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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has surged across the country since the pandemic, with more than \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">one out of four students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> missing at least 18 days of school a year. That’s more than three lost weeks of instruction a year for more than 10 million school children. An even higher percentage of poor students, \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">more than one out of three\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, calls chronic absenteeism – not learning loss – “the greatest challenge for public schools.” At a \u003c/span>\u003ca href=\"https://www.aei.org/events/chronic-absenteeism-after-the-pandemic/?mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w&mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w\">\u003cspan style=\"font-weight: 400\">Feb. 8, 2024 panel discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Malkus said, “It’s the primary problem because until we do something about that, academic recovery from the pandemic, which is significant, is a pipe dream.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63144\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63144\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png\" alt=\"\" width=\"780\" height=\"325\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-768x320.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students who have missed at least 18 days or 10% of the school year remained stubbornly high after schools reopened. More than one out of three students in high poverty schools were chronically absent in 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One district in the Southeast tried to tackle its post-pandemic surge in absenteeism with a computer dashboard that tracks student data and highlights which students are in trouble or heading toward trouble. Called an early warning system, tracking student data this way has become common at schools around the country. (I’m not identifying the district because a researcher who studied its efforts to boost attendance agreed to keep it anonymous in exchange for sharing the outcomes with the public.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s schools had re-opened in the fall of 2020 and were operating fully in person, but students could opt for remote learning upon request. Yet nearly half of the district’s students weren’t attending school regularly during the 2020-21 year, either in person or remotely. One out of six students had crossed the “chronically absent” threshold of 18 or more missed days. That doesn’t count quarantine days at home because the student contracted or was exposed to Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early warning system color coded each student for absences. Green designated an “on track” student who regularly came to school. Yellow highlighted an “at risk” student who had missed more than 4% of the school year. And red identified “off track” students who had not come to school 10% or more of the time. During the summer of 2021, school staff pored over the colored dots and came up with battle plans to help students return. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fellow at Harvard University’s Center for Education Policy Research studied what happened the following 2021-22 school year. The results, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737231221503\">\u003cspan style=\"font-weight: 400\">published online in the journal Educational Evaluation and Policy Analysis on Feb. 5, 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, were woefully disappointing: the attendance rates of low-income students didn’t improve at all. Low-income students with a track record of missing school continued to miss as much school the next year, despite efforts to help them return. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only students to improve their attendance rates were higher income students, whose families earned too much to qualify for the free or reduced price lunch program. The attendance of more advantaged students who had been flagged red for “off track” (chronically absent) improved by 1 to 2 percentage points. That’s good, but four out of five of the red “off track” students came from low-income families. Only 20% of the pool of chronically absent students had been helped … a bit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The selling point for early warning systems is that they can help identify students before they’re derailed, when it’s easier to get back into the routine of going to school. But, distressingly, neither rich nor poor students who had been flagged yellow for being “at risk” saw an improvement in attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yusuf Canbolat, the Harvard fellow, explained to me that early warning systems only flag students. They don’t tell educators how to help students. Every child’s reason for not coming to school is unique. Some are bullied. Others have asthma and their parents are worried about their health. Still others have fallen so behind in their school work that they cannot follow what’s going on in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common approaches, such as calling parents and mailing letters, tend to be more effective with higher-income families, Canbolat explained to me. They are more likely to have the resources to follow through with counseling or tutoring, for example, and help their child return to school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Low-income families, by contrast, often have larger problems that require assistance schools cannot provide. Many low-income children \u003ca href=\"https://www.kqed.org/mindshift/60125/3-things-we-get-wrong-in-responding-to-child-grief-and-how-to-do-better\">lost a parent or a guardian to COVID\u003c/a> and are \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">still grieving\u003c/a>. Many families in poverty \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">need housing, food, employment, healthcare, transportation or even help with laundry\u003c/a>. That often requires \u003ca href=\"https://www.kqed.org/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed\">partnerships with community organizations and social service agencies\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Canbolat said that school staff in this district tried to come up with solutions that were tailored to a child’s circumstances, but giving a family the name of a counseling center isn’t the same as making sure the family is getting the counseling it needs. And there were so many kids flagged for being at risk that the schools could not begin to address their needs at all. Instead, they focused on the most severe chronic absence cases, Canbolat said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hedy Chang, executive director of Attendance Works, a nonprofit that is working with schools to improve attendance, said that a case management approach to absenteeism isn’t practical when so many students aren’t coming to school. Many schools, she said, might have only one or two social workers focusing on attendance and their caseloads quickly become overloaded. When nearly half of the students in a school have an attendance problem, system-wide approaches are needed, Chang said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One systematic approach, she said, is to stop taking an adversarial tone with families — threatening parents with fines or going to court, or students with suspensions for truancy violations. “That doesn’t work,” Chang said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recommends that schools create more ways for students to build relationships with adults and classmates at school so that they look forward to being there. That can range from after-school programs and sports to advisory periods and paying high schoolers to mentor elementary school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The most important thing is kids need to know that when they walk into school, there’s someone who cares about them,” said Chang.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the disappointing results of using an early warning system to combat absenteeism, both researchers and experts say the dashboards should not be jettisoned. Chang explained that they still help schools understand the size and the scope of their attendance problem, see patterns and learn if their solutions are working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was shocked to read in a recent School Pulse Panel survey conducted by the Department of Education in November 2023 that only \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of school leaders said they were “extremely concerned” about student absences. In high-poverty neighborhoods, there was more concern, but still only 26%. Given that the number of students who are chronically absent from schools has almost doubled to \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">28% from around 15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic, everyone should be very concerned. If we don’t find a solution soon, millions of children will be unable to get the education they need to live a productive life. And we will all pay the price.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">\u003ci>\u003cspan style=\"font-weight: 400\">school early warning systems\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has surged across the country since the pandemic, with more than \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">one out of four students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> missing at least 18 days of school a year. That’s more than three lost weeks of instruction a year for more than 10 million school children. An even higher percentage of poor students, \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">more than one out of three\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, calls chronic absenteeism – not learning loss – “the greatest challenge for public schools.” At a \u003c/span>\u003ca href=\"https://www.aei.org/events/chronic-absenteeism-after-the-pandemic/?mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w&mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w\">\u003cspan style=\"font-weight: 400\">Feb. 8, 2024 panel discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Malkus said, “It’s the primary problem because until we do something about that, academic recovery from the pandemic, which is significant, is a pipe dream.