and has seen casual racism against his kids escalate as they reach adolescence in Farmington, near the southeast corner of Utah and the eastern part of the Navajo Nation. He has had \"the talk\" with his Black son, instructing him how to interact with police. But Pickering, who is white, worries about schools introducing too much too soon.\u003c/p>\n\u003cp>\"If we start too early, we rob kids of this rare time in their life that they have just to be kids,\" said Pickering, a cleaning business owner. \"They just get to be these amazing little kids and enjoy life without preconceived notions, without context.\"\u003c/p>\n\u003cp>___\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Attanasio is a corps member for the Associated Press/Report for America Statehouse News Initiative. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on under-covered issues. Follow Attanasio on Twitter.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Mexico+is+pushing+to+be+a+%27model%27+for+how+race+is+taught+in+U.S.+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>ALBUQUERQUE (AP) — A proposal to overhaul New Mexico's social studies standards has stirred debate over how race should be taught in schools, with thousands of parents and teachers weighing in on changes that would dramatically increase instruction related to racial and social identity beginning in kindergarten.\u003c/p>\n\u003cp>The revisions in the state are ambitious. New Mexico officials say they hope their standards can be a model for the country of social studies teaching that is culturally responsive, as student populations grow increasingly diverse.\u003c/p>\n\u003cp>As elsewhere, the move toward more open discussion of race has prompted angry rebukes, with some critics blasting it as racist or Marxist. But the responses also provide a window into how others are wrestling with how and when race should be taught to children beyond the polarizing debates over material branded as \"critical race theory.\"\u003c/p>\n\u003cp>The responses have not broken down along racial lines, with Indigenous and Latino parents among those expressing concern in one of the country's least racially segregated states. While debates elsewhere have centered on the teaching of enslavement of Black people, some discussions in New Mexico, which is 49% Hispanic and 11% Native American, have focused on the legacy of Spanish conquistadors.\u003c/p>\n\u003cp>\"We refuse to be categorized as victims or oppressors,\" wrote Michael Franco, a retired Hispanic air traffic controller in Albuquerque who said the standards appeared aimed at categorizing children by race and ethnicity and undercutting the narrative of the American Dream.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The New Mexico Public Education Department's proposed standards are aimed at making civics, history, and geography more inclusive of the state's population so that students feel at home in the curriculum and prepared for a diverse society, according to public statements.\u003c/p>\n\u003cp>\"Our out-of-date standards leave New Mexico students with an incomplete understanding of the complex, multicultural world they live in,\" Public Education Secretary Designate Kurt Steinhaus said. \"It's our duty to provide them with a complete education based on known facts. That's what these proposed standards will do.\"\u003c/p>\n\u003cp>The plan calls for students to learn about different \"identity groups\" in kindergarten and \"unequal power relations\" in later grades. One part of the draft standards would require high school students to \"assess how social policies and economic forces offer privilege or systemic inequity\" for opportunities for members of identity groups. In a first for the state, ethnic studies and the history of the LGBT rights movement also would be introduced into the curriculum.\u003c/p>\n\u003cp>An Albuquerque pastor, Rev. Sylvia Miller-Mutia, welcomed the change in her written comment, arguing children see race early, and that learning about it in school can dismantle stereotypes early. When her eldest child was 3, she said that her Filipino dad wasn't American because he has dark skin, while her mother was American because she has light skin.\u003c/p>\n\u003cp>\"Already, a cultural script that said to be American is to be light-skinned had somehow seeped into my preschooler's consciousness,\" Miller-Mutia said in an interview.\u003c/p>\n\u003cp>Many Democratic-run states across the country are looking to diversify those cultural scripts, while Republican-run ones are putting up guardrails against possible changes. California was among the first states last year to make ethnic studies a graduation requirement. Texas passed a law requiring teachers to present multiple perspectives on all issues and one Indiana lawmaker proposed that teachers be required to take a \"neutral\" position.\u003c/p>\n\u003cp>The education department in New Mexico is reviewing over 1,300 letters on the proposed standards along with dozens of comments from an online forum in November. The standards were written with input from 64 people around the state, mostly social studies teachers, and are to be published next spring with revisions.\u003c/p>\n\u003cp>Among the authors was Wendy Leighton, a Santa Fe middle school history teacher. As a leader of the revisions for the history section of the standards, she said the goal was to take marginalized groups like indigenous, LGBTQ and other people \"that are often not in textbooks or pushed to the side and making them kind of more closer to the center.\"\u003c/p>\n\u003cp>Identity was the center of a class she taught in December, where students learning about the Salem witch trials identified which groups were at the center of power — clergy, men — and which were on the margins — women, servants.\u003c/p>\n\u003cp>\"What's a marginalized group in America today?\" she asked the class.\u003c/p>\n\u003cp>State Republicans have argued that parents should teach their children sensitive topics like race and that there are bigger priorities in a state that ranks toward the bottom in academic achievement.\u003c/p>\n\u003cp>\"The focus that I feel is urgent is math, reading and writing. Not social studies standards,\" said state Rep. Rebecca Dow, one of six candidates for the Republican nomination for governor next year, hoping to unseat Democratic incumbent Gov. Michelle Lujan Grisham.\u003c/p>\n\u003cp>Some parents who wrote public comments said they would rather homeschool their children than have them learn under the proposed standards.\u003c/p>\n\u003cp>\"Struggle and adversity have never been limited to one specific race or ethnicity. Neither has privilege,\" wrote Lucas Tieme, a father of five public school students, who are white.\u003c/p>\n\u003cp>Tieme, a bus driver for Rio Rancho public schools, said his wife was homeschooled so they'd be ready to take their kids out of school if it came to that.\u003c/p>\n\u003cp>Some parents who support the changes generally are skeptical of introducing race for the youngest students.\u003c/p>\n\u003cp>Sheldon Pickering, 41, has two adopted children who are Black, and has seen casual racism against his kids escalate as they reach adolescence in Farmington, near the southeast corner of Utah and the eastern part of the Navajo Nation. He has had \"the talk\" with his Black son, instructing him how to interact with police. But Pickering, who is white, worries about schools introducing too much too soon.\u003c/p>\n\u003cp>\"If we start too early, we rob kids of this rare time in their life that they have just to be kids,\" said Pickering, a cleaning business owner. \"They just get to be these amazing little kids and enjoy life without preconceived notions, without context.\"\u003c/p>\n\u003cp>___\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Attanasio is a corps member for the Associated Press/Report for America Statehouse News Initiative. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on under-covered issues. Follow Attanasio on Twitter.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Mexico+is+pushing+to+be+a+%27model%27+for+how+race+is+taught+in+U.S.+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>MISSION, Kan. — What students are learning about the \u003ca href=\"https://www.npr.org/2022/01/03/1069983186/what-happened-when-during-the-jan-6-insurrection-heres-a-timeline-of-events\">insurrection at the U.S. Capitol \u003c/a>on Jan. 6 may depend on where they live.\u003c/p>\n\u003cp>In a Boston suburb in heavily Democratic Massachusetts, history teacher Justin Voldman said his students will spend the day journaling about what happened and talking about the fragility of democracy.\u003c/p>\n\u003cp>\"I feel really strongly that this needs to be talked about,\" said Voldman, who teaches history at Natick High School, 15 miles (24 kilometers) west of Boston. As the grandson of a Holocaust survivor, he said \"it is fair to draw parallels between what happened on Jan. 6 and the rise of fascism.\"\u003c/p>\n\u003cp>Voldman said he feels fortunate: \"There are other parts of the country where ... I would be scared to be a teacher.\"\u003c/p>\n\u003cp>Liz Wagner, an eighth and ninth grade social studies teacher in a Des Moines suburb of increasingly Republican Iowa, got an email from an administrator last year, warning teachers to be careful in how they framed the discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I guess I was so, I don't know if naïve is the appropriate word, perhaps exhausted from the pandemic teaching year last year, to understand how controversial this was going to be,\" she said.\u003c/p>\n\u003cp>Some students questioned Wagner last year when she referred to what happened as an insurrection. She responded by having them read the dictionary definition for the word. This year, she will probably show students videos of the protest and ask them to write about what the footage shows.\u003c/p>\n\u003cp>\"This is kind of what I have to do to ensure that I'm not upsetting anybody,\" Wagner said. \"Last year I was on the front line of the COVID war, trying to dodge COVID and now I'm on the front line of the culture war, and I don't want to be there.\"\u003c/p>\n\u003cp>With shouting crowds at school board meetings and political action committees investing millions in races to elect conservative candidates across the country, talking to students about what happened on Jan. 6 is increasingly fraught.\u003c/p>\n\u003cp>Teachers now are left to decide how — or whether — to instruct their students about the events that sit at the heart of the country's division. And the lessons sometimes vary based on whether they are in a red state or a blue state.\u003c/p>\n\u003cp>Facing History and Ourselves, a nonprofit that helps teachers with difficult lessons on subjects like the Holocaust, offered tips on how to broach the topic with students in the hours after the riot.\u003c/p>\n\u003cp>Within 18 hours of publication, it had 100,000 page views — a level of interest that Abby Weiss, who oversees the development of the nonprofit's teaching tools, said was unlike anything the group has seen before.\u003c/p>\n\u003cp>In the year that has followed, Weiss said, Republican lawmakers and governors in many states have championed legislation to limit the teaching of material that explores how race and racism influence American politics, culture and law.\u003c/p>\n\u003cp>\"Teachers are anxious,\" she said. \"On the face of it, if you read the laws, they're quite vague and, you know, hard to know actually what's permissible and what isn't.\"\u003c/p>\n\u003cp>Racial discussions are hard to avoid when discussing the riot because white supremacists were among those descending on the halls of power, said Jinnie Spiegler, director of curriculum and training for the Anti-Defamation League. She said the group is concerned that the insurrection could be used as a recruitment tool and wrote a newly released guide to help teachers and parents combat those radicalization efforts.\u003c/p>\n\u003cp>\"To talk about white supremacy, to talk about white supremacist extremists, to talk about their racist Confederate flag, it's fraught for so many reasons,\" Spiegler said.