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"content": "\u003cp>For low-income and disenfranchised youth, learning to code might lead to a lucrative career in an industry that's both booming and lacking in diversity. That's the idea behind Oakland's \u003ca href=\"http://www.hiddengeniusproject.org/\">Hidden Genius Project,\u003c/a> a two-year program that offers black high school students a variety of tech classes and pairs them with mentors. Kalimah Priforce, a tech entrepreneur and head mentor at the project wants to see black and Latino kids move from being consumers of technology to being producers -- and he wants to see that diversity reflected in high tech products.\u003c/p>\n\u003cp>“If we want to build an app that could have saved Trayvon Martin’s life, one of the best approaches is to make sure that Trayvon Martin is able to build that app,” said Priforce, who was also among the community leaders advising the White House on its new initiative, My Brother's Keeper, aimed at empowering young men of color.\u003c/p>\n\u003cp>At a recent hack-a-thon in Oakland, Calif., students from the Hidden Genius Project pitched their ideas for software to address their own everyday problems -- from an adventure game about decision making to a mobile app encouraging users to exercise more. Check out what the students are up to.\u003c/p>\n\u003cp>[\u003cem>Produced by Monica Lam/Reported by Aarti Shahani for\u003c/em> \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\">KQED Newsroom\u003c/a>]\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=7J0lkO3cKio?list=UU0FISFbEaHFc5ccrIgkZ3mg]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca href=\"http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html?m=1\">Principal Robert Dillon\u003c/a> calls for a different vision of school, which requires tremendous courage on the part of the education community and parents:\u003c/p>\n\u003cp>\"The schools that we need demand different. They need to support the open and transparent world that is exploding around education. This begins with pushing students into the center of the ring. In the center, there is no room to hide. It is a place of full engagement where real questions about real issues are being addressed with real solutions that will impact real people. Different schools are real.\"\u003c/p>\n\u003cp>Read the full compelling essay below.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas-140x140.jpg\" alt=\"new-ideas\" width=\"140\" height=\"140\">\u003c/p>\n\u003cdiv class=\"mceItemEmbedly\" style=\"max-width: 600px;max-width:600px;\" data-ajax=\"{'url':'http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html?m=1','width':null,'words':null,'height':null,'embed':'<div class=\\"embedly\\" style=\\"\\"><a class=\\'embedly-title\\' target=\\'_blank\\' href=\\'http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html?m=1\\'>PRINCIPALLY SPEAKING</a>School leaders, teachers, and those that surround the work of education are in a difficult space. The demands to achieve are higher than ever, and the needs of kids, both academically and in the other spaces of their lives, are growing in intensity and complexity, while the resources are growing more narrow in scope.<div class=\\"embedly-clear\\"></div><span class=\\"embedly-powered\\" style=\\"float:right;display:block\\"><a target=\\"_blank\\" href=\\"http://embed.ly/code?url=http%3A%2F%2Faprincipalspeaking.blogspot.com%2F2014%2F03%2Fdemand-different.html%3Fm%3D1\\" title=\\"Powered by Embedly\\"><img src=\\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\\" alt=\\"Embedly Powered\\" /></a></span><div class=\\"media-attribution\\"><span>via </span><a href=\\"http://aprincipalspeaking.blogspot.com\\" class=\\"media-attribution-link\\" target=\\"_blank\\">Blogspot</a></span></div><div class=\\"embedly-clear\\"></div></div>'}\">\n\u003cdiv class=\"embedly\" style=\"\">\u003ca class=\"embedly-title\" target=\"_blank\" href=\"http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html?m=1\">PRINCIPALLY SPEAKING\u003c/a>School leaders, teachers, and those that surround the work of education are in a difficult space. The demands to achieve are higher than ever, and the needs of kids, both academically and in the other spaces of their lives, are growing in intensity and complexity, while the resources are growing more narrow in scope.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float:right;display:block\">\u003ca target=\"_blank\" href=\"http://embed.ly/code?url=http%3A%2F%2Faprincipalspeaking.blogspot.com%2F2014%2F03%2Fdemand-different.html%3Fm%3D1\" title=\"Powered by Embedly\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca href=\"http://aprincipalspeaking.blogspot.com\" class=\"media-attribution-link\" target=\"_blank\">Blogspot\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html?m=1\">Principal Robert Dillon\u003c/a> calls for a different vision of school, which requires tremendous courage on the part of the education community and parents:\u003c/p>\n\u003cp>\"The schools that we need demand different. They need to support the open and transparent world that is exploding around education. This begins with pushing students into the center of the ring. In the center, there is no room to hide. It is a place of full engagement where real questions about real issues are being addressed with real solutions that will impact real people. Different schools are real.\"\u003c/p>\n\u003cp>Read the full compelling essay below.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas-140x140.jpg\" alt=\"new-ideas\" width=\"140\" height=\"140\">\u003c/p>\n\u003cdiv class=\"mceItemEmbedly\" style=\"max-width: 600px;max-width:600px;\" data-ajax=\"{'url':'http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html?m=1','width':null,'words':null,'height':null,'embed':'<div class=\\"embedly\\" style=\\"\\"><a class=\\'embedly-title\\' target=\\'_blank\\' href=\\'http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html?m=1\\'>PRINCIPALLY SPEAKING</a>School leaders, teachers, and those that surround the work of education are in a difficult space. The demands to achieve are higher than ever, and the needs of kids, both academically and in the other spaces of their lives, are growing in intensity and complexity, while the resources are growing more narrow in scope.<div class=\\"embedly-clear\\"></div><span class=\\"embedly-powered\\" style=\\"float:right;display:block\\"><a target=\\"_blank\\" href=\\"http://embed.ly/code?url=http%3A%2F%2Faprincipalspeaking.blogspot.com%2F2014%2F03%2Fdemand-different.html%3Fm%3D1\\" title=\\"Powered by Embedly\\"><img src=\\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\\" alt=\\"Embedly Powered\\" /></a></span><div class=\\"media-attribution\\"><span>via </span><a href=\\"http://aprincipalspeaking.blogspot.com\\" class=\\"media-attribution-link\\" target=\\"_blank\\">Blogspot</a></span></div><div class=\\"embedly-clear\\"></div></div>'}\">\n\u003cdiv class=\"embedly\" style=\"\">\u003ca class=\"embedly-title\" target=\"_blank\" href=\"http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html?m=1\">PRINCIPALLY SPEAKING\u003c/a>School leaders, teachers, and those that surround the work of education are in a difficult space. The demands to achieve are higher than ever, and the needs of kids, both academically and in the other spaces of their lives, are growing in intensity and complexity, while the resources are growing more narrow in scope.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float:right;display:block\">\u003ca target=\"_blank\" href=\"http://embed.ly/code?url=http%3A%2F%2Faprincipalspeaking.blogspot.com%2F2014%2F03%2Fdemand-different.html%3Fm%3D1\" title=\"Powered by Embedly\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca href=\"http://aprincipalspeaking.blogspot.com\" class=\"media-attribution-link\" target=\"_blank\">Blogspot\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\" alt=\"new-ideas\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">There’s no shortage of different opinions about how the education system should adapt to a shifting world and a future with unknown demands, but for the most part, only two dominant narratives of education reform have emerged.\u003c/p>\n\u003cp>“The predominant narrative is that schools are broken,” said veteran educator and author \u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\" target=\"_blank\">Will Richardson\u003c/a> recently at a gathering of teachers at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">Educon\u003c/a>. “Our test scores aren’t great and kids aren’t learning what they need to be successful.” This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”\u003c/p>\n\u003cp>The other dominant narrative holds that schools aren’t broken -- they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d6c6d9d0687b7e9bfa4ff9c69325b58b\"]\u003c/p>\n\u003cp>But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports\u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\"> inquiry-based\u003c/a>, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\" target=\"_blank\">meaningful to them\u003c/a>. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said.\u003c/p>\n\u003cp>A group of progressive educators at the Educon conference discussed other qualities that successful future citizens will need and that a good education should offer. A successful student should be able to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">manage massive amounts of information\u003c/a>, a crucial skill as life becomes more digital. Students should learn in ways that disregard traditional disciplines like English and math, instead focusing on real world problems that allow for crossover and interplay. The focus should be on providing student-centered experiences that bring out qualities in students that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\" target=\"_blank\">aren’t necessarily measurable\u003c/a>. Students should learn to build and manipulate computers, not just use them. Perhaps most importantly students should be taught\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\" target=\"_blank\">\u003cem> how\u003c/em> to learn\u003c/a>, especially since the content or specific skills needed in the future are as yet unknown.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to find a narrative that has at its core a very different valuable thing.”