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63144\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63144\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png\" alt=\"\" width=\"780\" height=\"325\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-768x320.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students who have missed at least 18 days or 10% of the school year remained stubbornly high after schools reopened. More than one out of three students in high poverty schools were chronically absent in 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One district in the Southeast tried to tackle its post-pandemic surge in absenteeism with a computer dashboard that tracks student data and highlights which students are in trouble or heading toward trouble. Called an early warning system, tracking student data this way has become common at schools around the country. (I’m not identifying the district because a researcher who studied its efforts to boost attendance agreed to keep it anonymous in exchange for sharing the outcomes with the public.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s schools had re-opened in the fall of 2020 and were operating fully in person, but students could opt for remote learning upon request. Yet nearly half of the district’s students weren’t attending school regularly during the 2020-21 year, either in person or remotely. One out of six students had crossed the “chronically absent” threshold of 18 or more missed days. That doesn’t count quarantine days at home because the student contracted or was exposed to Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early warning system color coded each student for absences. Green designated an “on track” student who regularly came to school. Yellow highlighted an “at risk” student who had missed more than 4% of the school year. And red identified “off track” students who had not come to school 10% or more of the time. During the summer of 2021, school staff pored over the colored dots and came up with battle plans to help students return. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fellow at Harvard University’s Center for Education Policy Research studied what happened the following 2021-22 school year. The results, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737231221503\">\u003cspan style=\"font-weight: 400\">published online in the journal Educational Evaluation and Policy Analysis on Feb. 5, 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, were woefully disappointing: the attendance rates of low-income students didn’t improve at all. Low-income students with a track record of missing school continued to miss as much school the next year, despite efforts to help them return. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only students to improve their attendance rates were higher income students, whose families earned too much to qualify for the free or reduced price lunch program. The attendance of more advantaged students who had been flagged red for “off track” (chronically absent) improved by 1 to 2 percentage points. That’s good, but four out of five of the red “off track” students came from low-income families. Only 20% of the pool of chronically absent students had been helped … a bit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The selling point for early warning systems is that they can help identify students before they’re derailed, when it’s easier to get back into the routine of going to school. But, distressingly, neither rich nor poor students who had been flagged yellow for being “at risk” saw an improvement in attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yusuf Canbolat, the Harvard fellow, explained to me that early warning systems only flag students. They don’t tell educators how to help students. Every child’s reason for not coming to school is unique. Some are bullied. Others have asthma and their parents are worried about their health. Still others have fallen so behind in their school work that they cannot follow what’s going on in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common approaches, such as calling parents and mailing letters, tend to be more effective with higher-income families, Canbolat explained to me. They are more likely to have the resources to follow through with counseling or tutoring, for example, and help their child return to school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Low-income families, by contrast, often have larger problems that require assistance schools cannot provide. Many low-income children \u003ca href=\"https://www.kqed.org/mindshift/60125/3-things-we-get-wrong-in-responding-to-child-grief-and-how-to-do-better\">lost a parent or a guardian to COVID\u003c/a> and are \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">still grieving\u003c/a>. Many families in poverty \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">need housing, food, employment, healthcare, transportation or even help with laundry\u003c/a>. That often requires \u003ca href=\"https://www.kqed.org/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed\">partnerships with community organizations and social service agencies\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Canbolat said that school staff in this district tried to come up with solutions that were tailored to a child’s circumstances, but giving a family the name of a counseling center isn’t the same as making sure the family is getting the counseling it needs. And there were so many kids flagged for being at risk that the schools could not begin to address their needs at all. Instead, they focused on the most severe chronic absence cases, Canbolat said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hedy Chang, executive director of Attendance Works, a nonprofit that is working with schools to improve attendance, said that a case management approach to absenteeism isn’t practical when so many students aren’t coming to school. Many schools, she said, might have only one or two social workers focusing on attendance and their caseloads quickly become overloaded. When nearly half of the students in a school have an attendance problem, system-wide approaches are needed, Chang said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One systematic approach, she said, is to stop taking an adversarial tone with families — threatening parents with fines or going to court, or students with suspensions for truancy violations. “That doesn’t work,” Chang said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recommends that schools create more ways for students to build relationships with adults and classmates at school so that they look forward to being there. That can range from after-school programs and sports to advisory periods and paying high schoolers to mentor elementary school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The most important thing is kids need to know that when they walk into school, there’s someone who cares about them,” said Chang.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the disappointing results of using an early warning system to combat absenteeism, both researchers and experts say the dashboards should not be jettisoned. Chang explained that they still help schools understand the size and the scope of their attendance problem, see patterns and learn if their solutions are working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was shocked to read in a recent School Pulse Panel survey conducted by the Department of Education in November 2023 that only \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of school leaders said they were “extremely concerned” about student absences. In high-poverty neighborhoods, there was more concern, but still only 26%. Given that the number of students who are chronically absent from schools has almost doubled to \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">28% from around 15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic, everyone should be very concerned. If we don’t find a solution soon, millions of children will be unable to get the education they need to live a productive life. And we will all pay the price.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">\u003ci>\u003cspan style=\"font-weight: 400\">school early warning systems\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "When Adults Learn about Trauma-Informed Practices, Students Can Recover",
"headTitle": "When Adults Learn about Trauma-Informed Practices, Students Can Recover | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When students at Mercer County Intermediate School returned to in-person learning during the 2021-2022 school year, school counselor \u003ca href=\"https://twitter.com/AmyRiley1994\">Amy Riley\u003c/a> noticed heightened anxiety among the third through fifth grade students in Harrodsburg, Kentucky. Riley attributed this change to isolation, economic disadvantage, and increased social media use during the pandemic. During remote learning – which lasted from March 2020 through June 2021 – some students would be home alone all day because their parents were essential workers; others told Riley that they had one or two parents out of work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The strain, economically, on some of our families was intense and the kids knew that,” she said. When school was primarily virtual, Riley went from monthly in-classroom counseling lessons to no structured school counseling class at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really difficult. And honestly, for the first few weeks, I felt useless,” said Riley. So she decided to connect with her students over her YouTube channel. Riley took requests from students, like making slime or doing gymnastics, and fit those into counseling lessons. “There were kids who connected with me through my YouTube channel that would have never walked up to me at school and said anything to me or would have never come to my office,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prior to the pandemic, they had about one suicide threat assessment per month, which was, according to Riley, typical for a school with a student population of 600. However, during the 2021-2022 school year, when kids were back in school buildings, there were 52 instances of a child threatening suicide. “Before COVID, we had students who had gone through trauma” said Riley, “but after COVID, [suicide risk assessments] just skyrocketed.” This was a crisis and Mercer County Intermediate wasn’t alone.