\u003c/p>\n\u003cp>Anton Schulzki, the president of the National Council for the Social Studies, said students are often the ones bringing up the racial issues. Last year, he was just moments into discussing what happened when one of his honors students at William J. Palmer High School in Colorado Springs said, \"'You know, if those rioters were all Black, they'd all be arrested by now.\"\u003c/p>\n\u003cp>Since then, three conservative school board candidates won seats on the school board where Schulzki teaches, and the district dissolved its equity leadership team. He is covered by a contract that offers academic freedom protections, and has discussed the riot periodically over the past year.\u003c/p>\n\u003cp>\"I do feel,\" he said, \"that there may be some teachers who are going to feel the best thing for me to do is to ignore this because I don't want to put myself in jeopardy because I have my own bills to pay, my own house, to take care of, my own kids to take back and forth to school.\"\u003c/p>\n\u003cp>Concerned teachers have been reaching out to the American Federation of Teachers, which last month sued over New Hampshire's new limits on the discussion of systemic racism and other topics.\u003c/p>\n\u003cp>\"What I'm hearing now over and over and over again is that these laws that have been passed in different places are really intended to chill the discussion of current events,\" said Randi Weingarten, the union's president and a former social studies teacher. \"I am very concerned about what it means in terms of the teaching as we get closer and closer to January 6th.\"\u003c/p>\n\u003cp>The biggest fear for Paula Davis, a middle school special education teacher in a rural central Indiana district, is that the discussion about what happened could be used by teachers with a political agenda to indoctrinate students. She won't discuss Jan. 6 in her classroom; her focus is math and English.\u003c/p>\n\u003cp>\"I think it's extremely important that any teacher that is addressing that topic does so from an unbiased perspective,\" said Davis, a regional chapter chair for Moms for Liberty, a group whose members have protested mask and vaccine mandates and critical race theory. \"If it cannot be done without bias, then it should not be done.\"\u003c/p>\n\u003cp>But there is no way Dylan Huisken will avoid the topic in his middle school classroom in the Missoula, Montana, area town of Bonner. He plans to use the anniversary to teach his students to use their voice constructively by doing things like writing to lawmakers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Not addressing the attack,\" Huisken said, \"is to suggest that the civic ideals we teach exist in a vacuum and don't have any real-world application, that civic knowledge is mere trivia.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+are+on+the+front+lines+in+Jan.+6+culture+war&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>MISSION, Kan. — What students are learning about the \u003ca href=\"https://www.npr.org/2022/01/03/1069983186/what-happened-when-during-the-jan-6-insurrection-heres-a-timeline-of-events\">insurrection at the U.S. Capitol \u003c/a>on Jan. 6 may depend on where they live.\u003c/p>\n\u003cp>In a Boston suburb in heavily Democratic Massachusetts, history teacher Justin Voldman said his students will spend the day journaling about what happened and talking about the fragility of democracy.\u003c/p>\n\u003cp>\"I feel really strongly that this needs to be talked about,\" said Voldman, who teaches history at Natick High School, 15 miles (24 kilometers) west of Boston. As the grandson of a Holocaust survivor, he said \"it is fair to draw parallels between what happened on Jan. 6 and the rise of fascism.\"\u003c/p>\n\u003cp>Voldman said he feels fortunate: \"There are other parts of the country where ... I would be scared to be a teacher.\"\u003c/p>\n\u003cp>Liz Wagner, an eighth and ninth grade social studies teacher in a Des Moines suburb of increasingly Republican Iowa, got an email from an administrator last year, warning teachers to be careful in how they framed the discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I guess I was so, I don't know if naïve is the appropriate word, perhaps exhausted from the pandemic teaching year last year, to understand how controversial this was going to be,\" she said.\u003c/p>\n\u003cp>Some students questioned Wagner last year when she referred to what happened as an insurrection. She responded by having them read the dictionary definition for the word. This year, she will probably show students videos of the protest and ask them to write about what the footage shows.\u003c/p>\n\u003cp>\"This is kind of what I have to do to ensure that I'm not upsetting anybody,\" Wagner said. \"Last year I was on the front line of the COVID war, trying to dodge COVID and now I'm on the front line of the culture war, and I don't want to be there.\"\u003c/p>\n\u003cp>With shouting crowds at school board meetings and political action committees investing millions in races to elect conservative candidates across the country, talking to students about what happened on Jan. 6 is increasingly fraught.\u003c/p>\n\u003cp>Teachers now are left to decide how — or whether — to instruct their students about the events that sit at the heart of the country's division. And the lessons sometimes vary based on whether they are in a red state or a blue state.\u003c/p>\n\u003cp>Facing History and Ourselves, a nonprofit that helps teachers with difficult lessons on subjects like the Holocaust, offered tips on how to broach the topic with students in the hours after the riot.\u003c/p>\n\u003cp>Within 18 hours of publication, it had 100,000 page views — a level of interest that Abby Weiss, who oversees the development of the nonprofit's teaching tools, said was unlike anything the group has seen before.\u003c/p>\n\u003cp>In the year that has followed, Weiss said, Republican lawmakers and governors in many states have championed legislation to limit the teaching of material that explores how race and racism influence American politics, culture and law.\u003c/p>\n\u003cp>\"Teachers are anxious,\" she said. \"On the face of it, if you read the laws, they're quite vague and, you know, hard to know actually what's permissible and what isn't.\"\u003c/p>\n\u003cp>Racial discussions are hard to avoid when discussing the riot because white supremacists were among those descending on the halls of power, said Jinnie Spiegler, director of curriculum and training for the Anti-Defamation League. She said the group is concerned that the insurrection could be used as a recruitment tool and wrote a newly released guide to help teachers and parents combat those radicalization efforts.\u003c/p>\n\u003cp>\"To talk about white supremacy, to talk about white supremacist extremists, to talk about their racist Confederate flag, it's fraught for so many reasons,\" Spiegler said.\u003c/p>\n\u003cp>Anton Schulzki, the president of the National Council for the Social Studies, said students are often the ones bringing up the racial issues. Last year, he was just moments into discussing what happened when one of his honors students at William J. Palmer High School in Colorado Springs said, \"'You know, if those rioters were all Black, they'd all be arrested by now.\"\u003c/p>\n\u003cp>Since then, three conservative school board candidates won seats on the school board where Schulzki teaches, and the district dissolved its equity leadership team. He is covered by a contract that offers academic freedom protections, and has discussed the riot periodically over the past year.\u003c/p>\n\u003cp>\"I do feel,\" he said, \"that there may be some teachers who are going to feel the best thing for me to do is to ignore this because I don't want to put myself in jeopardy because I have my own bills to pay, my own house, to take care of, my own kids to take back and forth to school.\"\u003c/p>\n\u003cp>Concerned teachers have been reaching out to the American Federation of Teachers, which last month sued over New Hampshire's new limits on the discussion of systemic racism and other topics.\u003c/p>\n\u003cp>\"What I'm hearing now over and over and over again is that these laws that have been passed in different places are really intended to chill the discussion of current events,\" said Randi Weingarten, the union's president and a former social studies teacher. \"I am very concerned about what it means in terms of the teaching as we get closer and closer to January 6th.\"\u003c/p>\n\u003cp>The biggest fear for Paula Davis, a middle school special education teacher in a rural central Indiana district, is that the discussion about what happened could be used by teachers with a political agenda to indoctrinate students. She won't discuss Jan. 6 in her classroom; her focus is math and English.\u003c/p>\n\u003cp>\"I think it's extremely important that any teacher that is addressing that topic does so from an unbiased perspective,\" said Davis, a regional chapter chair for Moms for Liberty, a group whose members have protested mask and vaccine mandates and critical race theory. \"If it cannot be done without bias, then it should not be done.\"\u003c/p>\n\u003cp>But there is no way Dylan Huisken will avoid the topic in his middle school classroom in the Missoula, Montana, area town of Bonner. He plans to use the anniversary to teach his students to use their voice constructively by doing things like writing to lawmakers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Yanna McGraw works at the Central Library in downtown Indianapolis. A big part of her job is building relationships with visitors and helping answer their questions. But the information she provides is rarely about books.\u003c/p>\n\u003cp>Instead, McGraw answers queries about the workings of the Department of Child Services. Or she helps connect patrons with mental health resources. Sometimes she helps someone find a warm place to stay for the night. McGraw is the library's first full-time social worker – one of about a dozen employed by libraries across the Midwest.\u003c/p>\n\u003cp>The Indianapolis Public Library hired McGraw because it was seeing more patrons dealing with complex life issues. She's only been on the job about five months, but McGraw has already worked with library guests dealing with housing insecurity and difficulty accessing federal stimulus money, among other challenges.\u003c/p>\n\u003cp>She recently met a man who had been receiving services from a local AIDS organization and staying at a homeless shelter. He needed help getting a prescription filled – but was struggling because he didn't have the money and lacked access to transportation.\u003c/p>\n\u003cp>McGraw made some phone calls for him and connected him with a family member, who brought the man the money to pay for his medication.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>McGraw says she is able to assist patrons in ways librarians can't.\u003c/p>\n\u003cp>\"I'm able to spend that time, pick up the phone, ask the question, send an email to a community partner, if I have that relationship,\" McGraw says.\u003c/p>\n\u003cp>For years, libraries have been a place people turn to for information to help them solve problems. But the challenges patrons are dealing with are increasingly beyond the scope of what most librarians are trained to handle — and that's where social workers can fill in the gaps.\u003c/p>\n\u003cfigure id=\"attachment_58893\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58893\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/2021_12_13_socialworkerslibrary-1_wide-c5ecc429a90dbbf38f8143068907e26ca44bda6f-e1641223174289.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Yanna McGraw is one of about a dozen full-time social workers working at libraries across the Midwest. A representative of the Public Library Association says over the past decade, more libraries have been finding ways to partner with social workers. \u003ccite>(Darian Benson/WFYI)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Providing public health services in public libraries isn't new. Many libraries are stocking the overdose antidote Narcan and training staff on how to administer it. Some libraries play host to vaccination clinics and others have assisted in health insurance enrollment.