\u003c/aside>\n\u003cp>These qualities are different than what one might find in an average public school, but they aren’t impossible to achieve. In isolated pockets around the country schools and teachers are already teaching using many of these principles, but they haven’t coalesced into a movement.\u003c/p>\n\u003cp>“We need to find a narrative that has at its core a very different valuable thing,” said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>. “It may not be the most efficient thing, but it could be the most quality thing to do.” It’s hard to convince people that a new narrative can work until they see a physical manifestation of it. “What we have become is a place that people can see and hold onto,” said Diana Laufenberg, lead teacher at SLA, which has based its foundation on inquiry-based, student-led learning. “We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.\u003c/p>\n\u003cp>“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,” Richardson said. But as educators discussed the issue more in depth, it became clear there was more than one definition of what a third education narrative would look like. “I’m not sure if we all wrote down our definition of modern learning right now that we’d all be near each other,” Richardson said.\u003c/p>\n\u003cp>And yet there was a clear hunger for something other than charter schools or a defense of the status quo. “The underlying problem for any new kind of education is putting out there that level of uncertainty, that level of messiness that exists in the world, the ugly problems that are going to need to be solved by people, not by corporations,” said one teacher. An ambiguous vision of education is hard to sell to politicians, parents, and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most teachers didn’t sign up for this moment that we’re in, this shifty moment,” said Richardson. As ideas about what makes a useful education morph, some educators are feeling left behind, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">reeling from all the changes\u003c/a>. Others are fighting to hold onto the accountability tools that were used to measure them. But assessing this as-yet amorphous concept of the future of learning would necessarily be varied. More than anything, educators would guide students on a learning journey through the lens of their interests and help them discover who they are as learners.\u003c/p>\n\n",
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"description": "Setting aside the two predominant narratives of education, there's a third vision taking shape that's yet to be defined. What would a reimagined education system value and teach?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\" alt=\"new-ideas\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">There’s no shortage of different opinions about how the education system should adapt to a shifting world and a future with unknown demands, but for the most part, only two dominant narratives of education reform have emerged.\u003c/p>\n\u003cp>“The predominant narrative is that schools are broken,” said veteran educator and author \u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\" target=\"_blank\">Will Richardson\u003c/a> recently at a gathering of teachers at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">Educon\u003c/a>. “Our test scores aren’t great and kids aren’t learning what they need to be successful.” This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”\u003c/p>\n\u003cp>The other dominant narrative holds that schools aren’t broken -- they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports\u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\"> inquiry-based\u003c/a>, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\" target=\"_blank\">meaningful to them\u003c/a>. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said.\u003c/p>\n\u003cp>A group of progressive educators at the Educon conference discussed other qualities that successful future citizens will need and that a good education should offer. A successful student should be able to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">manage massive amounts of information\u003c/a>, a crucial skill as life becomes more digital. Students should learn in ways that disregard traditional disciplines like English and math, instead focusing on real world problems that allow for crossover and interplay. The focus should be on providing student-centered experiences that bring out qualities in students that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\" target=\"_blank\">aren’t necessarily measurable\u003c/a>. Students should learn to build and manipulate computers, not just use them. Perhaps most importantly students should be taught\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\" target=\"_blank\">\u003cem> how\u003c/em> to learn\u003c/a>, especially since the content or specific skills needed in the future are as yet unknown.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to find a narrative that has at its core a very different valuable thing.”\u003c/aside>\n\u003cp>These qualities are different than what one might find in an average public school, but they aren’t impossible to achieve. In isolated pockets around the country schools and teachers are already teaching using many of these principles, but they haven’t coalesced into a movement.\u003c/p>\n\u003cp>“We need to find a narrative that has at its core a very different valuable thing,” said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>. “It may not be the most efficient thing, but it could be the most quality thing to do.” It’s hard to convince people that a new narrative can work until they see a physical manifestation of it. “What we have become is a place that people can see and hold onto,” said Diana Laufenberg, lead teacher at SLA, which has based its foundation on inquiry-based, student-led learning. “We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.\u003c/p>\n\u003cp>“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,” Richardson said. But as educators discussed the issue more in depth, it became clear there was more than one definition of what a third education narrative would look like. “I’m not sure if we all wrote down our definition of modern learning right now that we’d all be near each other,” Richardson said.\u003c/p>\n\u003cp>And yet there was a clear hunger for something other than charter schools or a defense of the status quo. “The underlying problem for any new kind of education is putting out there that level of uncertainty, that level of messiness that exists in the world, the ugly problems that are going to need to be solved by people, not by corporations,” said one teacher. An ambiguous vision of education is hard to sell to politicians, parents, and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most teachers didn’t sign up for this moment that we’re in, this shifty moment,” said Richardson. As ideas about what makes a useful education morph, some educators are feeling left behind, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">reeling from all the changes\u003c/a>. Others are fighting to hold onto the accountability tools that were used to measure them. But assessing this as-yet amorphous concept of the future of learning would necessarily be varied. More than anything, educators would guide students on a learning journey through the lens of their interests and help them discover who they are as learners.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\"What do you want to be when you grow up?\"\u003c/p>\n\u003cp>For \u003ca href=\"https://www.youtube.com/watch?v=h11u3vtcpaY\" target=\"_blank\">Teenager Logan LaPlante\u003c/a>, the answer is simple: \"I want to continue to be happy.\"\u003c/p>\n\u003cp>He asks the pointed question: \"What if we based education on the practice of being happy and healthy? Are schools making this a priority? Much of education is more geared towards making a living than towards making a life.\"\u003c/p>\n\u003cp>So he's created his own model of a school based on things like community, time in nature, general happiness. He calls his alternative school model \"hackschool\" because it's all about being willing to change a system. \"Everything is up for being hacked,\" said LaPlante. Since he started his new system, he's hacked through every subject -- from physics to math to history -- while building things along the way. Check out his inspirational talk.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=h11u3vtcpaY?rel=0]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"disqusTitle": "New Study: SAT Scores Not the Only Indicator of College Success",
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"content": "\u003cfigure id=\"attachment_34137\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/testing360.jpg\">\u003cimg class=\"size-full wp-image-34137\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/testing360.jpg\" alt=\"testing360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/testing360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/testing360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/testing360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/Ericnpr\" target=\"_blank\">Eric Westervelt\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">With spring fast approaching, many American high school seniors are now waiting anxiously to hear whether they got into the college or university of their choice. For many students, their scores on the SAT or the ACT will play a big role in where they get in.\u003c/p>\n\u003cp>That's because those standardized tests remain a central part in determining which students get accepted at many schools. But a first-of-its-kind study obtained by NPR raises questions about whether those tests are becoming obsolete.\u003c/p>\n\u003cp>On a drizzly Saturday in Belmont, Calif., high school students are walking out of the Belmont Library looking a little frazzled. They've just spent four hours communing with paper, chair and pencil.\u003c/p>\n\u003cp>Mara Meijer, a junior who wants to be a veterinarian, is among them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"A lot of my teachers have said that if you don't have these scores, [colleges] won't even look at your applications,\" Meijer says. \"I have tons of books at home that I practice over the weekend and after school, so I can work on upping my score.\"\u003c/p>\n\u003cp>\"Upping my score\" is a mantra for teens across the country. But Meijer questions — as do a growing number of students and parents — why America remains addicted to these standardized tests in the first place.