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019926/#:~:text=Feelings%20of%20social%20isolation%20with,followed%20by%20depression%20and%20stress.\">\u003cspan style=\"font-weight: 400\">A study published by the Cambridge University Press\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023 found that not only did the pandemic increase social isolation, but the social isolation that children ages 6-17 experienced dramatically increased their rate of diagnosed anxiety. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to address the sudden uptick in suicide threat assessments on campus, Riley read \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/about.html\">\u003cspan style=\"font-weight: 400\">the CDC’s Adverse Childhood Experiences (ACE) study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and was struck by the connection between childhood trauma and health problems later in life. Trauma can be invisible, and one’s experience with it can vary; an event that might cause trauma to a certain individual might not cause trauma to another individual.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A schoolwide approach to trauma\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley saw the benefit of recognizing how childhood trauma – such as neglect, food insecurity, and homelessness – may manifest in the children around her, but decided against \u003c/span>\u003ca href=\"https://www.acesaware.org/implement-screening/stage-1-prepare-foundation/\">\u003cspan style=\"font-weight: 400\">using the ACEs survey to collect data on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We thought it would be triggering,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, she chose to focus on educating the school staff and faculty about ACEs and the variety of outcomes and experiences of their students. They had the urgent goal of bringing down the number of suicide threat assessments and improve the mental health outcomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the CDC, \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html\">\u003cspan style=\"font-weight: 400\">one of the ways to mitigate ACEs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to “connect youth to caring adults and activities.” At Riley’s school, she and several colleagues went through a list of all students and matched them with a caring adult on campus, regardless of academics. This kind of \u003c/span>\u003ca href=\"https://www.edutopia.org/video/making-sure-each-child-known\">\u003cspan style=\"font-weight: 400\">adult-student matching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a practice recommended by other educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While she recognized that teachers are a vital piece of a student’s experience in a school setting, Riley made sure to include other faculty and staff like bus drivers, custodians and lunchroom workers. “We are all on this journey of trying to help our students, helping the whole child,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She saw the difference a schoolwide program could make and said it was a necessity to improve the mental health and mental health response for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school counselor, Riley is used to seeing students in her office, who use her sensory wall and de-escalation techniques to regulate their nervous systems and return to the classroom after a triggering event. While Riley tends to see students in her office who have already been triggered, the schoolwide approach is meant to train other adults to recognize and anticipate potential triggers to ensure that students are being cared for in all areas of their school environment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Faculty and staff must also do things that seem obvious and appropriate in working with other people: like using a child’s name every day; no raised voices, ever; and having predictable daily routines. She found that these steps helped the kids better regulate themselves and created a more supportive environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Confronting alarming behavior can be tough for adults, too, so she recommended guided language – such as “[student name] is having a hard day” – for faculty and staff to use as a more caring way to alert other adults to concerns about a particular student instead of relying on labels or conjecture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These schoolwide practices are based on the national initiative by the\u003c/span>\u003ca href=\"https://www.acf.hhs.gov/blog/2020/07/handle-care\">\u003cspan style=\"font-weight: 400\"> U.S. Administration for Children and Families’ “Handle with Care” program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. HWC provides a systematic approach to informing the responsible adults around children who have experienced a traumatic event or trigger. For Riley and Mercer County Intermediate School, this framework provided the benefit of communication without breaking down the necessary barriers of student confidentiality. According to Riley, the school’s student suicide threat assessments lowered from 52 to 14 in the following 2022-2023 school year thanks, in part, to this program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Nashville, Tennessee, \u003ca href=\"https://twitter.com/principalest?lang=en\">Mathew Portell\u003c/a> also saw an increase in suicide threat assessments and suicidal ideation in students as young as five during the 2021-2022 school year. Portell is the founder of the \u003c/span>\u003ca href=\"https://www.tienetwork.org/\">\u003cspan style=\"font-weight: 400\">Trauma Informed Education Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a former elementary school principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Portell’s school resumed in person learning, he was disappointed in the state’s approach to the effects of the pandemic on students. It was “the opposite of what we wish would have happened in trauma-informed work,” he said, noting an \u003c/span>\u003ca href=\"https://www.ncja.org/crimeandjusticenews/school-suspensions-discipline-policies-ramp-up-after-covid-19#:~:text=2%20min-,School%20Suspensions%2C%20Discipline%20Policies%20Ramp%20Up%20After%20COVID%2D19,or%20talking%20back%20to%20teachers.\">\u003cspan style=\"font-weight: 400\">increase in exclusionary practices and punishment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He and other educators had to manage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59211/6-in-10-teachers-experienced-physical-violence-or-verbal-aggression-during-covid\">\u003cspan style=\"font-weight: 400\">disruptive behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from both students and parents. “We have needed a trauma-informed paradigm shift for decades,” Portell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had higher percentages of kids that were coming back dysregulated, are feeling symptoms of stress, even depression, even trauma,” he continued. “There’s an idea that kids don’t know what’s going on; it’s not impacting them; they’re too little. It’s all misinformation. I mean, that’s just not how our bodies and brains operate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers in his network identified effective strategies to mitigate triggered student behavior, Portell found that routines and predictability made a big difference. “We know that [for] kids who have heightened senses of stress or trauma, \u003c/span>\u003ca href=\"https://www.trepeducator.org/consistency-and-predictability#:~:text=Consistency%20%26%20Predictability,-The%20need%20for&text=Consistency%20and%20predictability%20are%20imperatives,their%20lives%20outside%20of%20school.\">\u003cspan style=\"font-weight: 400\">predictability allows the brain to get into a state of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Supporting teachers to support kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it take for a schoolwide trauma-informed program to work? Riley said programs must be intentional and have buy-in from educators and school staff. Those programs must also have school-wide support beyond instructional periods, including during meal times and school bus rides.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A big part of trauma-informed schools is making sure that the teachers feel grounded and supported,” said \u003ca href=\"https://twitter.com/AlexSVenet\">Alex Shevrin Venet\u003c/a>, educator, professional development facilitator and author of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003ci>\u003cspan style=\"font-weight: 400\">Equity-Centered Trauma-Informed Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends that school counselors and administrators start with a “why” when presenting a new trauma-informed practice program to teachers in order to shift their thinking. “Start with the adults” and create “systems of support that support the adults equally or as much as you support the kids,” he said. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">One way Portell has supported teachers is by using what he calls a “tap in and tap out process.” Teachers would communicate via a text chain in the app GroupMe, keeping their phone numbers anonymous. A teacher might say, “I need to tap out,” in which case two other teachers would “tap in” and help with the students and offer support to the teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell, like many other educators, noticed an immediate need for \u003c/span>\u003ca href=\"https://teachbetter.com/blog/moving-from-self-care-to-collective-care/#:~:text=Collective%20care%20removes%20the%20responsibility,help%20you%20develop%20firm%20boundaries\">\u003cspan style=\"font-weight: 400\">“collective care”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after the first year of the pandemic. “Post-pandemic, post racial reckoning, post all of the increase of school shootings, there [was an] insurmountable, incomprehensible amount of stress on teachers,” said Portell. “We’re in a situation where we can’t just self-care our way out of where we’re in right now in education,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By beginning with the “why” and emphasizing collective care, Portell was able to create buy-in from teachers. However, Portell also values positivity. “As a school culture, you have to have fun through this process. We’ve lost this idea of fun in the community,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kentucky, Riley created a process for onboarding all staff and faculty involved in a student’s learning day including lunchroom workers and bus drivers. Implementing trauma-informed practices as a new and unfamiliar initiative takes some creativity, so here are some ways that Riley has achieved this: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Changing discipline practices inside and outside the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Positive messages in bathroom stalls \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A sensory room \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Advanced notice of potentially triggering events\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing access to animals for students on the campus farm\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing for alternative ways for students to participate in assemblies\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A family resource center\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Awareness during natural disaster anniversaries\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">504s and IEP plans for trauma\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends \u003c/span>\u003ca href=\"https://revelationsineducation.com/the-book/\">\u003cspan style=\"font-weight: 400\">Lori Desautels’ books\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">Connection Over Compliance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, both of which provide practical application strategies for trauma-informed practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step a teacher can take toward trauma-informed practices is to start viewing disruptive or emotionally heightened behavior “skill gaps,” said Portell. He recommends that teachers build in “pause time” to their daily planning which can help to address students who might feel overwhelmed. This can be as simple as a morning meeting, or with younger learners, circle time for morning greetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another trauma-informed strategy that teachers can use in the classroom is to name and teach de-escalation strategies. Portell suggested looking up de-escalation strategy videos online. His favorites are simple breathing strategies, like \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=z-3n5iBi4u0\">\u003cspan style=\"font-weight: 400\">star breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IIbBI-BT9c4\">\u003cspan style=\"font-weight: 400\">rainbow breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once the students are taught these self-regulation strategies, teachers can post simple instructions in the classroom so that students can reference them when needed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For little to no cost, teachers can also create space in their room for students to go when they are feeling overwhelmed. “We refer to them as peace corners,” said Portell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be who children need right now,” said Portell. “Meeting that child where they are is more important than the objective you’re trying to teach.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a trend that trauma-informed work is not only a necessity, it’s imperative,” he added. “If we know what we’re doing isn’t working, then we have to do something else.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley recently changed schools, and as she brings her trauma-informed practices to a new set of staff and students, her word of the year is “resilience.” Including educators in schoolwide trauma-informed practices is doable in many different ways, and allows for more mental health support in schools. According to Venet, “We’re normalizing talking about mental health and we’re normalizing different levels of support.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students at Mercer County Intermediate School returned to in-person learning during the 2021-2022 school year, school counselor \u003ca href=\"https://twitter.com/AmyRiley1994\">Amy Riley\u003c/a> noticed heightened anxiety among the third through fifth grade students in Harrodsburg, Kentucky. Riley attributed this change to isolation, economic disadvantage, and increased social media use during the pandemic. During remote learning – which lasted from March 2020 through June 2021 – some students would be home alone all day because their parents were essential workers; others told Riley that they had one or two parents out of work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The strain, economically, on some of our families was intense and the kids knew that,” she said. When school was primarily virtual, Riley went from monthly in-classroom counseling lessons to no structured school counseling class at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really difficult. And honestly, for the first few weeks, I felt useless,” said Riley. So she decided to connect with her students over her YouTube channel. Riley took requests from students, like making slime or doing gymnastics, and fit those into counseling lessons. “There were kids who connected with me through my YouTube channel that would have never walked up to me at school and said anything to me or would have never come to my office,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prior to the pandemic, they had about one suicide threat assessment per month, which was, according to Riley, typical for a school with a student population of 600. However, during the 2021-2022 school year, when kids were back in school buildings, there were 52 instances of a child threatening suicide. “Before COVID, we had students who had gone through trauma” said Riley, “but after COVID, [suicide risk assessments] just skyrocketed.” This was a crisis and Mercer County Intermediate wasn’t alone.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019926/#:~:text=Feelings%20of%20social%20isolation%20with,followed%20by%20depression%20and%20stress.\">\u003cspan style=\"font-weight: 400\">A study published by the Cambridge University Press\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023 found that not only did the pandemic increase social isolation, but the social isolation that children ages 6-17 experienced dramatically increased their rate of diagnosed anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to address the sudden uptick in suicide threat assessments on campus, Riley read \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/about.html\">\u003cspan style=\"font-weight: 400\">the CDC’s Adverse Childhood Experiences (ACE) study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and was struck by the connection between childhood trauma and health problems later in life. Trauma can be invisible, and one’s experience with it can vary; an event that might cause trauma to a certain individual might not cause trauma to another individual.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A schoolwide approach to trauma\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley saw the benefit of recognizing how childhood trauma – such as neglect, food insecurity, and homelessness – may manifest in the children around her, but decided against \u003c/span>\u003ca href=\"https://www.acesaware.org/implement-screening/stage-1-prepare-foundation/\">\u003cspan style=\"font-weight: 400\">using the ACEs survey to collect data on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We thought it would be triggering,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, she chose to focus on educating the school staff and faculty about ACEs and the variety of outcomes and experiences of their students. They had the urgent goal of bringing down the number of suicide threat assessments and improve the mental health outcomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the CDC, \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html\">\u003cspan style=\"font-weight: 400\">one of the ways to mitigate ACEs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to “connect youth to caring adults and activities.” At Riley’s school, she and several colleagues went through a list of all students and matched them with a caring adult on campus, regardless of academics. This kind of \u003c/span>\u003ca href=\"https://www.edutopia.org/video/making-sure-each-child-known\">\u003cspan style=\"font-weight: 400\">adult-student matching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a practice recommended by other educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While she recognized that teachers are a vital piece of a student’s experience in a school setting, Riley made sure to include other faculty and staff like bus drivers, custodians and lunchroom workers. “We are all on this journey of trying to help our students, helping the whole child,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She saw the difference a schoolwide program could make and said it was a necessity to improve the mental health and mental health response for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school counselor, Riley is used to seeing students in her office, who use her sensory wall and de-escalation techniques to regulate their nervous systems and return to the classroom after a triggering event. While Riley tends to see students in her office who have already been triggered, the schoolwide approach is meant to train other adults to recognize and anticipate potential triggers to ensure that students are being cared for in all areas of their school environment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Faculty and staff must also do things that seem obvious and appropriate in working with other people: like using a child’s name every day; no raised voices, ever; and having predictable daily routines. She found that these steps helped the kids better regulate themselves and created a more supportive environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Confronting alarming behavior can be tough for adults, too, so she recommended