\u003c/p>\n\u003cp>Indianapolis Public Library interim CEO John Helling says people trust libraries.\u003c/p>\n\u003cp>\"We're a safe place, we're a clean place, where we try to be a helpful place,\" Helling says. \"And so we do find patrons experiencing just a wide variety of needs that just end up in our building, because we're the only place where they can go.\"\u003c/p>\n\u003ch3>A growing need\u003c/h3>\n\u003cp>\u003ca href=\"https://socialwork.charlotte.edu/directory/elizabeth-wahler-phd-msw\">Beth Whaler\u003c/a>, director of the School of Social Work at the University of North Carolina at Charlotte, works with public libraries across the country to understand their needs and suggests ways social workers may be able to help.\u003c/p>\n\u003cp>Whaler says she has consistently found libraries to be central to their communities. For that reason, library staff are often more keenly aware of their community's emerging needs than other public entities may be.\u003c/p>\n\u003cp>\"Sometimes they're the first ones to know what gaps [in social services] exist, because those are the issues that are coming in the door with the patron population there,\" Whaler says.\u003c/p>\n\u003cp>Her research has highlighted some of those gaps. Whaler conducted a survey of almost 5,000 people at three Midwest public libraries. Preliminary results, which have not yet been published, show that 10% of patrons reported needing help finding a job, 6% said they needed mental health assistance and 4% needed housing assistance.\u003c/p>\n\u003cp>These percentages might seem small, Whaler says, but many patrons have multiple needs— many of which require specialized training to adequately address. And, Whaler notes, any given library is faced with hundreds of patrons in need of assistance.\u003c/p>\n\u003cp>\"There are not enough shelter beds for people who are lacking safe housing; there aren't enough providers for mental health services [or] substance abuse services,\" Whaler says. \"People have trouble accessing health insurance and medical care. There's not a livable wage in most communities.\"\u003c/p>\n\u003cp>The problems are made worse by a lack of funding and social services: In many communities, available services have not kept up with the need.\u003c/p>\n\u003cp>Placing social workers in libraries makes a lot of sense, she says.\u003c/p>\n\u003cp>\"We are trained to assess and intervene with mental health, substance use, basic needs, poverty related needs, you know, a little bit of everything,\" Whaler says.\u003c/p>\n\u003cfigure id=\"attachment_58895\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58895\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/2021_12_13_socialworkerslibrary-3_enl-11e2847169fa1a2edf8734dd8c549b11dd8b2788-e1641223222536.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Social worker Yanna McGraw was hired to meet the growing need for social services among patrons at the Indianapolis Public Library. \"Helping people navigate [difficult situations] is really important to me,\" McGraw said. \"And when I go home, I am happy and content that I made a difference.\" \u003ccite>(Darian Benson/WFYI)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Easier said than done\u003c/h3>\n\u003cp>Over the past decade,\u003ca href=\"https://wholepersonlibrarianship.com/map/\"> more libraries\u003c/a> have been finding ways to partner with social workers, says Melanie Huggins, president of the Public Library Association, a branch of the national American Library Association. But there are many barriers.\u003c/p>\n\u003cp>The Indianapolis Public Library repurposed their operating budget to fund a social worker position after a librarian retired. But libraries often struggle to find funding for these positions and may lack the capacity for plugging social service gaps while also fulfilling their other duties.\u003c/p>\n\u003cp>Huggins says another roadblock involves challenging the idea that it's not the library's job to do this kind of work.\u003c/p>\n\u003cp>\"I think library directors, even if they think it's a really great idea, they still have to balance it with all the other needs that they have in their community, and within their library,\" Huggins says.\u003c/p>\n\u003cp>Indianapolis Public Library's Helling says it's the responsibility of libraries to meet the evolving needs of the community.\u003c/p>\n\u003cp>\"And so whatever information these people walk in the door with, that's our responsibility to meet,\" Helling says. \"Some people wonder if this is outside of scope for us. But I like to think that no, it's absolutely not.\"\u003c/p>\n\u003ch3>Open-door policy\u003c/h3>\n\u003cp>Indianapolis social worker McGraw compares the library to a day shelter, with many homeless people spending time there – but one with no support for really tough challenges.\u003c/p>\n\u003cp>One patron she recently helped was struggling to access federal stimulus money he was entitled to. The money was supposed to be distributed to all Americans under certain income thresholds, but the man who asked McGraw for help didn't have an ID, and although he had a job, he hadn't filed taxes – so he wasn't able to receive his stimulus check.\u003c/p>\n\u003cp>\"He didn't have all his W-2s,\" McGraw says. \"So I told him, 'Hey, go get this as your assignment. Let's just do this one thing, one step at a time. When you get that, then come back.'\"\u003c/p>\n\u003cp>She says the next day, the patron did come back with what she'd asked for, and they tackled the next step.\u003c/p>\n\u003cp>McGraw says the number of people she helps varies day to day.\u003c/p>\n\u003cp>She has an office on the fourth floor of the Central Library in downtown Indianapolis. Her office hours are posted in various places in the building and she also makes rounds throughout the library to connect with patrons.\u003c/p>\n\u003cp>Her goal is to find a balance between seeking out patrons who might need assistance and allowing people to make the choice to come to her.\u003c/p>\n\u003cp>She says her open-door policy is how trust is built and relationships are formed — and both are important in social work.\u003c/p>\n\u003cp>\"If my door's open, come on in,\" McGraw says. \"And they do. Not even knocking, but they just come in. And I'd rather have it that way, because I want to make that connection.\"\u003c/p>\n\u003cp>McGraw says being a library social worker is her calling.\u003c/p>\n\u003cp>\"Just helping people navigate and make those connections is really important to me,\" she says. \"And when I go home, I am happy and content that I made a difference. It might be little differences, but it's the difference in some way in someone else's life.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story comes from \u003c/em>\u003ca href=\"https://www.sideeffectspublicmedia.org/\">\u003cem>Side Effects Public Media\u003c/em>\u003c/a>\u003cem> — a public health news initiative based at WFYI. Follow Darian on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/HelloImDarian\">\u003cem>@helloimdarian.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+your+local+library+might+be+hiring+a+social+worker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Yanna McGraw works at the Central Library in downtown Indianapolis. A big part of her job is building relationships with visitors and helping answer their questions. But the information she provides is rarely about books.\u003c/p>\n\u003cp>Instead, McGraw answers queries about the workings of the Department of Child Services. Or she helps connect patrons with mental health resources. Sometimes she helps someone find a warm place to stay for the night. McGraw is the library's first full-time social worker – one of about a dozen employed by libraries across the Midwest.\u003c/p>\n\u003cp>The Indianapolis Public Library hired McGraw because it was seeing more patrons dealing with complex life issues. She's only been on the job about five months, but McGraw has already worked with library guests dealing with housing insecurity and difficulty accessing federal stimulus money, among other challenges.\u003c/p>\n\u003cp>She recently met a man who had been receiving services from a local AIDS organization and staying at a homeless shelter. He needed help getting a prescription filled – but was struggling because he didn't have the money and lacked access to transportation.\u003c/p>\n\u003cp>McGraw made some phone calls for him and connected him with a family member, who brought the man the money to pay for his medication.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>McGraw says she is able to assist patrons in ways librarians can't.\u003c/p>\n\u003cp>\"I'm able to spend that time, pick up the phone, ask the question, send an email to a community partner, if I have that relationship,\" McGraw says.\u003c/p>\n\u003cp>For years, libraries have been a place people turn to for information to help them solve problems. But the challenges patrons are dealing with are increasingly beyond the scope of what most librarians are trained to handle — and that's where social workers can fill in the gaps.\u003c/p>\n\u003cfigure id=\"attachment_58893\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58893\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/2021_12_13_socialworkerslibrary-1_wide-c5ecc429a90dbbf38f8143068907e26ca44bda6f-e1641223174289.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Yanna McGraw is one of about a dozen full-time social workers working at libraries across the Midwest. A representative of the Public Library Association says over the past decade, more libraries have been finding ways to partner with social workers. \u003ccite>(Darian Benson/WFYI)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Providing public health services in public libraries isn't new. Many libraries are stocking the overdose antidote Narcan and training staff on how to administer it. Some libraries play host to vaccination clinics and others have assisted in health insurance enrollment.\u003c/p>\n\u003cp>Indianapolis Public Library interim CEO John Helling says people trust libraries.\u003c/p>\n\u003cp>\"We're a safe place, we're a clean place, where we try to be a helpful place,\" Helling says. \"And so we do find patrons experiencing just a wide variety of needs that just end up in our building, because we're the only place where they can go.\"\u003c/p>\n\u003ch3>A growing need\u003c/h3>\n\u003cp>\u003ca href=\"https://socialwork.charlotte.edu/directory/elizabeth-wahler-phd-msw\">Beth Whaler\u003c/a>, director of the School of Social Work at the University of North Carolina at Charlotte, works with public libraries across the country to understand their needs and suggests ways social workers may be able to help.\u003c/p>\n\u003cp>Whaler says she has consistently found libraries to be central to their communities. For that reason, library staff are often more keenly aware of their community's emerging needs than other public entities may be.\u003c/p>\n\u003cp>\"Sometimes they're the first ones to know what gaps [in social services] exist, because those are the issues that are coming in the door with the patron population there,\" Whaler says.\u003c/p>\n\u003cp>Her research has highlighted some of those gaps. Whaler conducted a survey of almost 5,000 people at three Midwest public libraries. Preliminary results, which have not yet been published, show that 10% of patrons reported needing help finding a job, 6% said they needed mental health assistance and 4% needed housing assistance.\u003c/p>\n\u003cp>These percentages might seem small, Whaler says, but many patrons have multiple needs— many of which require specialized training to adequately address. And, Whaler notes, any given library is faced with hundreds of patrons in need of assistance.