\u003c/p>\n\u003cp>\"They're not exactly a fair way to show our skills,\" she says. \"I wish they could find some way to really show what we can do.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The nonsubmitters are doing fine in terms of their graduation rates and GPAs, and significantly outperforming their standardized testing.\"\u003c/aside>\n\u003cp>Today, \u003ca href=\"http://www.fairtest.org/university/optional\" target=\"_blank\">some 800\u003c/a> of the roughly 3,000 four-year colleges and universities in America make SAT or ACT submissions optional. But before \u003ca href=\"http://www.nacacnet.org/research/research-data/nacac-research/Documents/DefiningPromise.pdf\">a new study released Tuesday\u003c/a>, no one had taken a hard, broad look at just how students who take advantage of \"test-optional\" policies are doing: how, for example, their grades and graduation rates stack up next to their counterparts who submitted their test results to admissions offices.\u003c/p>\n\u003cp>\"Human intelligence is so multifaceted, so complex, so varied, that no standardized testing system can be expected to capture it,\" says William Hiss, the study's main author. Hiss is the former dean of admissions at Bates College in Lewiston, Maine — one of the nation's first test-optional schools — and has been \u003ca href=\"http://npr.org/assets/news/2013/optionaltestingpaper19842009.pdf\" target=\"_blank\">conducting similar research\u003c/a> for a number of years.\u003c/p>\n\u003cp>\u003cstrong>DOING WELL, DESPITE MODEST SCORES\u003c/strong>\u003c/p>\n\u003cp>\"My hope is that this study will be a first step in examining what happens when you admit tens of thousands of students without looking at their SAT scores,\" Hiss says. \"And the answer is, if they have good high school grades, they're almost certainly going to be fine.\"\u003c/p>\n\u003cp>Hiss' study, \"Defining Promise: Optional Standardized Testing Policies in American College and University Admissions,\" examined data from nearly three-dozen \"test-optional\" U.S. schools, ranging from small liberal arts schools to large public universities, over several years.\u003c/p>\n\u003cp>Hiss found that there was virtually no difference in grades and graduation rates between test \"submitters\" and \"nonsubmitters.\" Just 0.05 percent of a GPA point separated the students who submitted their scores to admissions offices and those who did not. And college graduation rates for \"nonsubmitters\" were just 0.6 percent lower than those students who submitted their test scores.\u003c/p>\n\u003cp>(The six public universities included in the study are de facto test-optional; these schools collect scores but generally do not use them to determine admission unless a student's rank or high school grade point average is below a given threshold.\u003c/p>\n\u003cp>[contextly_sidebar id=\"03c4481c7cb394c7091d94c91b56aa24\"]\u003c/p>\n\u003cp>(Sixty-three percent of all enrollees at the public universities included in the study were admitted without testing taken into account. The study excludes or controlled for one subset of those students: The 35 percent of those applicants who tested above their institution's average scores. Those students would likely have been admitted, Hiss says, if their test scores were considered. Twenty-eight of the public school students included in the study had below-average scores and were admitted by their school's automatic admissions policy.)\u003c/p>\n\u003cp>\"By any statistical methodology [these are] completely trivial differences,\" Hiss explains. \"The nonsubmitters are doing fine in terms of their graduation rates and GPAs, and significantly outperforming their standardized testing.\"\u003c/p>\n\u003cp>In other words, those students actually performed better in college than their SAT and ACT stores might lead an admissions officer to expect.\u003c/p>\n\u003cp>\u003cstrong>HIGH SCHOOL GRADES MATTER\u003c/strong>\u003c/p>\n\u003cp>The study has another clear result: High school grades matter — a lot. For both those students who submitted their test results to their colleges and those who did not, high school grades were the best predictor of a student's success in college. And kids who had low or modest test scores, but good high school grades, did better in college than those with good scores but modest grades.\u003c/p>\n\u003cp>Hiss says it's probably not so surprising that a pattern of hard work, discipline and curiosity in high school shows up \"as highly predictive, in contrast to what they do in three or four hours on a particular Saturday morning in a testing room.\"\u003c/p>\n\u003cp>Some are calling this study a potential game-changer that may prompt schools to evaluate whether there is value in requiring standardized tests. Before now, data on outcomes for test-optional programs were almost always school-specific or largely anecdotal, says Robert Schaeffer, public education director of the advocacy group \u003ca href=\"http://www.fairtest.org/\">FairTest\u003c/a>, a longtime critic of standardized testing.\u003c/p>\n\u003cp>\"Now we have a study that covers 123,000 students at 33 institutions over eight years. And the conclusion: that test-optional admissions improves diversity [and] does not undermine academic quality,\" Schaeffer says. \"Now more [colleges] and universities will have the data they need to support dropping ACT and SAT requirements.\"\u003c/p>\n\u003cp>So just how \u003cem>did\u003c/em> the U.S. come to rely so much on standardized test scores? The SAT grew out of an Army IQ test that got the attention of presidents at two prestigious Ivy League schools. In the late 1930s the SAT became a scholarship test for all of the Ivies.\u003c/p>\n\u003cp>After World War II, Hiss says, most every school followed the Ivies with good intentions: to try to \"open up access to colleges and universities, and to allow young people coming out of unfancy social backgrounds to be noticed.\"\u003c/p>\n\u003cp>A big test, the theory went, would allow more \"diamond in the rough\" students to be found and accepted to top schools, regardless of family connections or money.\u003c/p>\n\u003cp>But Hiss argues that what started as a single tool became an overused pillar of admissions policies.\u003c/p>\n\u003cp>\"The scores, while they still certainly can help spot a highly talented person coming out of a different sort of a background ... serve more to truncate access than to open it,\" he says.\u003c/p>\n\u003cp>John Fraire, vice president for student affairs and enrollment at Washington State University in Pullman, Wash., agrees. WSU is one of the large test-optional public universities that took part in the study. Fraire believes that standardized tests are artificially narrowing the pool of students applying to some colleges. Students who do badly on tests, he says, may not even bother to apply.\u003c/p>\n\u003cp>\"In some ways, it's discouraging students who have great potential for success [from applying to] a particular school,\" he says. \"Most of our students [at WSU] aren't from privileged backgrounds. They're from the rural communities, the inner-city Latino community, African-American community. And that's why I think this study is so important.\"\u003c/p>\n\u003cp>\u003cstrong>MORE INFORMATION IS BETTER\u003c/strong>\u003c/p>\n\u003cp>The private test preparation market for the SAT and the ACT is a $2 billion-a-year industry in the U.S. Critics of the tests have long said the exams better reflect a family's income and a student's speed at test-taking than aptitude, competency or intelligence.\u003c/p>\n\u003cp>But officials at the College Board, which administers and manages the SAT, say the test is always evolving. James Montoya, the College Board's vice president for higher education, says he's heartened by the study's conclusion that high school grades matter a lot in determining college success. And he points to a \u003ca href=\"http://www.insidehighered.com/news/2012/09/14/new-research-finds-sat-equally-predictive-those-high-and-low-socioeconomic-status\">previous study\u003c/a> that showed SAT scores, when combined with grades, proved a strong predictor of first-year college success across economic groups.\u003c/p>\n\u003cp>Overall, Montoya says, the SAT expands opportunity.\u003c/p>\n\u003cp>\"The information in this study, of course, is valuable. But I also think it needs to be put into context in relationship to the many thousands of colleges and universities who find that the SAT is an extremely useful tool in the admissions process,\" Montoya says.\u003c/p>\n\u003cp>Wayne Camara, ACT's senior vice president of research, doesn't dispute the study's results but adds that \"more information is always better in admissions decisions. ... Another reason why tests are also important is to ensure that grade inflation is held at bay.\"\u003c/p>\n\u003cp>The Bates report may end up adding to the current public policy debate in Washington, D.C. There's a renewed push, led by President Obama, to expand the college pool — especially by getting more low-income and minority students into college, as well as more young people who will be the first generation in their family to attend. The Bates study shows that test nonsubmitters are more likely to be precisely those students.\u003c/p>\n\u003cp>The study's authors believe test-optional policies can help students from all backgrounds. Evy Borkan, 20, of Portland, Ore., says she benefited from a test-optional admissions policy. She was a strong student in high school, but she didn't have great SAT scores.\u003c/p>\n\u003cp>\"I did well in my classes in high school. I worked hard in them, and I felt really comfortable with sending in my GPA,\" she says.\u003c/p>\n\u003cp>Borkan was drawn to Pitzer College, a liberal arts school near Los Angeles. She liked the feel of the place and its academic offerings — and another big factor, she says, was that submitting SAT scores was optional.\u003c/p>\n\u003cp>\"I just liked the fact that they were putting into question the merit [that] SAT scores can hold on a college application, and that just made me feel more comfortable,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now a Pitzer sophomore, Borkan is doing very well. The \"test-optional\" kids, it seems, are more than all right; this study shows that they're thriving.