guided language – such as “[student name] is having a hard day” – for faculty and staff to use as a more caring way to alert other adults to concerns about a particular student instead of relying on labels or conjecture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These schoolwide practices are based on the national initiative by the\u003c/span>\u003ca href=\"https://www.acf.hhs.gov/blog/2020/07/handle-care\">\u003cspan style=\"font-weight: 400\"> U.S. Administration for Children and Families’ “Handle with Care” program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. HWC provides a systematic approach to informing the responsible adults around children who have experienced a traumatic event or trigger. For Riley and Mercer County Intermediate School, this framework provided the benefit of communication without breaking down the necessary barriers of student confidentiality. According to Riley, the school’s student suicide threat assessments lowered from 52 to 14 in the following 2022-2023 school year thanks, in part, to this program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Nashville, Tennessee, \u003ca href=\"https://twitter.com/principalest?lang=en\">Mathew Portell\u003c/a> also saw an increase in suicide threat assessments and suicidal ideation in students as young as five during the 2021-2022 school year. Portell is the founder of the \u003c/span>\u003ca href=\"https://www.tienetwork.org/\">\u003cspan style=\"font-weight: 400\">Trauma Informed Education Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a former elementary school principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Portell’s school resumed in person learning, he was disappointed in the state’s approach to the effects of the pandemic on students. It was “the opposite of what we wish would have happened in trauma-informed work,” he said, noting an \u003c/span>\u003ca href=\"https://www.ncja.org/crimeandjusticenews/school-suspensions-discipline-policies-ramp-up-after-covid-19#:~:text=2%20min-,School%20Suspensions%2C%20Discipline%20Policies%20Ramp%20Up%20After%20COVID%2D19,or%20talking%20back%20to%20teachers.\">\u003cspan style=\"font-weight: 400\">increase in exclusionary practices and punishment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He and other educators had to manage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59211/6-in-10-teachers-experienced-physical-violence-or-verbal-aggression-during-covid\">\u003cspan style=\"font-weight: 400\">disruptive behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from both students and parents. “We have needed a trauma-informed paradigm shift for decades,” Portell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had higher percentages of kids that were coming back dysregulated, are feeling symptoms of stress, even depression, even trauma,” he continued. “There’s an idea that kids don’t know what’s going on; it’s not impacting them; they’re too little. It’s all misinformation. I mean, that’s just not how our bodies and brains operate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers in his network identified effective strategies to mitigate triggered student behavior, Portell found that routines and predictability made a big difference. “We know that [for] kids who have heightened senses of stress or trauma, \u003c/span>\u003ca href=\"https://www.trepeducator.org/consistency-and-predictability#:~:text=Consistency%20%26%20Predictability,-The%20need%20for&text=Consistency%20and%20predictability%20are%20imperatives,their%20lives%20outside%20of%20school.\">\u003cspan style=\"font-weight: 400\">predictability allows the brain to get into a state of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Supporting teachers to support kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it take for a schoolwide trauma-informed program to work? Riley said programs must be intentional and have buy-in from educators and school staff. Those programs must also have school-wide support beyond instructional periods, including during meal times and school bus rides.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A big part of trauma-informed schools is making sure that the teachers feel grounded and supported,” said \u003ca href=\"https://twitter.com/AlexSVenet\">Alex Shevrin Venet\u003c/a>, educator, professional development facilitator and author of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003ci>\u003cspan style=\"font-weight: 400\">Equity-Centered Trauma-Informed Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends that school counselors and administrators start with a “why” when presenting a new trauma-informed practice program to teachers in order to shift their thinking. “Start with the adults” and create “systems of support that support the adults equally or as much as you support the kids,” he said. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">One way Portell has supported teachers is by using what he calls a “tap in and tap out process.” Teachers would communicate via a text chain in the app GroupMe, keeping their phone numbers anonymous. A teacher might say, “I need to tap out,” in which case two other teachers would “tap in” and help with the students and offer support to the teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell, like many other educators, noticed an immediate need for \u003c/span>\u003ca href=\"https://teachbetter.com/blog/moving-from-self-care-to-collective-care/#:~:text=Collective%20care%20removes%20the%20responsibility,help%20you%20develop%20firm%20boundaries\">\u003cspan style=\"font-weight: 400\">“collective care”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after the first year of the pandemic. “Post-pandemic, post racial reckoning, post all of the increase of school shootings, there [was an] insurmountable, incomprehensible amount of stress on teachers,” said Portell. “We’re in a situation where we can’t just self-care our way out of where we’re in right now in education,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By beginning with the “why” and emphasizing collective care, Portell was able to create buy-in from teachers. However, Portell also values positivity. “As a school culture, you have to have fun through this process. We’ve lost this idea of fun in the community,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kentucky, Riley created a process for onboarding all staff and faculty involved in a student’s learning day including lunchroom workers and bus drivers. Implementing trauma-informed practices as a new and unfamiliar initiative takes some creativity, so here are some ways that Riley has achieved this: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Changing discipline practices inside and outside the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Positive messages in bathroom stalls \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A sensory room \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Advanced notice of potentially triggering events\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing access to animals for students on the campus farm\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing for alternative ways for students to participate in assemblies\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A family resource center\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Awareness during natural disaster anniversaries\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">504s and IEP plans for trauma\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends \u003c/span>\u003ca href=\"https://revelationsineducation.com/the-book/\">\u003cspan style=\"font-weight: 400\">Lori Desautels’ books\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">Connection Over Compliance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, both of which provide practical application strategies for trauma-informed practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step a teacher can take toward trauma-informed practices is to start viewing disruptive or emotionally heightened behavior “skill gaps,” said Portell. He recommends that teachers build in “pause time” to their daily planning which can help to address students who might feel overwhelmed. This can be as simple as a morning meeting, or with younger learners, circle time for morning greetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another trauma-informed strategy that teachers can use in the classroom is to name and teach de-escalation strategies. Portell suggested looking up de-escalation strategy videos online. His favorites are simple breathing strategies, like \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=z-3n5iBi4u0\">\u003cspan style=\"font-weight: 400\">star breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IIbBI-BT9c4\">\u003cspan style=\"font-weight: 400\">rainbow breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once the students are taught these self-regulation strategies, teachers can post simple instructions in the classroom so that students can reference them when needed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For little to no cost, teachers can also create space in their room for students to go when they are feeling overwhelmed. “We refer to them as peace corners,” said Portell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be who children need right now,” said Portell. “Meeting that child where they are is more important than the objective you’re trying to teach.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a trend that trauma-informed work is not only a necessity, it’s imperative,” he added. “If we know what we’re doing isn’t working, then we have to do something else.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley recently changed schools, and as she brings her trauma-informed practices to a new set of staff and students, her word of the year is “resilience.” Including educators in schoolwide trauma-informed practices is doable in many different ways, and allows for more mental health support in schools. According to Venet, “We’re normalizing talking about mental health and we’re normalizing different levels of support.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "theres-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic",
"title": "There's a Worldwide Problem in Math, and It’s Not Just About the Pandemic",