\u003c/p>\n\u003cp>\"There are not enough shelter beds for people who are lacking safe housing; there aren't enough providers for mental health services [or] substance abuse services,\" Whaler says. \"People have trouble accessing health insurance and medical care. There's not a livable wage in most communities.\"\u003c/p>\n\u003cp>The problems are made worse by a lack of funding and social services: In many communities, available services have not kept up with the need.\u003c/p>\n\u003cp>Placing social workers in libraries makes a lot of sense, she says.\u003c/p>\n\u003cp>\"We are trained to assess and intervene with mental health, substance use, basic needs, poverty related needs, you know, a little bit of everything,\" Whaler says.\u003c/p>\n\u003cfigure id=\"attachment_58895\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58895\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/2021_12_13_socialworkerslibrary-3_enl-11e2847169fa1a2edf8734dd8c549b11dd8b2788-e1641223222536.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Social worker Yanna McGraw was hired to meet the growing need for social services among patrons at the Indianapolis Public Library. \"Helping people navigate [difficult situations] is really important to me,\" McGraw said. \"And when I go home, I am happy and content that I made a difference.\" \u003ccite>(Darian Benson/WFYI)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Easier said than done\u003c/h3>\n\u003cp>Over the past decade,\u003ca href=\"https://wholepersonlibrarianship.com/map/\"> more libraries\u003c/a> have been finding ways to partner with social workers, says Melanie Huggins, president of the Public Library Association, a branch of the national American Library Association. But there are many barriers.\u003c/p>\n\u003cp>The Indianapolis Public Library repurposed their operating budget to fund a social worker position after a librarian retired. But libraries often struggle to find funding for these positions and may lack the capacity for plugging social service gaps while also fulfilling their other duties.\u003c/p>\n\u003cp>Huggins says another roadblock involves challenging the idea that it's not the library's job to do this kind of work.\u003c/p>\n\u003cp>\"I think library directors, even if they think it's a really great idea, they still have to balance it with all the other needs that they have in their community, and within their library,\" Huggins says.\u003c/p>\n\u003cp>Indianapolis Public Library's Helling says it's the responsibility of libraries to meet the evolving needs of the community.\u003c/p>\n\u003cp>\"And so whatever information these people walk in the door with, that's our responsibility to meet,\" Helling says. \"Some people wonder if this is outside of scope for us. But I like to think that no, it's absolutely not.\"\u003c/p>\n\u003ch3>Open-door policy\u003c/h3>\n\u003cp>Indianapolis social worker McGraw compares the library to a day shelter, with many homeless people spending time there – but one with no support for really tough challenges.\u003c/p>\n\u003cp>One patron she recently helped was struggling to access federal stimulus money he was entitled to. The money was supposed to be distributed to all Americans under certain income thresholds, but the man who asked McGraw for help didn't have an ID, and although he had a job, he hadn't filed taxes – so he wasn't able to receive his stimulus check.\u003c/p>\n\u003cp>\"He didn't have all his W-2s,\" McGraw says. \"So I told him, 'Hey, go get this as your assignment. Let's just do this one thing, one step at a time. When you get that, then come back.'\"\u003c/p>\n\u003cp>She says the next day, the patron did come back with what she'd asked for, and they tackled the next step.\u003c/p>\n\u003cp>McGraw says the number of people she helps varies day to day.\u003c/p>\n\u003cp>She has an office on the fourth floor of the Central Library in downtown Indianapolis. Her office hours are posted in various places in the building and she also makes rounds throughout the library to connect with patrons.\u003c/p>\n\u003cp>Her goal is to find a balance between seeking out patrons who might need assistance and allowing people to make the choice to come to her.\u003c/p>\n\u003cp>She says her open-door policy is how trust is built and relationships are formed — and both are important in social work.\u003c/p>\n\u003cp>\"If my door's open, come on in,\" McGraw says. \"And they do. Not even knocking, but they just come in. And I'd rather have it that way, because I want to make that connection.\"\u003c/p>\n\u003cp>McGraw says being a library social worker is her calling.\u003c/p>\n\u003cp>\"Just helping people navigate and make those connections is really important to me,\" she says. \"And when I go home, I am happy and content that I made a difference. It might be little differences, but it's the difference in some way in someone else's life.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story comes from \u003c/em>\u003ca href=\"https://www.sideeffectspublicmedia.org/\">\u003cem>Side Effects Public Media\u003c/em>\u003c/a>\u003cem> — a public health news initiative based at WFYI. Follow Darian on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/HelloImDarian\">\u003cem>@helloimdarian.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+your+local+library+might+be+hiring+a+social+worker&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How extra funding and learning time are helping students catch up from COVID interruptions",
"title": "How extra funding and learning time are helping students catch up from COVID interruptions",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>It's 4:30 in the afternoon, and the fall colors in the trees are glowing as the sun drops low over the sprawling, historic campus of Grimsley High School in Greensboro, N.C. Dozens of students are waiting outside the cafeteria.\u003c/p>\n\u003cp>One of them is sophomore Dreshon Robinson. He wants to be a music engineer someday. He loves Adele and Bruno Mars. But right now, he's working evenings in a restaurant. And Monday through Thursday after school, he comes to Grimsley High school's \"learning hub.\"\u003c/p>\n\u003cp>Here, from 4:30 to 6 p.m., there are certified teachers to help with any subject Dre needs. On Tuesdays and Thursdays, there's free dinner too – maybe Chick-fil-A or pizza – and a bus to take you home.\u003c/p>\n\u003cp>\"If I do need tutoring or if I need help,\" Dre says, \"it's teachers in there, so I can get help with my schoolwork. So I don't ever get behind. Because I'm not one for catching up.\"\u003c/p>\n\u003ch3>A place for students – and the district – to catch up\u003c/h3>\n\u003cp>Like districts all over the country, Guilford County, a large system of more than 70,000 students in the north-central part of the state, is playing catchup.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They have seen falling test scores after months of remote and hybrid learning and all of the stresses and traumas of the pandemic. Many high school students started working last year when their parents lost jobs. Some are working two jobs.\u003c/p>\n\u003cp>Dreshon typically works from 6:30 to 10 p.m., five days a week. When he's home, he crashes, exhausted, or dedicates time to friends or family. \"I'm not ever doing school work at home.\"\u003c/p>\n\u003cfigure id=\"attachment_58874\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58874\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/learning-hub-16_slide-6c23bb039599a353d8a2f2b27524ccdb8b82d7f4-scaled-e1640162704853.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Dreshon Robinson says Sierra Hanapole is his favorite teacher. \"She just has a good character. She's really cool. You know, she's not one of those teachers that freak out.\" \u003ccite>(Cornell Watson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Guilford County first opened a version of these learning hubs last school year during remote learning. They were there to give students access to computers and broadband internet, which 1 in 5 families lacked at the start of the pandemic.\u003c/p>\n\u003cp>The Walton Family Foundation and the Michael & Susan Dell Foundation (Dell Technologies is a financial supporter of NPR) funded the hubs this fall to help students stay engaged in school. The grants cover payment for teachers, transportation, meals and incentives for students who stick with their commitment to attend, like gift cards to buy gas.\u003c/p>\n\u003cp>The hubs opened across the district in October. Some schools have Saturday sessions as well as after school. So far about 2,450 students have shown up at least once, a number the district is hoping will grow.\u003c/p>\n\u003cp>At Grimsley High School, word has spread, and the hub has had to move from the media center to the larger cafeteria.\u003c/p>\n\u003cp>Teachers identify students who are behind and recommend them for the hub. \"We have got a lot of kids who typically would have tapped out at this particular point in the year,\" says Grimsley's assistant principal, Christopher Burnette, who oversees the hub.\u003c/p>\n\u003cp>When students get their report cards and see low grades in the first quarter, Burnette explained, \"they realize that this is a no-win situation. And then they start to fade back.\" Attendance drops. They're turning less work in. Grades plummet.\u003c/p>\n\u003cp>That could have been Dreshon Robinson. He lost 15 days this fall to COVID quarantines.\u003c/p>\n\u003cp>\"Biology is hard to teach from a computer,\" says Dreshon's favorite teacher, Sierra Hannipole. \"When he got behind, there was a struggle to pick him back up. And that's unfair to him because he does try. \"\u003c/p>\n\u003cfigure id=\"attachment_58875\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58875\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/learning-hub-6_slide-ebec9e295fe453f5f2746f76c35ea39ff1bafc45-scaled-e1640162743122.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sierra Hannipole says her science students who attend the learning hub at Grimsley High School have seen their grades bump up. \u003ccite>(Cornell Watson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I don't want to ever fall behind again because it is really hard,\" Dreshon agrees.\u003c/p>\n\u003cp>\"Like, you come in, and everybody's like, 'Oh, Dre's back!' Then you be like, 'Oh, what are we doing?' 'We doing this.' I'm like, 'Oh. I don't know what that is.'\"\u003c/p>\n\u003cp>Since Dreshon started attending the hub, Hannipole says, he's not only caught up, but he's more on top of his deadlines, more proactive. \"What I've noticed different from him is a stronger level of accountability.\"\u003c/p>\n\u003ch3>A place for teachers to build stronger relationships\u003c/h3>\n\u003cp>The cafeteria is a newer building with high ceilings and walls of windows. Inside, the mood is calm and friendly. Students are sitting with their friends, but they're staying on task. Some high achievers on the school's International Baccalaureate track have been showing up voluntarily to not only do their own homework, but help their friends.\u003c/p>\n\u003cp>All over the country, schools are reporting\u003ca href=\"https://www.npr.org/2021/11/23/1057979170/school-closures-mental-health-days-families-childcare-thanksgiving-break\"> record levels of staff burnout\u003c/a>. The hub model relies on teachers volunteering to extend their work day, not to mention counselors, the custodians and the bus drivers.\u003c/p>\n\u003cp>On the evening we visit, Burnette's children join him for the school-provided dinner. His wife is an assistant principal at another school, so they trade evening duties.\u003c/p>\n\u003cfigure id=\"attachment_58876\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58876\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/learning-hub-15_slide-196091a0ccab58c1c25bead93106149f9ceaedf3-scaled-e1640162774755.