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34137\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/testing360.jpg\">\u003cimg class=\"size-full wp-image-34137\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/testing360.jpg\" alt=\"testing360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/testing360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/testing360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/testing360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/Ericnpr\" target=\"_blank\">Eric Westervelt\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">With spring fast approaching, many American high school seniors are now waiting anxiously to hear whether they got into the college or university of their choice. For many students, their scores on the SAT or the ACT will play a big role in where they get in.\u003c/p>\n\u003cp>That's because those standardized tests remain a central part in determining which students get accepted at many schools. But a first-of-its-kind study obtained by NPR raises questions about whether those tests are becoming obsolete.\u003c/p>\n\u003cp>On a drizzly Saturday in Belmont, Calif., high school students are walking out of the Belmont Library looking a little frazzled. They've just spent four hours communing with paper, chair and pencil.\u003c/p>\n\u003cp>Mara Meijer, a junior who wants to be a veterinarian, is among them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"A lot of my teachers have said that if you don't have these scores, [colleges] won't even look at your applications,\" Meijer says. \"I have tons of books at home that I practice over the weekend and after school, so I can work on upping my score.\"\u003c/p>\n\u003cp>\"Upping my score\" is a mantra for teens across the country. But Meijer questions — as do a growing number of students and parents — why America remains addicted to these standardized tests in the first place.\u003c/p>\n\u003cp>\"They're not exactly a fair way to show our skills,\" she says. \"I wish they could find some way to really show what we can do.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The nonsubmitters are doing fine in terms of their graduation rates and GPAs, and significantly outperforming their standardized testing.\"\u003c/aside>\n\u003cp>Today, \u003ca href=\"http://www.fairtest.org/university/optional\" target=\"_blank\">some 800\u003c/a> of the roughly 3,000 four-year colleges and universities in America make SAT or ACT submissions optional. But before \u003ca href=\"http://www.nacacnet.org/research/research-data/nacac-research/Documents/DefiningPromise.pdf\">a new study released Tuesday\u003c/a>, no one had taken a hard, broad look at just how students who take advantage of \"test-optional\" policies are doing: how, for example, their grades and graduation rates stack up next to their counterparts who submitted their test results to admissions offices.\u003c/p>\n\u003cp>\"Human intelligence is so multifaceted, so complex, so varied, that no standardized testing system can be expected to capture it,\" says William Hiss, the study's main author. Hiss is the former dean of admissions at Bates College in Lewiston, Maine — one of the nation's first test-optional schools — and has been \u003ca href=\"http://npr.org/assets/news/2013/optionaltestingpaper19842009.pdf\" target=\"_blank\">conducting similar research\u003c/a> for a number of years.\u003c/p>\n\u003cp>\u003cstrong>DOING WELL, DESPITE MODEST SCORES\u003c/strong>\u003c/p>\n\u003cp>\"My hope is that this study will be a first step in examining what happens when you admit tens of thousands of students without looking at their SAT scores,\" Hiss says. \"And the answer is, if they have good high school grades, they're almost certainly going to be fine.\"\u003c/p>\n\u003cp>Hiss' study, \"Defining Promise: Optional Standardized Testing Policies in American College and University Admissions,\" examined data from nearly three-dozen \"test-optional\" U.S. schools, ranging from small liberal arts schools to large public universities, over several years.\u003c/p>\n\u003cp>Hiss found that there was virtually no difference in grades and graduation rates between test \"submitters\" and \"nonsubmitters.\" Just 0.05 percent of a GPA point separated the students who submitted their scores to admissions offices and those who did not. And college graduation rates for \"nonsubmitters\" were just 0.6 percent lower than those students who submitted their test scores.\u003c/p>\n\u003cp>(The six public universities included in the study are de facto test-optional; these schools collect scores but generally do not use them to determine admission unless a student's rank or high school grade point average is below a given threshold.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>(Sixty-three percent of all enrollees at the public universities included in the study were admitted without testing taken into account. The study excludes or controlled for one subset of those students: The 35 percent of those applicants who tested above their institution's average scores. Those students would likely have been admitted, Hiss says, if their test scores were considered. Twenty-eight of the public school students included in the study had below-average scores and were admitted by their school's automatic admissions policy.)\u003c/p>\n\u003cp>\"By any statistical methodology [these are] completely trivial differences,\" Hiss explains. \"The nonsubmitters are doing fine in terms of their graduation rates and GPAs, and significantly outperforming their standardized testing.\"\u003c/p>\n\u003cp>In other words, those students actually performed better in college than their SAT and ACT stores might lead an admissions officer to expect.\u003c/p>\n\u003cp>\u003cstrong>HIGH SCHOOL GRADES MATTER\u003c/strong>\u003c/p>\n\u003cp>The study has another clear result: High school grades matter — a lot. For both those students who submitted their test results to their colleges and those who did not, high school grades were the best predictor of a student's success in college. And kids who had low or modest test scores, but good high school grades, did better in college than those with good scores but modest grades.\u003c/p>\n\u003cp>Hiss says it's probably not so surprising that a pattern of hard work, discipline and curiosity in high school shows up \"as highly predictive, in contrast to what they do in three or four hours on a particular Saturday morning in a testing room.\"\u003c/p>\n\u003cp>Some are calling this study a potential game-changer that may prompt schools to evaluate whether there is value in requiring standardized tests. Before now, data on outcomes for test-optional programs were almost always school-specific or largely anecdotal, says Robert Schaeffer, public education director of the advocacy group \u003ca href=\"http://www.fairtest.org/\">FairTest\u003c/a>, a longtime critic of standardized testing.\u003c/p>\n\u003cp>\"Now we have a study that covers 123,000 students at 33 institutions over eight years. And the conclusion: that test-optional admissions improves diversity [and] does not undermine academic quality,\" Schaeffer says. \"Now more [colleges] and universities will have the data they need to support dropping ACT and SAT requirements.\"\u003c/p>\n\u003cp>So just how \u003cem>did\u003c/em> the U.S. come to rely so much on standardized test scores? The SAT grew out of an Army IQ test that got the attention of presidents at two prestigious Ivy League schools. In the late 1930s the SAT became a scholarship test for all of the Ivies.\u003c/p>\n\u003cp>After World War II, Hiss says, most every school followed the Ivies with good intentions: to try to \"open up access to colleges and universities, and to allow young people coming out of unfancy social backgrounds to be noticed.\"\u003c/p>\n\u003cp>A big test, the theory went, would allow more \"diamond in the rough\" students to be found and accepted to top schools, regardless of family connections or money.\u003c/p>\n\u003cp>But Hiss argues that what started as a single tool became an overused pillar of admissions policies.\u003c/p>\n\u003cp>\"The scores, while they still certainly can help spot a highly talented person coming out of a different sort of a background ... serve more to truncate access than to open it,\" he says.\u003c/p>\n\u003cp>John Fraire, vice president for student affairs and enrollment at Washington State University in Pullman, Wash., agrees. WSU is one of the large test-optional public universities that took part in the study. Fraire believes that standardized tests are artificially narrowing the pool of students applying to some colleges. Students who do badly on tests, he says, may not even bother to apply.\u003c/p>\n\u003cp>\"In some ways, it's discouraging students who have great potential for success [from applying to] a particular school,\" he says. \"Most of our students [at WSU] aren't from privileged backgrounds. They're from the rural communities, the inner-city Latino community, African-American community. And that's why I think this study is so important.\"\u003c/p>\n\u003cp>\u003cstrong>MORE INFORMATION IS BETTER\u003c/strong>\u003c/p>\n\u003cp>The private test preparation market for the SAT and the ACT is a $2 billion-a-year industry in the U.S. Critics of the tests have long said the exams better reflect a family's income and a student's speed at test-taking than aptitude, competency or intelligence.\u003c/p>\n\u003cp>But officials at the College Board, which administers and manages the SAT, say the test is always evolving. James Montoya, the College Board's vice president for higher education, says he's heartened by the study's conclusion that high school grades matter a lot in determining college success. And he points to a \u003ca href=\"http://www.insidehighered.com/news/2012/09/14/new-research-finds-sat-equally-predictive-those-high-and-low-socioeconomic-status\">previous study\u003c/a> that showed SAT scores, when combined with grades, proved a strong predictor of first-year college success across economic groups.\u003c/p>\n\u003cp>Overall, Montoya says, the SAT expands opportunity.\u003c/p>\n\u003cp>\"The information in this study, of course, is valuable. But I also think it needs to be put into context in relationship to the many thousands of colleges and universities who find that the SAT is an extremely useful tool in the admissions process,\" Montoya says.\u003c/p>\n\u003cp>Wayne Camara, ACT's senior vice president of research, doesn't dispute the study's results but adds that \"more information is always better in admissions decisions. ... Another reason why tests are also important is to ensure that grade inflation is held at bay.