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"headTitle": "There’s a Worldwide Problem in Math, and It’s Not Just About the Pandemic | KQED",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Numbers don’t lie, right? But they also don’t always tell the whole story. That’s the case with the most recent results from a key global education test, the Program for International Student Assessment or PISA. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, PISA results have often spurred anguished discussion about why U.S. students are so far behind other countries like Finland, Korea and Poland. But the most recent rankings, released in December 2023, indicated that U.S. 15-year olds moved up in the international rankings for all three subjects – \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Math-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Reading-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Science-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Education Secretary Miguel Cardona credited the largest federal investment in education in history – roughly $200 billion – for keeping the United States “\u003ca href=\"https://content.govdelivery.com/accounts/USED/bulletins/37e3e90\">in the game\u003c/a>” during the pandemic. (The tests were administered in 2022.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that rosy spin hides a much grimmer picture. Rankings may have risen, but test scores did not. The only reason the U.S. rose is because academic performance in once higher ranking countries, such as Iceland, fell by even more since the previous testing round in 2018. Neither India nor China, which topped the\u003c/span>\u003ca href=\"https://hechingerreport.org/what-2018-pisa-international-rankings-tell-us-about-u-s-schools/\"> \u003cspan style=\"font-weight: 400\">rankings in 2018\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, participated in the 2022 PISA. In math, the U.S. rose from 29th place to 28th place, still in the bottom half of economically advanced nations of the Organization for Economic Cooperation and Development (OECD), an international organization of 38 member countries that oversees the PISA exam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The deterioration in math was particularly devastating. American students scored 13 points lower than in 2018, equivalent to losing two-thirds of a year of education in the subject. These were the lowest U.S. math scores recorded in the history of the PISA math test, which began in 2003. More than a third of U.S. 15-year-olds (mostly 10th graders) are considered to be \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">low performers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, unable to compare distances between two routes or convert prices into a different currency. Over the past decade, the share of U.S. students in this lowest level has swelled; back in 2012, a little over a quarter of U.S. students were considered to be low performers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only 7% of American students can do math at \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">advanced levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The United States has more students in the bottom group and fewer students in the top group than most other industrialized countries that are part of the OECD. (Click here to see an international ranking of \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/PISA-2022-low-and-top.pdf\">\u003cspan style=\"font-weight: 400\">low and top performers in each country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results also confirmed the widespread inequalities in U.S. education. Black and Hispanic students, on average, scored far below Asian and white students. Those from low-income backgrounds scored lower than their more affluent peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andreas Schleicher, director for education and skills at the OECD, emphasized that the inequities in the U.S. are often misunderstood to be a problem of weak schools in poor neighborhoods. His analysis indicates that low math performance is common throughout U.S. schools. Some students are performing much worse than others within the same school, and that range between low and advanced students within U.S. schools is much greater than the range in scores between schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new PISA test is the first major international education indicator since the COVID-19 pandemic closed schools and disrupted education. Test scores declined all around the world, but the OECD found there was only a small relationship between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/School-closures-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">how long schools were closed and their students’ performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the PISA test. School closures explained only 11% of the variation in countries’ test scores; nearly 90% is attributable to other, unclear reasons. However, the OECD looked at the absolute level of test scores and not how much test scores fell or rose. More analysis is needed to see if there’s a stronger link between school closures and test score changes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if school closures eventually prove to be a more important factor, the pandemic isn’t the only reason students are struggling. \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.19.02-AM.png\">\u003cspan style=\"font-weight: 400\">Global scores have generally been declining for the past two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One hypothesis is that technology is distracting teenagers. Students were asked about technology distraction for the first time on the 2022 PISA. Forty-five percent of students said they feel anxious if their phones are not near them. Sixty-five percent report being distracted by digital devices during math lessons. Up to an hour a day of computer time for leisure was associated with higher performance. But heavy users, those who spent five to seven hours on computers for fun, had lower academic performance, even after adjusting for family and school socioeconomic profiles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another factor could be the rise in migration across the world. Perhaps declining test scores reflect the challenge of educating new immigrants. However, the OECD didn’t find a statistically significant correlation between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.22.06-AM.png\">\u003cspan style=\"font-weight: 400\">immigration and academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average. In the United States, immigrants outscored students with native-born parents in math after adjusting for socio-economic status. There was no difference between immigrants and non-immigrants in reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Japan was one of the few countries to defy the trends. Both its math and reading scores rose considerably between 2018 and 2022. Akihiko Takahashi, professor emeritus of mathematics and mathematics education at Chicago’s DePaul University, said schools were closed for a shorter period of time in Japan and that helped, but he also credits the collective spirit among Japanese teachers. In his conversations with Japanese teachers, Takahashi learned how teachers covered for each other during school closures to make sure no students in their schools fell behind. Some went house to house, correcting student homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to look at the terrible PISA math scores and say they are evidence that the U.S. needs to change how it teaches math. But the PISA results don’t offer clear recommendations on which math approaches are most effective. Even Japan, one of the top performing nations, has a mixed approach. Takahashi says that students are taught with a more progressive approach in elementary school, often asking students to solve problems on their own without step-by-step instructions and to develop their own mathematical reasoning. But by high school, when this PISA exam is taken, direct, explicit instruction is more the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new results also highlighted the continued decline of a former star. For years, Finland was a role model for excellent academic performance. Education officials visited from around the world to learn about its progressive approaches. But the country has dropped 60 points over the past few testing cycles – equivalent to losing three full school years of education. I suspect we won’t be hearing calls to teach the Finnish way anymore. “You have to be careful because the leaders of today can be the laggards of tomorrow,” said Tom Loveless, an independent education researcher who studies international assessments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was one bright spot for American students. Fifteen-year-olds scored comparatively well on the PISA reading test, with their scores dropping by just one point while other countries experienced much steeper declines. But that good news is also tempered by the most recent scores on the National Assessment for Educational Progress (NAEP) test, often called the Nation’s Report Card. \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">\u003cspan style=\"font-weight: 400\">Reading scores of fourth and eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deteriorated over the last two testing cycles in 2019 and 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the PISA results provide additional confirmation that U.S. students are in trouble, especially in math, and we can’t put all the blame on the pandemic.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003ci>\u003cspan style=\"font-weight: 400\">2022 PISA results\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Numbers don’t lie, right? But they also don’t always tell the whole story. That’s the case with the most recent results from a key global education test, the Program for International Student Assessment or PISA. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, PISA results have often spurred anguished discussion about why U.S. students are so far behind other countries like Finland, Korea and Poland. But the most recent rankings, released in December 2023, indicated that U.S. 15-year olds moved up in the international rankings for all three subjects – \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Math-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Reading-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Science-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Education Secretary Miguel Cardona credited the largest federal investment in education in history – roughly $200 billion – for keeping the United States “\u003ca href=\"https://content.govdelivery.com/accounts/USED/bulletins/37e3e90\">in the game\u003c/a>” during the pandemic. (The tests were administered in 2022.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that rosy spin hides a much grimmer picture. Rankings may have risen, but test scores did not. The only reason the U.S. rose is because academic performance in once higher ranking countries, such as Iceland, fell by even more since the previous testing round in 2018. Neither India nor China, which topped the\u003c/span>\u003ca href=\"https://hechingerreport.org/what-2018-pisa-international-rankings-tell-us-about-u-s-schools/\"> \u003cspan style=\"font-weight: 400\">rankings in 2018\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, participated in the 2022 PISA. In math, the U.S. rose from 29th place to 28th place, still in the bottom half of economically advanced nations of the Organization for Economic Cooperation and Development (OECD), an international organization of 38 member countries that oversees the PISA exam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The deterioration in math was particularly devastating. American students scored 13 points lower than in 2018, equivalent to losing two-thirds of a year of education in the subject. These were the lowest U.S. math scores recorded in the history of the PISA math test, which began in 2003. More than a third of U.S. 15-year-olds (mostly 10th graders) are considered to be \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">low performers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, unable to compare distances between two routes or convert prices into a different currency. Over the past decade, the share of U.S. students in this lowest level has swelled; back in 2012, a little over a quarter of U.S. students were considered to be low performers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only 7% of American students can do math at \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">advanced levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The United States has more students in the bottom group and fewer students in the top group than most other industrialized countries that are part of the OECD. (Click here to see an international ranking of \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/PISA-2022-low-and-top.pdf\">\u003cspan style=\"font-weight: 400\">low and top performers in each country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results also confirmed the widespread inequalities in U.S. education. Black and Hispanic students, on average, scored far below Asian and white students. Those from low-income backgrounds scored lower than their more affluent peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andreas Schleicher, director for education and skills at the OECD, emphasized that the inequities in the U.S. are often misunderstood to be a problem of weak schools in poor neighborhoods. His analysis indicates that low math performance is common throughout U.S. schools. Some students are performing much worse than others within the same school, and that range between low and advanced students within U.S. schools is much greater than the range in scores between schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new PISA test is the first major international education indicator since the COVID-19 pandemic closed schools and disrupted education. Test scores declined all around the world, but the OECD found there was only a small relationship between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/School-closures-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">how long schools were closed and their students’ performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the PISA test. School closures explained only 11% of the variation in countries’ test scores; nearly 90% is attributable to other, unclear reasons. However, the OECD looked at the absolute level of test scores and not how much test scores fell or rose. More analysis is needed to see if there’s a stronger link between school closures and test score changes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if school closures eventually prove to be a more important factor, the pandemic isn’t the only reason students are struggling. \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.19.02-AM.png\">\u003cspan style=\"font-weight: 400\">Global scores have generally been declining for the past two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One hypothesis is that technology is distracting teenagers. Students were asked about technology distraction for the first time on the 2022 PISA. Forty-five percent of students said they feel anxious if their phones are not near them. Sixty-five percent report being distracted by digital devices during math lessons. Up to an hour a day of computer time for leisure was associated with higher performance. But heavy users, those who spent five to seven hours on computers for fun, had lower academic performance, even after adjusting for family and school socioeconomic profiles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another factor could be the rise in migration across the world. Perhaps declining test scores reflect the challenge of educating new immigrants. However, the OECD didn’t find a statistically significant correlation between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.22.06-AM.png\">\u003cspan style=\"font-weight: 400\">immigration and academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average. In the United States, immigrants outscored students with native-born parents in math after adjusting for socio-economic status. There was no difference between immigrants and non-immigrants in reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Japan was one of the few countries to defy the trends. Both its math and reading scores rose considerably between 2018 and 2022. Akihiko Takahashi, professor emeritus of mathematics and mathematics education at Chicago’s DePaul University, said schools were closed for a shorter period of time in Japan and that helped, but he also credits the collective spirit among Japanese teachers. In his conversations with Japanese teachers, Takahashi learned how teachers covered for each other during school closures to make sure no students in their schools fell behind. Some went house to house, correcting student homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to look at the terrible PISA math scores and say they are evidence that the U.S. needs to change how it teaches math. But the PISA results don’t offer clear recommendations on which math approaches are most effective. Even Japan, one of the top performing nations, has a mixed approach. Takahashi says that students are taught with a more progressive approach in elementary school, often asking students to solve problems on their own without step-by-step instructions and to develop their own mathematical reasoning. But by high school, when this PISA exam is taken, direct, explicit instruction is more the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new results also highlighted the continued decline of a former star. For years, Finland was a role model for excellent academic performance. Education officials visited from around the world to learn about its progressive approaches. But the country has dropped 60 points over the past few testing cycles – equivalent to losing three full school years of education. I suspect we won’t be hearing calls to teach the Finnish way anymore. “You have to be careful because the leaders of today can be the laggards of tomorrow,” said Tom Loveless, an independent education researcher who studies international assessments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was one bright spot for American students. Fifteen-year-olds scored comparatively well on the PISA reading test, with their scores dropping by just one point while other countries experienced much steeper declines. But that good news is also tempered by the most recent scores on the National Assessment for Educational Progress (NAEP) test, often called the Nation’s Report Card. \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">\u003cspan style=\"font-weight: 400\">Reading scores of fourth and eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deteriorated over the last two testing cycles in 2019 and 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the PISA results provide additional confirmation that U.S. students are in trouble, especially in math, and we can’t put all the blame on the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003ci>\u003cspan style=\"font-weight: 400\">2022 PISA results\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Schools across the U.S. will soon be able to order free rapid COVID-19 tests from the federal government.\u003c/p>\n\u003cp>The administration’s initiative will make available millions of tests for school districts as they enter the winter months — a time when COVID activity is expected to peak. Already, emergency department visits and \u003ca href=\"https://biobot.io/data/\">wastewater data\u003c/a> indicate that \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#datatracker-home\">cases are climbing\u003c/a> in the U.S.\u003c/p>\n\u003cp>Schools can begin ordering tests in early December, the administration said.\u003c/p>\n\u003cp>While there have been some smaller efforts to distribute rapid tests to schools, this represents the first time that 19,000 school districts will have the ability to order tests directly from a federal stockpile, says \u003ca href=\"https://aspr.hhs.gov/AboutASPR/LeadershipBiographies/Pages/Leadership-O%27Connell.aspx\">Dawn O’Connell\u003c/a>, assistant secretary for preparedness and response within the Department of Health and Human Services.\u003c/p>\n\u003cp>“We really would like to see these tests move into communities, especially as we hit this fall and winter season,” says O’Connell, who leads the Administration for Strategic Response and Preparedness, a division of HHS.