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sierra Hannipole helps Dreshon Robinson with biology during the learning hub. The hub is open to all students Monday through Thursday after school. Students can get help with schoolwork or see a counselor. There's also free food. \u003ccite>(Cornell Watson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We have to make sure that we practice what we preach,\" he says. When he asks teachers to volunteer, he reminds them it will be helpful for the students. \"I just ask, if you can give your kids an hour, it will be more beneficial to them.\"\u003c/p>\n\u003cp>Tajae Pryce, who teaches special education at Grimsley, is consistently at the hub.\u003c/p>\n\u003cp>\"Students have always benefited from one-on-one and small groups,\" he says. \"Being able to have that time built in to do that has been really great.\"\u003c/p>\n\u003cp>For Pryce, the big payoff is better relationships with his students. \"I've met kids who have never spoken in class before, who hadn't had that confidence before or made a connection ... because of lack of time,\" he explains. \"So I really feel like Grimsley High School is like a model of what we could be doing. It's been pretty successful.\"\u003c/p>\n\u003cp>Counselors and social workers also come to the hub, for students who need someone to talk to.\u003c/p>\n\u003cp>\"Our kids have been through trauma that we can't imagine. Not even counting the disease, but just the economic effects,\" Pryce says. \"I have kids whose parents have lost jobs, kids who are working, helping with rent and bills. These kids are impacted by crime and other things in our community. So this is a good place for them to be.\"\u003c/p>\n\u003ch3>A future of more flexible options\u003c/h3>\n\u003cp>In the spring of 2021, with the help of Saturday learning hubs, increased flexibility from the state, and a summer quarter, Guilford County posted the highest high school graduation rate in its history: 91.4 percent. That's in a district where nearly two-thirds of students are living in poverty.\u003c/p>\n\u003cp>This school year, when they came back in person, Sharon Contreras, the superintendent, says they did not want to leave any student behind.\u003c/p>\n\u003cfigure id=\"attachment_58877\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58877\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/learning-hub-2_slide-6d07505f3eeb42006458f7a09bd6165c861ba38f-scaled-e1640162807327.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">The pandemic has forced schools to come up with new solutions. Sierra Hannipole teaches biology and astronomy at Grimsley High school in Greensboro, North Carolina. \u003ccite>(Cornell Watson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We did home visits. Everyone from myself to principals to school resource officers knocked on doors. We visited shelters,\" she said. \"We were very concerned that we could not place our eyes on students, we did not know if they were OK. We already knew that academically they were suffering. But there are many more concerns that go beyond academic concerns. ... So we just knocked on doors saying, 'Please come back, it's safe to come back to school.'\"\u003c/p>\n\u003cp>Contreras has a grand vision for the future of these hubs. She would like to offer more flexible scheduling for students, especially those who must work to support their families. They could attend hubs before, and after, regular school hours to get their main course credits for graduation.\u003c/p>\n\u003cp>And she'd even like to pay students directly for attending the hub. \"I think it's part of the silver lining of the pandemic that we thought about some of the old practices that just weren't beneficial for students. \"\u003c/p>\n\u003cp>For his part, Dreshon Robinson says the learning hub is giving him new skills to handle his schoolwork.\u003c/p>\n\u003cp>\"I was like, studying is whack,\" he says. \"But then you get to high school, you're like, 'Dang. maybe I do need to study,' but I'm like, 'I don't know how to study.' So you go to the learning hub, they help you.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He's happy to be back at school in person. He says he wants to go to college and pursue his dreams.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Extra+learning+time+is+helping+these+students+catch+up+from+COVID+interruptions&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's 4:30 in the afternoon, and the fall colors in the trees are glowing as the sun drops low over the sprawling, historic campus of Grimsley High School in Greensboro, N.C. Dozens of students are waiting outside the cafeteria.\u003c/p>\n\u003cp>One of them is sophomore Dreshon Robinson. He wants to be a music engineer someday. He loves Adele and Bruno Mars. But right now, he's working evenings in a restaurant. And Monday through Thursday after school, he comes to Grimsley High school's \"learning hub.\"\u003c/p>\n\u003cp>Here, from 4:30 to 6 p.m., there are certified teachers to help with any subject Dre needs. On Tuesdays and Thursdays, there's free dinner too – maybe Chick-fil-A or pizza – and a bus to take you home.\u003c/p>\n\u003cp>\"If I do need tutoring or if I need help,\" Dre says, \"it's teachers in there, so I can get help with my schoolwork. So I don't ever get behind. Because I'm not one for catching up.\"\u003c/p>\n\u003ch3>A place for students – and the district – to catch up\u003c/h3>\n\u003cp>Like districts all over the country, Guilford County, a large system of more than 70,000 students in the north-central part of the state, is playing catchup.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They have seen falling test scores after months of remote and hybrid learning and all of the stresses and traumas of the pandemic. Many high school students started working last year when their parents lost jobs. Some are working two jobs.\u003c/p>\n\u003cp>Dreshon typically works from 6:30 to 10 p.m., five days a week. When he's home, he crashes, exhausted, or dedicates time to friends or family. \"I'm not ever doing school work at home.\"\u003c/p>\n\u003cfigure id=\"attachment_58874\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58874\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/learning-hub-16_slide-6c23bb039599a353d8a2f2b27524ccdb8b82d7f4-scaled-e1640162704853.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Dreshon Robinson says Sierra Hanapole is his favorite teacher. \"She just has a good character. She's really cool. You know, she's not one of those teachers that freak out.\" \u003ccite>(Cornell Watson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Guilford County first opened a version of these learning hubs last school year during remote learning. They were there to give students access to computers and broadband internet, which 1 in 5 families lacked at the start of the pandemic.\u003c/p>\n\u003cp>The Walton Family Foundation and the Michael & Susan Dell Foundation (Dell Technologies is a financial supporter of NPR) funded the hubs this fall to help students stay engaged in school. The grants cover payment for teachers, transportation, meals and incentives for students who stick with their commitment to attend, like gift cards to buy gas.\u003c/p>\n\u003cp>The hubs opened across the district in October. Some schools have Saturday sessions as well as after school. So far about 2,450 students have shown up at least once, a number the district is hoping will grow.\u003c/p>\n\u003cp>At Grimsley High School, word has spread, and the hub has had to move from the media center to the larger cafeteria.\u003c/p>\n\u003cp>Teachers identify students who are behind and recommend them for the hub. \"We have got a lot of kids who typically would have tapped out at this particular point in the year,\" says Grimsley's assistant principal, Christopher Burnette, who oversees the hub.\u003c/p>\n\u003cp>When students get their report cards and see low grades in the first quarter, Burnette explained, \"they realize that this is a no-win situation. And then they start to fade back.\" Attendance drops. They're turning less work in. Grades plummet.\u003c/p>\n\u003cp>That could have been Dreshon Robinson. He lost 15 days this fall to COVID quarantines.\u003c/p>\n\u003cp>\"Biology is hard to teach from a computer,\" says Dreshon's favorite teacher, Sierra Hannipole. \"When he got behind, there was a struggle to pick him back up. And that's unfair to him because he does try. \"\u003c/p>\n\u003cfigure id=\"attachment_58875\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58875\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/learning-hub-6_slide-ebec9e295fe453f5f2746f76c35ea39ff1bafc45-scaled-e1640162743122.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sierra Hannipole says her science students who attend the learning hub at Grimsley High School have seen their grades bump up. \u003ccite>(Cornell Watson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I don't want to ever fall behind again because it is really hard,\" Dreshon agrees.\u003c/p>\n\u003cp>\"Like, you come in, and everybody's like, 'Oh, Dre's back!' Then you be like, 'Oh, what are we doing?' 'We doing this.' I'm like, 'Oh. I don't know what that is.'\"\u003c/p>\n\u003cp>Since Dreshon started attending the hub, Hannipole says, he's not only caught up, but he's more on top of his deadlines, more proactive. \"What I've noticed different from him is a stronger level of accountability.\"\u003c/p>\n\u003ch3>A place for teachers to build stronger relationships\u003c/h3>\n\u003cp>The cafeteria is a newer building with high ceilings and walls of windows. Inside, the mood is calm and friendly. Students are sitting with their friends, but they're staying on task. Some high achievers on the school's International Baccalaureate track have been showing up voluntarily to not only do their own homework, but help their friends.\u003c/p>\n\u003cp>All over the country, schools are reporting\u003ca href=\"https://www.npr.org/2021/11/23/1057979170/school-closures-mental-health-days-families-childcare-thanksgiving-break\"> record levels of staff burnout\u003c/a>. The hub model relies on teachers volunteering to extend their work day, not to mention counselors, the custodians and the bus drivers.\u003c/p>\n\u003cp>On the evening we visit, Burnette's children join him for the school-provided dinner. His wife is an assistant principal at another school, so they trade evening duties.\u003c/p>\n\u003cfigure id=\"attachment_58876\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58876\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/learning-hub-15_slide-196091a0ccab58c1c25bead93106149f9ceaedf3-scaled-e1640162774755.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sierra Hannipole helps Dreshon Robinson with biology during the learning hub. The hub is open to all students Monday through Thursday after school. Students can get help with schoolwork or see a counselor. There's also free food. \u003ccite>(Cornell Watson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We have to make sure that we practice what we preach,\" he says. When he asks teachers to volunteer, he reminds them it will be helpful for the students. \"I just ask, if you can give your kids an hour, it will be more beneficial to them.\"\u003c/p>\n\u003cp>Tajae Pryce, who teaches special education at Grimsley, is consistently at the hub.\u003c/p>\n\u003cp>\"Students have always benefited from one-on-one and small groups,\" he says. \"Being able to have that time built in to do that has been really great.\"\u003c/p>\n\u003cp>For Pryce, the big payoff is better relationships with his students. \"I've met kids who have never spoken in class before, who hadn't had that confidence before or made a connection ... because of lack of time,\" he explains. \"So I really feel like Grimsley High School is like a model of what we could be doing. It's been pretty successful.\"\u003c/p>\n\u003cp>Counselors and social workers also come to the hub, for students who need someone to talk to.\u003c/p>\n\u003cp>\"Our kids have been through trauma that we can't imagine. Not even counting the disease, but just the economic effects,\" Pryce says. \"I have kids whose parents have lost jobs, kids who are working, helping with rent and bills. These kids are impacted by crime and other things in our community. So this is a good place for them to be.