\"\u003c/p>\n\u003cp>The Bates report may end up adding to the current public policy debate in Washington, D.C. There's a renewed push, led by President Obama, to expand the college pool — especially by getting more low-income and minority students into college, as well as more young people who will be the first generation in their family to attend. The Bates study shows that test nonsubmitters are more likely to be precisely those students.\u003c/p>\n\u003cp>The study's authors believe test-optional policies can help students from all backgrounds. Evy Borkan, 20, of Portland, Ore., says she benefited from a test-optional admissions policy. She was a strong student in high school, but she didn't have great SAT scores.\u003c/p>\n\u003cp>\"I did well in my classes in high school. I worked hard in them, and I felt really comfortable with sending in my GPA,\" she says.\u003c/p>\n\u003cp>Borkan was drawn to Pitzer College, a liberal arts school near Los Angeles. She liked the feel of the place and its academic offerings — and another big factor, she says, was that submitting SAT scores was optional.\u003c/p>\n\u003cp>\"I just liked the fact that they were putting into question the merit [that] SAT scores can hold on a college application, and that just made me feel more comfortable,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now a Pitzer sophomore, Borkan is doing very well. The \"test-optional\" kids, it seems, are more than all right; this study shows that they're thriving.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Opening Up Classroom Doors Can Push Education Forward",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34073\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653.jpg\" alt=\"8041488609_f825c1a3ac_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Transparency is not a word often associated with education. For many parents, the time between 8 a.m. and 3 p.m. can feel like a mysterious part of their child’s life. Questioning students about their school day often results in an unsatisfying answer and not every parent has the time to be in constant communication with their student’s teacher.\u003c/p>\n\u003cp>For teachers, transparency can have a distinctly negative connotation. In the political debate, the word is often used in connection to hot button issues like posting teacher salaries and benefits publicly or publishing test scores. And within the school walls, transparency can feel like judgement. Teachers can see principal visits as inspections, not respectful check-ins to offer encouragement and suggestions. No school is the same and dynamics between teaching staff and the administration are different everywhere, but for many teachers the classroom is a sacrosanct, personal space.\u003c/p>\n\u003caside class=\"pullquote alignright\"> “I try to become a bridge between the quantifiable and the qualifiable.”\u003c/aside>\n\u003cp>But what if teachers embraced the idea of transparency as a form of activism, a way of shining light on what works in the classroom? “The minute we say, 'Come look and talk to the students,' we can show what we’re all about,” said \u003ca href=\"http://thejosevilson.com/#sthash.F79qxJ5U.dpbs\" target=\"_blank\">Jose Vilson\u003c/a>, an educator and panelist at \u003ca href=\"http://educonphilly.org/schedule/Openness-Creating_More_Transparent_Schools\" target=\"_blank\">EduCon in Philadelphia\u003c/a>. “If we can do that with a sense of trust and expertise, with respect for ourselves and others, then we can have a pro something instead of an anti-something.”\u003c/p>\n\u003cp>Opening one's classroom to public scrutiny isn’t an easy thing to do. “In order for us to get more people involved, some of us are going to have to be twice as involved, go twice as deep and explain what we are doing in the classroom,” Vilson said. That means being vulnerable and willing to defend teaching practices to anyone who asks. But by welcoming a variety of voices into a discussion about what drives powerful learning experiences, and why certain teaching practices work and others don’t, the process becomes participatory. Everyone shares the responsibility for changing a system that matters to the future of the country.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At \u003ca href=\"http://www.missionhillschool.org/\" target=\"_blank\">Mission Hill School\u003c/a> in Boston every structure in the school is based on transparency. “Openness is the willingness to be disturbed,” said Ayla Gavins, principal of Mission Hill. At her school, teachers lead the effort to be transparent with one another and families and everyone else in the building tries to support that work. The school also has structures in place to support that kind of openness such as weekly meetings, short meetings before or after school and retreat time. There’s an understanding on her staff about what times of the day suit different kinds of meetings.\u003c/p>\n\u003cp>As the leader of the school, Gavins believes that commitment to openness extends to school decisions. When Mission Hill had its budget reduced by the district, a group of teachers came together to figure out how to hire a new teacher with less money, and do it with the culture and integrity of the school in mind. Operating out in the open comes with a different level of accountability. Decision makers have to be prepared to explain and defend tough choices. Still, Gavins found this process less destructive to school morale and mission when done democratically than if she had made the decision herself.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e432d96817d0962503e864b526f133a6\"]\u003c/p>\n\u003cp>Being transparent is a decisive action and can be used as a tool.“Take advantage of your captive audiences,” Gavins said. She encourages her teachers to share their vision for the classroom in letters home to parents. That letter can be an important communication tool teachers have at their disposal to help parents understand why they are doing what they are doing.\u003c/p>\n\u003cp>Social media is another way for teachers to be transparent about what’s happening in the classroom. Teachers can even feed parents informed questions to ask their children at home, to continue and share learning that happens at school. With a little more knowledge about what happened that day, parents won’t be stuck asking the generic, “What did you do in school today?”\u003c/p>\n\u003cp>Test scores continue to dominate the public conversation about how well a school or teacher is performing. But a teacher willing to be open about what goes on in the classroom can help provide a different narrative. “I try to become a bridge between the quantifiable and the 'qualifiable,'” Vilson said. He wants to give the story behind the numbers, the narrative that makes those numbers matter.\u003c/p>\n\u003cp>“We can find a way to create a balance between, ‘Here’s the story and here’s some reflective and introspective evidence,’ put it all together and see what’s going on,” Vilson said. “Right now, I feel like our narrative is being controlled by one side.”\u003c/p>\n\u003cp>Educators who want to see change in the way classrooms are run and how priorities are set have the difficult job of meeting today’s needs while keeping an eye on the future. “You can’t forget what your kids need right now,” said Gavins. “And as you are preparing for the future you need to put some things in place to make a change.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One way to promote change is to allow the outside world to see inside innovative classrooms, hold up positive narratives and be sure everyone knows the consequences of seemingly distant policy decisions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34073\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653.jpg\" alt=\"8041488609_f825c1a3ac_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Transparency is not a word often associated with education. For many parents, the time between 8 a.m. and 3 p.m. can feel like a mysterious part of their child’s life. Questioning students about their school day often results in an unsatisfying answer and not every parent has the time to be in constant communication with their student’s teacher.\u003c/p>\n\u003cp>For teachers, transparency can have a distinctly negative connotation. In the political debate, the word is often used in connection to hot button issues like posting teacher salaries and benefits publicly or publishing test scores. And within the school walls, transparency can feel like judgement. Teachers can see principal visits as inspections, not respectful check-ins to offer encouragement and suggestions. No school is the same and dynamics between teaching staff and the administration are different everywhere, but for many teachers the classroom is a sacrosanct, personal space.\u003c/p>\n\u003caside class=\"pullquote alignright\"> “I try to become a bridge between the quantifiable and the qualifiable.”\u003c/aside>\n\u003cp>But what if teachers embraced the idea of transparency as a form of activism, a way of shining light on what works in the classroom? “The minute we say, 'Come look and talk to the students,' we can show what we’re all about,” said \u003ca href=\"http://thejosevilson.com/#sthash.F79qxJ5U.dpbs\" target=\"_blank\">Jose Vilson\u003c/a>, an educator and panelist at \u003ca href=\"http://educonphilly.org/schedule/Openness-Creating_More_Transparent_Schools\" target=\"_blank\">EduCon in Philadelphia\u003c/a>. “If we can do that with a sense of trust and expertise, with respect for ourselves and others, then we can have a pro something instead of an anti-something.”\u003c/p>\n\u003cp>Opening one's classroom to public scrutiny isn’t an easy thing to do. “In order for us to get more people involved, some of us are going to have to be twice as involved, go twice as deep and explain what we are doing in the classroom,” Vilson said. That means being vulnerable and willing to defend teaching practices to anyone who asks. But by welcoming a variety of voices into a discussion about what drives powerful learning experiences, and why certain teaching practices work and others don’t, the process becomes participatory. Everyone shares the responsibility for changing a system that matters to the future of the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At \u003ca href=\"http://www.missionhillschool.org/\" target=\"_blank\">Mission Hill School\u003c/a> in Boston every structure in the school is based on transparency. “Openness is the willingness to be disturbed,” said Ayla Gavins, principal of Mission Hill. At her school, teachers lead the effort to be transparent with one another and families and everyone else in the building tries to support that work. The school also has structures in place to support that kind of openness such as weekly meetings, short meetings before or after school and retreat time. There’s an understanding on her staff about what times of the day suit different kinds of meetings.