\"\u003c/p>\n\u003ch3>A future of more flexible options\u003c/h3>\n\u003cp>In the spring of 2021, with the help of Saturday learning hubs, increased flexibility from the state, and a summer quarter, Guilford County posted the highest high school graduation rate in its history: 91.4 percent. That's in a district where nearly two-thirds of students are living in poverty.\u003c/p>\n\u003cp>This school year, when they came back in person, Sharon Contreras, the superintendent, says they did not want to leave any student behind.\u003c/p>\n\u003cfigure id=\"attachment_58877\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58877\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/learning-hub-2_slide-6d07505f3eeb42006458f7a09bd6165c861ba38f-scaled-e1640162807327.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">The pandemic has forced schools to come up with new solutions. Sierra Hannipole teaches biology and astronomy at Grimsley High school in Greensboro, North Carolina. \u003ccite>(Cornell Watson for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We did home visits. Everyone from myself to principals to school resource officers knocked on doors. We visited shelters,\" she said. \"We were very concerned that we could not place our eyes on students, we did not know if they were OK. We already knew that academically they were suffering. But there are many more concerns that go beyond academic concerns. ... So we just knocked on doors saying, 'Please come back, it's safe to come back to school.'\"\u003c/p>\n\u003cp>Contreras has a grand vision for the future of these hubs. She would like to offer more flexible scheduling for students, especially those who must work to support their families. They could attend hubs before, and after, regular school hours to get their main course credits for graduation.\u003c/p>\n\u003cp>And she'd even like to pay students directly for attending the hub. \"I think it's part of the silver lining of the pandemic that we thought about some of the old practices that just weren't beneficial for students. \"\u003c/p>\n\u003cp>For his part, Dreshon Robinson says the learning hub is giving him new skills to handle his schoolwork.\u003c/p>\n\u003cp>\"I was like, studying is whack,\" he says. \"But then you get to high school, you're like, 'Dang. maybe I do need to study,' but I'm like, 'I don't know how to study.' So you go to the learning hub, they help you.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He's happy to be back at school in person. He says he wants to go to college and pursue his dreams.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Extra+learning+time+is+helping+these+students+catch+up+from+COVID+interruptions&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Of the five senses, the ability to sense sound is “undervalued and underappreciated,” and yet inextricably tied to our understanding of the world, says neuroscientist Nina Kraus.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We live in a visually-oriented world,” says Kraus. Visual objects have “ingredients” such as size, texture and color. “So does sound. Sound is invisible but consists of so much information: pitch, timing, rhythm, timbre and phrase.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraus’s new book, \u003c/span>\u003ca href=\"https://www.amazon.com/Sound-Mind-Brain-Constructs-Meaningful/dp/0262045869\">\u003cspan style=\"font-weight: 400\">\"Of Sound Mind: How Our Brain Constructs a Meaningful Sonic World,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is her love letter to sound. Drawing on decades of research from her \u003c/span>\u003ca href=\"https://brainvolts.northwestern.edu/\">\u003cspan style=\"font-weight: 400\">Brainvolts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> auditory neuroscience laboratory, she offers compelling insights for parents and teachers as they think about children’s sonic environment – and how everything from background noise to music lessons can influence brain development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Sound is easily overlooked, and yet it has a huge impact on who we are and how we engage with the world. Sound is a tremendously powerful force in our lives.” \u003c/span>\u003c/p>\n\u003ch2>Noise vs. sound\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Put simply, noise is unwanted sound. While loud noises can damage our ears, Kraus is also concerned about so-called “safe noise” and its effects on children. “We live in a pretty noisy world,” says Kraus, and these constant, moderate amounts of noise “don't hurt our ears, but they hurt our brain.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about that moment when the dishwasher finishes its cycle or the neighbor shuts off the lawnmower. “You hadn't even noticed that those sounds were there. But when they are turned off, we breathe the sigh of relief because, from an evolutionary standpoint, sound is our alerting sense.” There’s a reason we are attuned to sounds at night, says Kraus. Our ancestors needed to be able to detect threats in the darkness. Noises, whether we are consciously aware of them, tax our brains because they keep us in a state of alert.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Shaping a Healthier Sonic World for Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are things we can do to control and shape our sonic environment, says Kraus. First, we need to pay more attention to the noises that fill our homes and classrooms and think about which are and are not necessary. For example, do we need a ping every time we get a notification on our phone or computer? Does that iPad app your child is playing need the sound on to function, or are the beeps simply noise? We are, she says, too “cavalier about the sounds that we salt and pepper our lives with.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Noise is almost always human-made, so spending time in nature offers children and adults a rejuvenating auditory experience. “You can go into a forest, and it's teeming with sound. There are brooks running, birds tweeting and animals moving around in the thicket.” These sounds help us connect to our environment and experience multi-sensory beauty. Silence, also, is part of a healthy sonic diet. “Quiet is part of sound. It's the space between the notes,” says Kraus, and removing noisy distractions and stimuli allows our brains to relax and wander to new places. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The effect of noise on children’s learning is a factor that must be considered in the efforts to increase educational equity. For example, \u003c/span>\u003ca href=\"https://www.nytimes.com/2013/12/04/nyregion/parents-push-to-quiet-roar-from-trains-near-queens-school.html\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a> \u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">\u003cspan style=\"font-weight: 400\">have found\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children whose classrooms were nearest the subway tracks – leading to higher decibel levels and more interruptions – underperformed on testing when compared to peers in classrooms on the opposite side of the school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We've done a number of studies of children in low-income areas,” says Kraus, “and we've found that there is a biological signature of poverty.” In these high-noise \u003ca href=\"https://www.pbs.org/newshour/nation/urban-noise-pollution-worst-poor-minority-neighborhoods-segregated-cities\">environments\u003c/a>, sound processing in the brain can become diminished, and there can also be increased neural noise – or “background static in the brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While teachers can’t control the external noise environment, they can do more to create auditory choices in the classroom. Anita Collins, a music educator and author of \u003c/span>\u003ca href=\"https://www.amazon.com/Music-Advantage-Helps-Develop-Thrive/dp/0593332121\">\u003cspan style=\"font-weight: 400\">“The Music Advantage,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says that teachers often create classrooms that work best for them. “If teachers find a busy auditory environment stimulating, they create that in their classroom. But not all children will learn well in that environment.” During work-time, she recommends creating both collaborative learning spaces and quiet learning spaces, including access to noise-canceling headphones. And for whole-class experiences, balance moments of high auditory stimulus with moments of quiet. “Building in those tiny little changes in our teaching can be powerful. It lets kids say ‘I can control my environment and make choices that make me as productive as possible,’ and that’s a wonderful skill to take into adulthood,” says Collins.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The ameliorating effects of music and language learning \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music and learning an additional language both have a powerful effect on cognition. Kraus notes that for low-income children who are bilingual, the “neural signature of poverty is lessened.” For all children, “learning another language as early as possible has a tremendous benefit in strengthening the sound mind, reading skills and the kinds of processing skills that children need to learn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, \u003ca href=\"https://www.kqed.org/mindshift/58810/how-music-can-help-kids-learn-literacy-skills\">music education\u003c/a> – from beat-keeping to note-reading – offers clear cognitive benefits to children. “In my view,” says Kraus, “music should be a part of every child's education. It should be a priority as important as learning to read and write. And in fact, playing music will help the reading, writing and arithmetic, in addition to the other ways that it strengthens brain development.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults have a responsibility to create nourishing sound experiences for children, says Kraus. “If we are aware of our sonic environment, and the environment that we create in our homes, in our schools and in our communities, we can work towards doing our part of getting rid of unnecessary sounds and stimulating children to listen to birds, to listen to each other, to honor the wonderful and rich information that is contained in sound.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "The sounds in a child's environment affect their brain development in many ways. Creating an auditory environment that nurtures and stimulates takes some adjusting, sometimes wit the help of noise-cancelling headphones. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Of the five senses, the ability to sense sound is “undervalued and underappreciated,” and yet inextricably tied to our understanding of the world, says neuroscientist Nina Kraus.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We live in a visually-oriented world,” says Kraus. Visual objects have “ingredients” such as size, texture and color. “So does sound. Sound is invisible but consists of so much information: pitch, timing, rhythm, timbre and phrase.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kraus’s new book, \u003c/span>\u003ca href=\"https://www.amazon.com/Sound-Mind-Brain-Constructs-Meaningful/dp/0262045869\">\u003cspan style=\"font-weight: 400\">\"Of Sound Mind: How Our Brain Constructs a Meaningful Sonic World,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is her love letter to sound. Drawing on decades of research from her \u003c/span>\u003ca href=\"https://brainvolts.northwestern.edu/\">\u003cspan style=\"font-weight: 400\">Brainvolts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> auditory neuroscience laboratory, she offers compelling insights for parents and teachers as they think about children’s sonic environment – and how everything from background noise to music lessons can influence brain development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Sound is easily overlooked, and yet it has a huge impact on who we are and how we engage with the world. Sound is a tremendously powerful force in our lives.” \u003c/span>\u003c/p>\n\u003ch2>Noise vs. sound\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Put simply, noise is unwanted sound. While loud noises can damage our ears, Kraus is also concerned about so-called “safe noise” and its effects on children. “We live in a pretty noisy world,” says Kraus, and these constant, moderate amounts of noise “don't hurt our ears, but they hurt our brain.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about that moment when the dishwasher finishes its cycle or the neighbor shuts off the lawnmower. “You hadn't even noticed that those sounds were there. But when they are turned off, we breathe the sigh of relief because, from an evolutionary standpoint, sound is our alerting sense.” There’s a reason we are attuned to sounds at night, says Kraus. Our ancestors needed to be able to detect threats in the darkness. Noises, whether we are consciously aware of them, tax our brains because they keep us in a state of alert.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Shaping a Healthier Sonic World for Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are things we can do to control and shape our sonic environment, says Kraus. First, we need to pay more attention to the noises that fill our homes and classrooms and think about which are and are not necessary. For example, do we need a ping every time we get a notification on our phone or computer? Does that iPad app your child is playing need the sound on to function, or are the beeps simply noise? We are, she says, too “cavalier about the sounds that we salt and pepper our lives with.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Noise is almost always human-made, so spending time in nature offers children and adults a rejuvenating auditory experience. “You can go into a forest, and it's teeming with sound. There are brooks running, birds tweeting and animals moving around in the thicket.” These sounds help us connect to our environment and experience multi-sensory beauty. Silence, also, is part of a healthy sonic diet. “Quiet is part of sound. It's the space between the notes,” says Kraus, and removing noisy distractions and stimuli allows our brains to relax and wander to new places. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The effect of noise on children’s learning is a factor that must be considered in the efforts to increase educational equity. For example, \u003c/span>\u003ca href=\"https://www.nytimes.com/2013/12/04/nyregion/parents-push-to-quiet-roar-from-trains-near-queens-school.html\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a> \u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">\u003cspan style=\"font-weight: 400\">have found\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children whose classrooms were nearest the subway tracks – leading to higher decibel levels and more interruptions – underperformed on testing when compared to peers in classrooms on the opposite side of the school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We've done a number of studies of children in low-income areas,” says Kraus, “and we've found that there is a biological signature of poverty.” In these high-noise \u003ca href=\"https://www.pbs.org/newshour/nation/urban-noise-pollution-worst-poor-minority-neighborhoods-segregated-cities\">environments\u003c/a>, sound processing in the brain can become diminished, and there can also be increased neural noise – or “background static in the brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While teachers can’t control the external noise environment, they can do more to create auditory choices in the classroom. Anita Collins, a music educator and author of \u003c/span>\u003ca href=\"https://www.amazon.com/Music-Advantage-Helps-Develop-Thrive/dp/0593332121\">\u003cspan style=\"font-weight: 400\">“The Music Advantage,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says that teachers often create classrooms that work best for them. “If teachers find a busy auditory environment stimulating, they create that in their classroom. But not all children will learn well in that environment.” During work-time, she recommends creating both collaborative learning spaces and quiet learning spaces, including access to noise-canceling headphones. And for whole-class experiences, balance moments of high auditory stimulus with moments of quiet. “Building in those tiny little changes in our teaching can be powerful. It lets kids say ‘I can control my environment and make choices that make me as productive as possible,’ and that’s a wonderful skill to take into adulthood,” says Collins.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The ameliorating effects of music and language learning \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music and learning an additional language both have a powerful effect on cognition. Kraus notes that for low-income children who are bilingual, the “neural signature of poverty is lessened.” For all children, “learning another language as early as possible has a tremendous benefit in strengthening the sound mind, reading skills and the kinds of processing skills that children need to learn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, \u003ca href=\"https://www.kqed.org/mindshift/58810/how-music-can-help-kids-learn-literacy-skills\">music education\u003c/a> – from beat-keeping to note-reading – offers clear cognitive benefits to children. “In my view,” says Kraus, “music should be a part of every child's education. It should be a priority as important as learning to read and write. And in fact, playing music will help the reading, writing and arithmetic, in addition to the other ways that it strengthens brain development.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults have a responsibility to create nourishing sound experiences for children, says Kraus. “If we are aware of our sonic environment, and the environment that we create in our homes, in our schools and in our communities, we can work towards doing our part of getting rid of unnecessary sounds and stimulating children to listen to birds, to listen to each other, to honor the wonderful and rich information that is contained in sound.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Explaining climate change to young children without sparking fear",
"title": "Explaining climate change to young children without sparking fear",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"featured-image-behind\">\n\u003cdiv class=\"wrapper\">\u003c/div>\n\u003c/div>\n\u003cdiv class=\"main-content\">\n\u003csection id=\"custom_html-2\" class=\"widget_text above-content widget widget_custom_html\">\n\u003cdiv class=\"textwidget custom-html-widget\">\n\u003cp class=\"amp-wp-4ddbd91\" data-amp-original-style=\"font-style:italic\">\u003cem>The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our \u003ca class=\"amp-wp-f6bf23d\" href=\"https://hechingerreport.org/newsletters\" data-amp-original-style=\"text-decoration: underline;\">weekly newsletters\u003c/a> to get stories like this delivered directly to your inbox.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/section>\n\u003carticle id=\"post-83734\" class=\"post-83734 post type-post status-publish format-standard has-post-thumbnail hentry category-early-education tag-climate-change entry\">\n\u003cdiv class=\"entry-content\">\n\u003cp class=\"has-drop-cap\">So far, 2021 has featured an \u003ca href=\"https://www.noaa.gov/news/us-hit-with-18-billion-dollar-disasters-so-far-year\">unprecedented number of weather disasters\u003c/a> in the United States, including \u003ca href=\"https://www.weather.gov/hgx/2021ValentineStorm\">a deep freeze in Texas\u003c/a>, bouts of \u003ca href=\"https://www.climate.gov/news-features/event-tracker/astounding-heat-obliterates-all-time-records-across-pacific-northwest\">scorching temperatures in the normally temperate Pacific Northwest\u003c/a>, a continuation of \u003ca href=\"https://apnews.com/article/fires-environment-and-nature-california-13faa6976260a4a9e10906c70b4ed2d0\">severe wildfires in California\u003c/a>, and \u003ca href=\"https://www.theguardian.com/us-news/2021/sep/02/new-york-flooding-state-of-emergency-ny-city-flash-flood-nyc-hurricane-ida-remnants\">historic flooding in the New York area from Hurricane Ida\u003c/a>.\u003c/p>\n\u003cp>And today’s children are likely to live through more severe weather events. One study estimates children who are currently 6 years old will experience, on average, \u003ca href=\"https://www.washingtonpost.com/climate-environment/2021/09/26/change-disasters-kids-science-study/\">three times the number of climate disasters\u003c/a> as their grandparents over the course of their lifetimes.\u003c/p>\n\u003cp>Experts say it’s important to talk that children understand climate change. But how young should a child be to start that conversation, and how can parents navigate the discussion without frightening them?\u003c/p>\n\u003cp>Jeremy Wortzel, a medical student at the University of Pennsylvania, and Lena Champlin, a doctoral student in environmental science at Drexel University, recently published a children’s book about a young squirrel worried about climate change, produced with the support of the Group for the Advancement of Psychiatry’s Climate Committee. Called “Coco’s Fire: Changing Climate Anxiety Into Climate Action,” the book demonstrates how parents can talk to early elementary-aged children about the topic. Below the book’s authors and experts address common questions parents may have while talking with kids about climate change.\u003c/p>\n\u003ch4>\u003cstrong>Why should parents talk to young children about climate change?\u003c/strong>\u003c/h4>\n\u003cp>Addressing the topic early on can give children some clarity about the scared and anxious emotions they’re feeling when global warming or natural disasters come up, Wortzel said.\u003c/p>\n\u003cp>“This is an issue that impacts their whole lives and will impact the lives of many future generations,” Wortzel said. “It’s important for us to inform younger generations now so that their understanding and their interaction with the scientific community and the climate change community is positive, and so that their relationship with the science and this activism work is rooted in a place of love and empowerment rather than fear.”\u003c/p>\n\u003cp>Children are also likely to hear about climate change at school, on the television or from other kids — another important reason for parents to start the conversation early, according to Dr. Janet Lewis, co-chair of the Group for the Advancement of Psychiatry’s Climate Committee.\u003c/p>\n\u003cp>“There are a lot of young people and a lot of children who really care and know a lot about climate change, even more than the adult population now,” Champlin said. “They know so much and they have so many feelings about it that they are such powerful players in climate change activism.”\u003c/p>\n\u003ch4>\u003cstrong>How young is too young to talk about climate change?\u003c/strong>\u003c/h4>\n\u003cp>There is no age too young for children to start understanding climate change, Wortzel said. “But the way that you approach the topic and the severity and the language that you use has to change as (kids) grow.” It’s equally important, he added, to get young people invested in nature by “getting them outside as early as possible and talking about the beauty and wonder of nature.”\u003c/p>\n\u003cp>The key to talking to young children about a scary prospect such as climate change is using language that informs rather than frightens, Lewis said. When children, and even adults, feel afraid and overwhelmed at the thought of something, Lewis said it can be appealing to turn away from whatever is causing that anxiety. The goal is to be honest in a way that doesn’t cause them to shy from the topic.\u003c/p>\n\u003cp>“That’s what needs to happen with communications about climate change: they get the facts, but also it’s communicated in a way that people can feel hopeful about being able to engage,” Lewis said.