\u003c/p>\n\u003cp>As the leader of the school, Gavins believes that commitment to openness extends to school decisions. When Mission Hill had its budget reduced by the district, a group of teachers came together to figure out how to hire a new teacher with less money, and do it with the culture and integrity of the school in mind. Operating out in the open comes with a different level of accountability. Decision makers have to be prepared to explain and defend tough choices. Still, Gavins found this process less destructive to school morale and mission when done democratically than if she had made the decision herself.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Being transparent is a decisive action and can be used as a tool.“Take advantage of your captive audiences,” Gavins said. She encourages her teachers to share their vision for the classroom in letters home to parents. That letter can be an important communication tool teachers have at their disposal to help parents understand why they are doing what they are doing.\u003c/p>\n\u003cp>Social media is another way for teachers to be transparent about what’s happening in the classroom. Teachers can even feed parents informed questions to ask their children at home, to continue and share learning that happens at school. With a little more knowledge about what happened that day, parents won’t be stuck asking the generic, “What did you do in school today?”\u003c/p>\n\u003cp>Test scores continue to dominate the public conversation about how well a school or teacher is performing. But a teacher willing to be open about what goes on in the classroom can help provide a different narrative. “I try to become a bridge between the quantifiable and the 'qualifiable,'” Vilson said. He wants to give the story behind the numbers, the narrative that makes those numbers matter.\u003c/p>\n\u003cp>“We can find a way to create a balance between, ‘Here’s the story and here’s some reflective and introspective evidence,’ put it all together and see what’s going on,” Vilson said. “Right now, I feel like our narrative is being controlled by one side.”\u003c/p>\n\u003cp>Educators who want to see change in the way classrooms are run and how priorities are set have the difficult job of meeting today’s needs while keeping an eye on the future. “You can’t forget what your kids need right now,” said Gavins. “And as you are preparing for the future you need to put some things in place to make a change.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One way to promote change is to allow the outside world to see inside innovative classrooms, hold up positive narratives and be sure everyone knows the consequences of seemingly distant policy decisions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When \u003ca href=\"http://www.donorschoose.org/\" target=\"_blank\">DonorsChoose\u003c/a> started 13 years ago it was a crowd-funding site to help teachers buy classroom materials. Now, it has morphed into a much bigger, and better financed, project that's trying to circumnavigate some of education's thorniest issues. In her \u003ca href=\"http://www.fastcompany.com/3025597/donorschoose-hot-for-teachers\" target=\"_blank\">Fast Company article\u003c/a> Peg Tyre writes:\u003c/p>\n\u003cblockquote>\u003cp>\"In the past decade, the debate over how to improve public education in the U.S. has grown brutally divisive and increasingly shrill. The system is under pressure: State education budgets are shrinking; the population of harder-to-teach poor children is growing; and at the same time, business leaders are demanding that schools prepare better-educated graduates for tomorrow's workforce. Arguing for one set of remedies are the top-down reformers--largely wealthy businesspeople and deep-pocketed philanthropists who have championed charter schools, demonized teachers' unions, and focused heavily on standardized test scores as a way to close the achievement gap between middle class and poor kids and get all kids learning more. On the other side is the education establishment--teachers, school administrators, teachers' colleges, and public school labor leaders--who charge that corporate-style reform ignores a perennial truth, that the achievement gap is a by-product of economic inequity rather than failing schools, recalcitrant unions, or ineffectual teachers. For the past decade or so, wealthy reformers have dominated the agenda, but lately the educational professionals are gathering strength by pointing out the ways in which corporate reform is eroding, rather than strengthening, public schools.\u003c/p>\n\u003cp>Why does Best have confidence that DonorsChoose will be able to thread the needle between these two entrenched factions and effect real change? 'We think we represent a third way,' he says. 'We aren't prescribing anything. We're not claiming to be the experts. We aren't advocating for or against any program. We are going to create a platform that says very explicitly what it is that teachers experience in their classrooms. And donors from either side of the debate--or any part of the political spectrum--can decide whether they want to fund it or agitate to change the underlying conditions that created it.' His plan, so simple it seems almost radical: Listen to the teachers.\"\u003c/p>\u003c/blockquote>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://c.fastcompany.net/multisite_files/fastcompany/imagecache/620x350//poster/2014/02/3025597-poster-p-1-2014-most-innovative-companies-donorschoose.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.fastcompany.com/3025597/donorschoose-hot-for-teachers\" target=\"_blank\">Beyond School Supplies: How DonorsChoose is Crowdsourcing Real Education Reform\u003c/a>Every chance he gets, Charles Best, the founder of DonorsChoose.org, leafs through the carefully lettered, colorfully illustrated thank-you notes from public school students that arrive daily at the loft office he shares with his staff in the garment district of Manhattan.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.fastcompany.com%2F3025597%2Fdonorschoose-hot-for-teachers\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.fastcompany.com\" target=\"_blank\">Fastcompany\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"http://www.donorschoose.org/\" target=\"_blank\">DonorsChoose\u003c/a> started 13 years ago it was a crowd-funding site to help teachers buy classroom materials. Now, it has morphed into a much bigger, and better financed, project that's trying to circumnavigate some of education's thorniest issues. In her \u003ca href=\"http://www.fastcompany.com/3025597/donorschoose-hot-for-teachers\" target=\"_blank\">Fast Company article\u003c/a> Peg Tyre writes:\u003c/p>\n\u003cblockquote>\u003cp>\"In the past decade, the debate over how to improve public education in the U.S. has grown brutally divisive and increasingly shrill. The system is under pressure: State education budgets are shrinking; the population of harder-to-teach poor children is growing; and at the same time, business leaders are demanding that schools prepare better-educated graduates for tomorrow's workforce. Arguing for one set of remedies are the top-down reformers--largely wealthy businesspeople and deep-pocketed philanthropists who have championed charter schools, demonized teachers' unions, and focused heavily on standardized test scores as a way to close the achievement gap between middle class and poor kids and get all kids learning more. On the other side is the education establishment--teachers, school administrators, teachers' colleges, and public school labor leaders--who charge that corporate-style reform ignores a perennial truth, that the achievement gap is a by-product of economic inequity rather than failing schools, recalcitrant unions, or ineffectual teachers. For the past decade or so, wealthy reformers have dominated the agenda, but lately the educational professionals are gathering strength by pointing out the ways in which corporate reform is eroding, rather than strengthening, public schools.\u003c/p>\n\u003cp>Why does Best have confidence that DonorsChoose will be able to thread the needle between these two entrenched factions and effect real change? 'We think we represent a third way,' he says. 'We aren't prescribing anything. We're not claiming to be the experts. We aren't advocating for or against any program. We are going to create a platform that says very explicitly what it is that teachers experience in their classrooms. And donors from either side of the debate--or any part of the political spectrum--can decide whether they want to fund it or agitate to change the underlying conditions that created it.' His plan, so simple it seems almost radical: Listen to the teachers.\"\u003c/p>\u003c/blockquote>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://c.fastcompany.net/multisite_files/fastcompany/imagecache/620x350//poster/2014/02/3025597-poster-p-1-2014-most-innovative-companies-donorschoose.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.fastcompany.com/3025597/donorschoose-hot-for-teachers\" target=\"_blank\">Beyond School Supplies: How DonorsChoose is Crowdsourcing Real Education Reform\u003c/a>Every chance he gets, Charles Best, the founder of DonorsChoose.org, leafs through the carefully lettered, colorfully illustrated thank-you notes from public school students that arrive daily at the loft office he shares with his staff in the garment district of Manhattan.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.fastcompany.com%2F3025597%2Fdonorschoose-hot-for-teachers\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.fastcompany.com\" target=\"_blank\">Fastcompany\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_33856\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7346.jpg\" alt=\"erinscott_-7346\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7346.