\u003c/p>\n\u003ch4>\u003cstrong>What is a good example of how to talk about these issues?\u003c/strong>\u003c/h4>\n\u003cp>It can be as simple as talking to children about why it hasn’t rained in a while, or why there have been more storms than usual. It helps to keep the examples local, Champlin said.\u003c/p>\n\u003cp>“A lot of education about climate change historically has been, ‘This is a global problem,’” Champlin said. “But we’re thinking about trying to communicate climate change in a way that talks about local examples and local environments that we love.”\u003c/p>\n\u003cp>Even the scarier aspects can be talked about with children, as long as it’s done in a way that doesn’t induce stress. It should be similar to how adults talk about other hard topics with children, such as death, according to Dr. Elizabeth Haase, who is also co-chair of the Group for the Advancement of Psychiatry’s Climate Committee. The idea is that children who experience climate anxiety, whether because of lived climate disasters or exposure to the topic, will come away from it with post-traumatic growth.\u003c/p>\n\u003cp>“You go through an experience that is profoundly painful, and often you need to fall apart a little bit, in order to get to the place where you’re most likely to grow,” Haase said.\u003c/p>\n\u003cp>This is modeled in the book, “Coco’s Fire”: the young squirrel reads a letter at the start from his aunt, who reports that she narrowly avoided a forest fire. The short book follows Coco and a “little flame of anxiety in his belly” that eventually turns into a spark of hopefulness and action, with the help of his dad and a scientist owl.\u003c/p>\n\u003cp>The book also mimics simple ways to explain complex topics to younger kids: instead of saying “greenhouse gases,” the scientist owl talks to Coco about it as too many layers of “blankets” covering the Earth.\u003c/p>\n\u003cp>These conversations are going to be imperfect, Lewis said. What’s most important is that the conversation happens.\u003c/p>\n\u003cp>“The child is going to feel contained by the fact that the adult is able to talk about this in a loving and honest way,” Lewis said. “The parent and teacher is with the child in it. And in that way, the child feels like, ‘Oh this must be tolerable. This must be tolerable because look, the adult is tolerating it.’”\u003c/p>\n\u003cp>Ultimately, children should come away with a sense of urgency about the problem but with the understanding that something can be done to address climate change – that the future is not hopeless.\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/explaining-climate-change-to-young-children-without-sparking-fear/\">understanding climate change\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/article>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Severe weather events are likely to become more commonplace as the children of today get older. Experts say that young children can be taught about climate change using local examples and simple language. ",
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"description": "Severe weather events are likely to become more commonplace as the children of today get older. Experts say that young children can be taught about climate change using local examples and simple language. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"featured-image-behind\">\n\u003cdiv class=\"wrapper\">\u003c/div>\n\u003c/div>\n\u003cdiv class=\"main-content\">\n\u003csection id=\"custom_html-2\" class=\"widget_text above-content widget widget_custom_html\">\n\u003cdiv class=\"textwidget custom-html-widget\">\n\u003cp class=\"amp-wp-4ddbd91\" data-amp-original-style=\"font-style:italic\">\u003cem>The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our \u003ca class=\"amp-wp-f6bf23d\" href=\"https://hechingerreport.org/newsletters\" data-amp-original-style=\"text-decoration: underline;\">weekly newsletters\u003c/a> to get stories like this delivered directly to your inbox.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/section>\n\u003carticle id=\"post-83734\" class=\"post-83734 post type-post status-publish format-standard has-post-thumbnail hentry category-early-education tag-climate-change entry\">\n\u003cdiv class=\"entry-content\">\n\u003cp class=\"has-drop-cap\">So far, 2021 has featured an \u003ca href=\"https://www.noaa.gov/news/us-hit-with-18-billion-dollar-disasters-so-far-year\">unprecedented number of weather disasters\u003c/a> in the United States, including \u003ca href=\"https://www.weather.gov/hgx/2021ValentineStorm\">a deep freeze in Texas\u003c/a>, bouts of \u003ca href=\"https://www.climate.gov/news-features/event-tracker/astounding-heat-obliterates-all-time-records-across-pacific-northwest\">scorching temperatures in the normally temperate Pacific Northwest\u003c/a>, a continuation of \u003ca href=\"https://apnews.com/article/fires-environment-and-nature-california-13faa6976260a4a9e10906c70b4ed2d0\">severe wildfires in California\u003c/a>, and \u003ca href=\"https://www.theguardian.com/us-news/2021/sep/02/new-york-flooding-state-of-emergency-ny-city-flash-flood-nyc-hurricane-ida-remnants\">historic flooding in the New York area from Hurricane Ida\u003c/a>.\u003c/p>\n\u003cp>And today’s children are likely to live through more severe weather events. One study estimates children who are currently 6 years old will experience, on average, \u003ca href=\"https://www.washingtonpost.com/climate-environment/2021/09/26/change-disasters-kids-science-study/\">three times the number of climate disasters\u003c/a> as their grandparents over the course of their lifetimes.\u003c/p>\n\u003cp>Experts say it’s important to talk that children understand climate change. But how young should a child be to start that conversation, and how can parents navigate the discussion without frightening them?\u003c/p>\n\u003cp>Jeremy Wortzel, a medical student at the University of Pennsylvania, and Lena Champlin, a doctoral student in environmental science at Drexel University, recently published a children’s book about a young squirrel worried about climate change, produced with the support of the Group for the Advancement of Psychiatry’s Climate Committee. Called “Coco’s Fire: Changing Climate Anxiety Into Climate Action,” the book demonstrates how parents can talk to early elementary-aged children about the topic. Below the book’s authors and experts address common questions parents may have while talking with kids about climate change.\u003c/p>\n\u003ch4>\u003cstrong>Why should parents talk to young children about climate change?\u003c/strong>\u003c/h4>\n\u003cp>Addressing the topic early on can give children some clarity about the scared and anxious emotions they’re feeling when global warming or natural disasters come up, Wortzel said.\u003c/p>\n\u003cp>“This is an issue that impacts their whole lives and will impact the lives of many future generations,” Wortzel said. “It’s important for us to inform younger generations now so that their understanding and their interaction with the scientific community and the climate change community is positive, and so that their relationship with the science and this activism work is rooted in a place of love and empowerment rather than fear.”\u003c/p>\n\u003cp>Children are also likely to hear about climate change at school, on the television or from other kids — another important reason for parents to start the conversation early, according to Dr. Janet Lewis, co-chair of the Group for the Advancement of Psychiatry’s Climate Committee.\u003c/p>\n\u003cp>“There are a lot of young people and a lot of children who really care and know a lot about climate change, even more than the adult population now,” Champlin said. “They know so much and they have so many feelings about it that they are such powerful players in climate change activism.”\u003c/p>\n\u003ch4>\u003cstrong>How young is too young to talk about climate change?\u003c/strong>\u003c/h4>\n\u003cp>There is no age too young for children to start understanding climate change, Wortzel said. “But the way that you approach the topic and the severity and the language that you use has to change as (kids) grow.” It’s equally important, he added, to get young people invested in nature by “getting them outside as early as possible and talking about the beauty and wonder of nature.”\u003c/p>\n\u003cp>The key to talking to young children about a scary prospect such as climate change is using language that informs rather than frightens, Lewis said. When children, and even adults, feel afraid and overwhelmed at the thought of something, Lewis said it can be appealing to turn away from whatever is causing that anxiety. The goal is to be honest in a way that doesn’t cause them to shy from the topic.\u003c/p>\n\u003cp>“That’s what needs to happen with communications about climate change: they get the facts, but also it’s communicated in a way that people can feel hopeful about being able to engage,” Lewis said.\u003c/p>\n\u003ch4>\u003cstrong>What is a good example of how to talk about these issues?\u003c/strong>\u003c/h4>\n\u003cp>It can be as simple as talking to children about why it hasn’t rained in a while, or why there have been more storms than usual. It helps to keep the examples local, Champlin said.\u003c/p>\n\u003cp>“A lot of education about climate change historically has been, ‘This is a global problem,’” Champlin said. “But we’re thinking about trying to communicate climate change in a way that talks about local examples and local environments that we love.”\u003c/p>\n\u003cp>Even the scarier aspects can be talked about with children, as long as it’s done in a way that doesn’t induce stress. It should be similar to how adults talk about other hard topics with children, such as death, according to Dr. Elizabeth Haase, who is also co-chair of the Group for the Advancement of Psychiatry’s Climate Committee. The idea is that children who experience climate anxiety, whether because of lived climate disasters or exposure to the topic, will come away from it with post-traumatic growth.\u003c/p>\n\u003cp>“You go through an experience that is profoundly painful, and often you need to fall apart a little bit, in order to get to the place where you’re most likely to grow,” Haase said.\u003c/p>\n\u003cp>This is modeled in the book, “Coco’s Fire”: the young squirrel reads a letter at the start from his aunt, who reports that she narrowly avoided a forest fire. The short book follows Coco and a “little flame of anxiety in his belly” that eventually turns into a spark of hopefulness and action, with the help of his dad and a scientist owl.\u003c/p>\n\u003cp>The book also mimics simple ways to explain complex topics to younger kids: instead of saying “greenhouse gases,” the scientist owl talks to Coco about it as too many layers of “blankets” covering the Earth.\u003c/p>\n\u003cp>These conversations are going to be imperfect, Lewis said. What’s most important is that the conversation happens.\u003c/p>\n\u003cp>“The child is going to feel contained by the fact that the adult is able to talk about this in a loving and honest way,” Lewis said. “The parent and teacher is with the child in it. And in that way, the child feels like, ‘Oh this must be tolerable. This must be tolerable because look, the adult is tolerating it.’”\u003c/p>\n\u003cp>Ultimately, children should come away with a sense of urgency about the problem but with the understanding that something can be done to address climate change – that the future is not hopeless.\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/explaining-climate-change-to-young-children-without-sparking-fear/\">understanding climate change\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/article>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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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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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"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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},
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