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7346-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7346-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the course of studying different aspects of children’s environments, \u003ca href=\"http://en.wikipedia.org/wiki/Roger_Hart\">Dr. Roger Hart\u003c/a> noticed that “a lot of supposedly participatory projects had a distinct air of tokenism. Children were being put on display, so to speak, as though they were actively participating, but they were not taken seriously.”\u003c/p>\n\u003cp>To get people talking about this issue, Hart, who serves as director of the \u003ca href=\"http://cergnyc.org\">Children’s Environments Research Group\u003c/a> at the City University of New York and helps lead the \u003ca href=\"http://crc15.org\">Article 15 Project,\u003c/a> a children's rights organization, adapted a colleague’s ladder metaphor. He labeled the rungs:\u003c/p>\n\u003cp>\u003cstrong>1.\u003c/strong> Manipulation\u003c/p>\n\u003cp>\u003cstrong>2. \u003c/strong>Decoration\u003c/p>\n\u003cp>\u003cstrong>3. \u003c/strong>Tokenism\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>4. \u003c/strong>Assigned but informed\u003c/p>\n\u003cp>\u003cstrong>5. \u003c/strong>Consulted and informed\u003c/p>\n\u003cp>\u003cstrong>6. \u003c/strong>Adult-initiated, share decisions with children\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong>Child-initiated and directed\u003c/p>\n\u003cp>\u003cstrong>8.\u003c/strong> Child-initiated, share decisions with adults\u003c/p>\n\u003cp>This became known as “Hart’s ladder of participation” after it was featured in a 1992 \u003ca href=\"http://www.unicef-irc.org/publications/pdf/childrens_participation.pdf\">booklet\u003c/a> promoting the U.N. Convention on the Rights of the Child. The globally popular convention (which was not ratified by the U.S.) prompted many high-level debates regarding children’s civil rights, and their right to participate in society. “The idea was that children aren’t being prepared for citizenship; they are citizens from birth,” Hart says. “That turns things upside down when people think about participation—it takes them from discussing ‘when should we give children a voice’ to ‘why NOT give them a voice?’”\u003c/p>\n\u003cp>Two decades later, \"choice and voice\" are some of the buzzwords used by educators seeking to help children develop into independent and responsible adults, making Hart's Ladder (which is better known outside the U.S.) worth a closer look.\u003c/p>\n\u003cp>Hart, who was born in England, says: “People think American children already have a lot of voice. I thought the same thing when I first came here. But having rights implies being listened to, as well as speaking, and being taken seriously. Being listened to is even more important than having the freedom to make a lot of noise.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Adults] don’t involve them, because they don’t think the child will contribute anything serious that will really make a difference.\"\u003c/aside>\n\u003cp>Hart's ladder has made an impact -- educators around the world are using it as a gauge. The ideal situation, Hart says, involves children operating at the highest level at which they feel competent and confident, as long as it’s above the bottom three rungs, which represent different levels of non-participation. “The fourth rung is where kids are mobilized to have a voice, so it’s okay to start there before moving up,” he says, as long as kids are given the opportunity to critically reflect on the subject matter and seriously challenge it.\u003c/p>\n\u003cp>Hart considers the top three rungs equally acceptable. “Whether the children or the adults initiate something, and whether responsibilities are shared—those distinctions are not important,” he says. And the top rung is not about children being in charge: “I don’t want children to always be in charge any more than I want adults to always be in charge.”\u003c/p>\n\u003cp>He also cautions against using the ladder to categorize people. “Someone can be on different levels at different times,” he says. “It depends where they are in the project.” The ladder also needs to be adapted to account for different cultural contexts, such as the collectivist sensibilities prevalent in Asia.\u003c/p>\n\u003cp>\u003cstrong>IN PRACTICE AT SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Hart says his ladder has most commonly been applied to non-school activities, because schools are a “special kind of institution”—they require attendance and typically have hierarchical power structures that place teachers themselves on the lower rungs of the participation ladder, with little leeway to grant greater freedom to others. Students’ participation in school governance is therefore greatly constrained. And students tend to be either completely left out of broader school-reform debates, or only represented by one or two “star” students. “It’s a system that is not about inclusive, participatory decision making,” Hart says.\u003c/p>\n\u003cfigure id=\"attachment_33850\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/Screen-Shot-2014-02-05-at-3.17.02-PM-300x393.png\" alt=\"YouthPolicy\" width=\"300\" height=\"393\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"YouthPolicy.org\u003c/figcaption>\u003c/figure>\n\u003cp>He’s intrigued by the exceptions — democratic schools around the world that operate on the ladder’s highest rungs — and how such school cultures can reverberate throughout communities. Research on Colombia’s very inclusive \u003ca href=\"http://www.escuelanueva.org/portal/en/escuela-nueva-model.html\">Escuela Nueva schools \u003c/a>(which started in low-income rural regions and have been replicated elsewhere) showed that communities with such schools became much more democratic and developed more social capital, with deeper and more caring bonds developing among community members. (The effect was less profound in less homogeneous urban settings, but Hart considers it a valuable model nonetheless.)\u003c/p>\n\u003cp>Even at more conventional schools, the ladder has sometimes been used to assess projects and identify opportunities for greater participation. Most school projects, he says, are conceived and designed by teachers, representing lost opportunities for more engaged and profound learning.\u003c/p>\n\u003cp>That was the approach taken at one school in England. Rather than giving explicit instructions on a project, a teacher operating on a higher rung asked students to reflect on what aspects of their neighborhood could be improved, discuss their ideas, settle on one, and find ways to improve it. Students decided that dog excrement was the biggest problem in their environment. With the support of teachers, they mapped the problem areas, designed a pooper scooper, and devised ways to discuss the issue with the community. They intercepted dog owners, sold them scoopers, and convinced stores to advertise them and journalists to write about them.\u003c/p>\n\u003cp>“After two years, the neighborhood was free of dog poo,” Hart says. “That’s a project kids will recall for the rest of their lives, knowing they can see a problem and do something to change it.\" That's a much more powerful way to learn about environmental issues than simply following a teacher's instructions to collect and test water samples, and it promotes the kind of thinking that will be needed if humanity is to learn to live sustainably on this planet, says Hart, who also wrote a book called \u003ca href=\"http://www.amazon.com/Childrens-Participation-Involving-Development-Environmental/dp/1853833223\">Children’s Participation: The Theory And Practice Of Involving Young Citizens In Community Development and Environmental Care\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>HOW TO CLIMB THE RUNGS\u003c/strong>\u003c/p>\n\u003cp>The key to moving up the rungs, Hart says, is to ask groups of adults and children to reflect on examples of the rungs from their own lives. “A lot of adults are genuinely trying to be helpful,” Hart says, “but they don’t maximize a child’s chance to contribute in a way that allows the child to prepare and be confident and give an opinion that is really likely to be listened to. They don’t involve them, because they don’t think the child will contribute anything serious that will really make a difference.\"\u003c/p>\n\u003cp>For many years, the higher rungs were more evident in early childhood education, Hart says, “where teachers were trained to observe and listen to children while they’re playing, and to build on that. It’s a very child-centered and respectful way of working with people.” But the encroachment of standardized testing and curricula into the youngest classrooms has introduced a rigidity that is not compatible with such approaches.\u003c/p>\n\u003cp>[contextly_sidebar id=\"1081592df99cf95cec899d61d1b33a64\"]\u003c/p>\n\u003cp>Hart is inspired by innovative programs at schools that are free of such restrictions. In Bogota, Colombia, city leaders began allowing teachers to experiment with ideas for developing citizenship, starting in preschool. Hart saw the process unfold when he dropped in on a classroom unannounced. “The teacher told the kids: ‘We have a guest. Shall we ask his name and why he’s here?’” he recalls. “She then asked them what they do when they have a guest in their home, and each kid answered. She then told them, ‘So you’ve heard everyone’s idea; what would be good for us to do with our guest?’ They then created a whole script of what to do with a guest, built on what children liked from their own experience, reflected on, and chose. … It was such an obvious yet unusual kind of preschool program, with four-year-olds being talked with as part of an intelligent, democratic community.”\u003c/p>\n\u003cp>Some teachers are resistant (at least initially) about moving up the ladder’s rungs, because they worry about losing their familiar roles, and about feeling ignorant for not knowing the answers to children’s questions. Hart says these challenges can easily be overcome. For example, Escuela Nueva made its teacher training “horizontal,” engaging teachers from existing Escuela Nueva schools to educate newer colleagues and put them at ease. The schools also established well-stocked libraries to which the teachers could refer the children when they didn’t know the answers.\u003c/p>\n\u003cp>“It sounds simple,” Hart says, “but it made a big impact.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "In the course of studying different aspects of children’s environments, Dr. Roger Hart noticed that “a lot of supposedly participatory projects had a distinct air of tokenism. Children were being put on display, so to speak, as though they were actively participating, but they were not taken seriously.” He created Hart's Ladder to help measure the authenticity of the work educators ask students to do.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33856\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7346.jpg\" alt=\"erinscott_-7346\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7346.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7346-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7346-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the course of studying different aspects of children’s environments, \u003ca href=\"http://en.wikipedia.org/wiki/Roger_Hart\">Dr. Roger Hart\u003c/a> noticed that “a lot of supposedly participatory projects had a distinct air of tokenism. Children were being put on display, so to speak, as though they were actively participating, but they were not taken seriously.”\u003c/p>\n\u003cp>To get people talking about this issue, Hart, who serves as director of the \u003ca href=\"http://cergnyc.org\">Children’s Environments Research Group\u003c/a> at the City University of New York and helps lead the \u003ca href=\"http://crc15.org\">Article 15 Project,\u003c/a> a children's rights organization, adapted a colleague’s ladder metaphor. He labeled the rungs:\u003c/p>\n\u003cp>\u003cstrong>1.\u003c/strong> Manipulation\u003c/p>\n\u003cp>\u003cstrong>2. \u003c/strong>Decoration\u003c/p>\n\u003cp>\u003cstrong>3. \u003c/strong>Tokenism\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>4. \u003c/strong>Assigned but informed\u003c/p>\n\u003cp>\u003cstrong>5. \u003c/strong>Consulted and informed\u003c/p>\n\u003cp>\u003cstrong>6. \u003c/strong>Adult-initiated, share decisions with children\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong>Child-initiated and directed\u003c/p>\n\u003cp>\u003cstrong>8.\u003c/strong> Child-initiated, share decisions with adults\u003c/p>\n\u003cp>This became known as “Hart’s ladder of participation” after it was featured in a 1992 \u003ca href=\"http://www.unicef-irc.org/publications/pdf/childrens_participation.pdf\">booklet\u003c/a> promoting the U.N. Convention on the Rights of the Child. The globally popular convention (which was not ratified by the U.S.) prompted many high-level debates regarding children’s civil rights, and their right to participate in society. “The idea was that children aren’t being prepared for citizenship; they are citizens from birth,” Hart says. “That turns things upside down when people think about participation—it takes them from discussing ‘when should we give children a voice’ to ‘why NOT give them a voice?’”\u003c/p>\n\u003cp>Two decades later, \"choice and voice\" are some of the buzzwords used by educators seeking to help children develop into independent and responsible adults, making Hart's Ladder (which is better known outside the U.S.) worth a closer look.\u003c/p>\n\u003cp>Hart, who was born in England, says: “People think American children already have a lot of voice. I thought the same thing when I first came here. But having rights implies being listened to, as well as speaking, and being taken seriously. Being listened to is even more important than having the freedom to make a lot of noise.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Adults] don’t involve them, because they don’t think the child will contribute anything serious that will really make a difference.\"\u003c/aside>\n\u003cp>Hart's ladder has made an impact -- educators around the world are using it as a gauge. The ideal situation, Hart says, involves children operating at the highest level at which they feel competent and confident, as long as it’s above the bottom three rungs, which represent different levels of non-participation. “The fourth rung is where kids are mobilized to have a voice, so it’s okay to start there before moving up,” he says, as long as kids are given the opportunity to critically reflect on the subject matter and seriously challenge it.\u003c/p>\n\u003cp>Hart considers the top three rungs equally acceptable. “Whether the children or the adults initiate something, and whether responsibilities are shared—those distinctions are not important,” he says. And the top rung is not about children being in charge: “I don’t want children to always be in charge any more than I want adults to always be in charge.”\u003c/p>\n\u003cp>He also cautions against using the ladder to categorize people. “Someone can be on different levels at different times,” he says. “It depends where they are in the project.” The ladder also needs to be adapted to account for different cultural contexts, such as the collectivist sensibilities prevalent in Asia.\u003c/p>\n\u003cp>\u003cstrong>IN PRACTICE AT SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Hart says his ladder has most commonly been applied to non-school activities, because schools are a “special kind of institution”—they require attendance and typically have hierarchical power structures that place teachers themselves on the lower rungs of the participation ladder, with little leeway to grant greater freedom to others. Students’ participation in school governance is therefore greatly constrained. And students tend to be either completely left out of broader school-reform debates, or only represented by one or two “star” students. “It’s a system that is not about inclusive, participatory decision making,” Hart says.\u003c/p>\n\u003cfigure id=\"attachment_33850\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/Screen-Shot-2014-02-05-at-3.17.02-PM-300x393.png\" alt=\"YouthPolicy\" width=\"300\" height=\"393\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"YouthPolicy.org\u003c/figcaption>\u003c/figure>\n\u003cp>He’s intrigued by the exceptions — democratic schools around the world that operate on the ladder’s highest rungs — and how such school cultures can reverberate throughout communities. Research on Colombia’s very inclusive \u003ca href=\"http://www.escuelanueva.org/portal/en/escuela-nueva-model.html\">Escuela Nueva schools \u003c/a>(which started in low-income rural regions and have been replicated elsewhere) showed that communities with such schools became much more democratic and developed more social capital, with deeper and more caring bonds developing among community members. (The effect was less profound in less homogeneous urban settings, but Hart considers it a valuable model nonetheless.)\u003c/p>\n\u003cp>Even at more conventional schools, the ladder has sometimes been used to assess projects and identify opportunities for greater participation. Most school projects, he says, are conceived and designed by teachers, representing lost opportunities for more engaged and profound learning.\u003c/p>\n\u003cp>That was the approach taken at one school in England. Rather than giving explicit instructions on a project, a teacher operating on a higher rung asked students to reflect on what aspects of their neighborhood could be improved, discuss their ideas, settle on one, and find ways to improve it. Students decided that dog excrement was the biggest problem in their environment. With the support of teachers, they mapped the problem areas, designed a pooper scooper, and devised ways to discuss the issue with the community. They intercepted dog owners, sold them scoopers, and convinced stores to advertise them and journalists to write about them.\u003c/p>\n\u003cp>“After two years, the neighborhood was free of dog poo,” Hart says. “That’s a project kids will recall for the rest of their lives, knowing they can see a problem and do something to change it.\" That's a much more powerful way to learn about environmental issues than simply following a teacher's instructions to collect and test water samples, and it promotes the kind of thinking that will be needed if humanity is to learn to live sustainably on this planet, says Hart, who also wrote a book called \u003ca href=\"http://www.amazon.com/Childrens-Participation-Involving-Development-Environmental/dp/1853833223\">Children’s Participation: The Theory And Practice Of Involving Young Citizens In Community Development and Environmental Care\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>HOW TO CLIMB THE RUNGS\u003c/strong>\u003c/p>\n\u003cp>The key to moving up the rungs, Hart says, is to ask groups of adults and children to reflect on examples of the rungs from their own lives. “A lot of adults are genuinely trying to be helpful,” Hart says, “but they don’t maximize a child’s chance to contribute in a way that allows the child to prepare and be confident and give an opinion that is really likely to be listened to. They don’t involve them, because they don’t think the child will contribute anything serious that will really make a difference.\"\u003c/p>\n\u003cp>For many years, the higher rungs were more evident in early childhood education, Hart says, “where teachers were trained to observe and listen to children while they’re playing, and to build on that. It’s a very child-centered and respectful way of working with people.” But the encroachment of standardized testing and curricula into the youngest classrooms has introduced a rigidity that is not compatible with such approaches.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Hart is inspired by innovative programs at schools that are free of such restrictions. In Bogota, Colombia, city leaders began allowing teachers to experiment with ideas for developing citizenship, starting in preschool. Hart saw the process unfold when he dropped in on a classroom unannounced. “The teacher told the kids: ‘We have a guest. 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"content": "\u003cp style=\"text-align: left\">We've heard the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">importance of failure\u003c/a> and experimentation in learning. In this excellent interview on \u003ca href=\"http://www.sciencefriday.com/segment/01/24/2014/james-dyson-failures-are-interesting.html\">Science Friday\u003c/a>, inventor James Dyson speaks about his direct experience with failures and schools' need to accommodate it.\u003c/p>\n\u003cp style=\"text-align: left\">\"My life and my day are full of failures,” he says. “Failures are interesting.”\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/133232514&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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