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many schools have relaxed their COVID policies and how they handle testing for the virus since the height of the pandemic, but O’Connell says there still appears to be plenty of demand for testing in schools.\u003c/p>\n\u003cp>“We are optimistic that the school districts across the country will take advantage of these free tests and put them to use,” she says.\u003c/p>\n\u003ch3>No restrictions on how schools use the tests\u003c/h3>\n\u003cp>Schools will have the freedom to use the tests however they see fit. O’Connell says they’ll “encourage” school districts to share them with students, staff, family members and others in the community.\u003c/p>\n\u003cp>“I can imagine a situation where a student in one of the classes has COVID and a teacher sends everybody home with a COVID test in their backpack,” she says.\u003c/p>\n\u003cp>The initiative reflects the federal government’s effort to expand testing in community settings, even as some polling suggests the public is less apt to test and take precautions around the virus. A \u003ca href=\"https://www.kff.org/coronavirus-covid-19/dashboard/kff-covid-19-vaccine-monitor-dashboard/#masks\">recent survey\u003c/a> by the nonprofit KFF found half of adults aren’t taking any precautions against COVID this fall and winter. Among those who are only 18% said they are taking a COVID test before visiting with family or friends.\u003c/p>\n\u003cp>Currently, about 4 million free tests are being distributed to long-term care facilities, food banks and community health centers. The federal government also announced that each household in the U.S. \u003ca href=\"https://www.covid.gov/tests\">can order\u003c/a> an additional four free at-home tests on top of the four made available earlier this fall.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We don’t want anyone’s ability to pay for the test to be an obstacle,” O’Connell says.\u003c/p>\n\u003cp>The school initiative is expected to last through the winter months. The only condition on order volume will be that schools request as many tests as they can use in a given week.\u003c/p>\n\u003ch3>Current tests still detect key variants\u003c/h3>\n\u003cp>Even with new omicron variants in circulation, rapid antigen tests are still holding up well, says \u003ca href=\"https://www.uml.edu/research/m2d2/team/hafer-nathaniel-nate.aspx\">Nate Hafer\u003c/a>, a professor of molecular medicine at UMass Chan Medical School who has studied \u003ca href=\"https://www.acpjournals.org/doi/10.7326/M23-0385\">how rapid tests performed\u003c/a> in identifying infections with delta and omicron variants.\u003c/p>\n\u003cp>“These tests are able to detect the variants that are circulating out in the world today,” says Hafer.\u003c/p>\n\u003cp>Rapid antigen tests work best when people already have symptoms. Even if someone is infected, they may test negative during the early stages of the infection, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you are negative, but you have symptoms or if you’ve been exposed to somebody that you know has SARS-CoV-2, test again 48 hours later,” says Hafer. “Testing multiple times is really the best way to be most sure about whether or not that you were infected.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Free+COVID+tests+headed+to+nation%27s+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Schools across the U.S. will soon be able to order free rapid COVID-19 tests from the federal government.\u003c/p>\n\u003cp>The administration’s initiative will make available millions of tests for school districts as they enter the winter months — a time when COVID activity is expected to peak. Already, emergency department visits and \u003ca href=\"https://biobot.io/data/\">wastewater data\u003c/a> indicate that \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#datatracker-home\">cases are climbing\u003c/a> in the U.S.\u003c/p>\n\u003cp>Schools can begin ordering tests in early December, the administration said.\u003c/p>\n\u003cp>While there have been some smaller efforts to distribute rapid tests to schools, this represents the first time that 19,000 school districts will have the ability to order tests directly from a federal stockpile, says \u003ca href=\"https://aspr.hhs.gov/AboutASPR/LeadershipBiographies/Pages/Leadership-O%27Connell.aspx\">Dawn O’Connell\u003c/a>, assistant secretary for preparedness and response within the Department of Health and Human Services.\u003c/p>\n\u003cp>“We really would like to see these tests move into communities, especially as we hit this fall and winter season,” says O’Connell, who leads the Administration for Strategic Response and Preparedness, a division of HHS.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many schools have relaxed their COVID policies and how they handle testing for the virus since the height of the pandemic, but O’Connell says there still appears to be plenty of demand for testing in schools.\u003c/p>\n\u003cp>“We are optimistic that the school districts across the country will take advantage of these free tests and put them to use,” she says.\u003c/p>\n\u003ch3>No restrictions on how schools use the tests\u003c/h3>\n\u003cp>Schools will have the freedom to use the tests however they see fit. O’Connell says they’ll “encourage” school districts to share them with students, staff, family members and others in the community.\u003c/p>\n\u003cp>“I can imagine a situation where a student in one of the classes has COVID and a teacher sends everybody home with a COVID test in their backpack,” she says.\u003c/p>\n\u003cp>The initiative reflects the federal government’s effort to expand testing in community settings, even as some polling suggests the public is less apt to test and take precautions around the virus. A \u003ca href=\"https://www.kff.org/coronavirus-covid-19/dashboard/kff-covid-19-vaccine-monitor-dashboard/#masks\">recent survey\u003c/a> by the nonprofit KFF found half of adults aren’t taking any precautions against COVID this fall and winter. Among those who are only 18% said they are taking a COVID test before visiting with family or friends.\u003c/p>\n\u003cp>Currently, about 4 million free tests are being distributed to long-term care facilities, food banks and community health centers. The federal government also announced that each household in the U.S. \u003ca href=\"https://www.covid.gov/tests\">can order\u003c/a> an additional four free at-home tests on top of the four made available earlier this fall.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We don’t want anyone’s ability to pay for the test to be an obstacle,” O’Connell says.\u003c/p>\n\u003cp>The school initiative is expected to last through the winter months. The only condition on order volume will be that schools request as many tests as they can use in a given week.\u003c/p>\n\u003ch3>Current tests still detect key variants\u003c/h3>\n\u003cp>Even with new omicron variants in circulation, rapid antigen tests are still holding up well, says \u003ca href=\"https://www.uml.edu/research/m2d2/team/hafer-nathaniel-nate.aspx\">Nate Hafer\u003c/a>, a professor of molecular medicine at UMass Chan Medical School who has studied \u003ca href=\"https://www.acpjournals.org/doi/10.7326/M23-0385\">how rapid tests performed\u003c/a> in identifying infections with delta and omicron variants.\u003c/p>\n\u003cp>“These tests are able to detect the variants that are circulating out in the world today,” says Hafer.\u003c/p>\n\u003cp>Rapid antigen tests work best when people already have symptoms. Even if someone is infected, they may test negative during the early stages of the infection, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you are negative, but you have symptoms or if you’ve been exposed to somebody that you know has SARS-CoV-2, test again 48 hours later,” says Hafer. “Testing multiple times is really the best way to be most sure about whether or not that you were infected.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Free+COVID+tests+headed+to+nation%27s+schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "School ed tech money mostly gets wasted. Utah has a solution. ",
"headTitle": "School ed tech money mostly gets wasted. Utah has a solution. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Schools keep buying online drop-in tutoring. Research doesn’t support it.",
"headTitle": "Schools keep buying online drop-in tutoring. Research doesn’t support it. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The school staffing paradox: A growing workforce in shrinking classrooms",
"headTitle": "The school staffing paradox: A growing workforce in shrinking classrooms | KQED",
"content": "\u003cp>The stats on school staffing might seem like a violation of the laws of supply and demand.\u003c/p>\n\u003cp>In the past decade, the population of elementary, middle and high school students in Massachusetts dropped by 42,000 while the number of school employees grew by 18,000. In Connecticut, public school enrollment fell 7% while staffing rose 8%. Even in states with growing populations, school staff has been increasing far faster than students. Texas, for example, educates 367,000 more students, a 7% increase over the past decade, but the number of employees has surged by more than 107,000, a 16% jump. Staffing is up 20% in Washington state, but the number of students has risen by less than 3%.\u003c/p>\n\u003cp>“When kids go to school right now there are more adults in the building of all types than there were in 2013 and more than when I was a kid,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she has been tracking the divergence between students and staff at the nation’s public schools.\u003c/p>\n\u003cp>What’s behind the apparent imbalance? Follow the money.\u003c/p>\n\u003cp>School hiring has taken place in three acts, Roza says. The first act followed the Great Recession of 2008, as schools added back staff that they had been forced to cut in the economic downturn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second act came with seven consecutive years of strong economic growth beginning in 2013. That led to higher state and local tax receipts, which increased school funding and enabled the new hires. “Most of the additions were fueled by a lot of new money,” said Roza. Schools hired more teachers to reduce class sizes. They added art and music teachers, librarians and nurses, as well as special education teachers to help children with disabilities. Schools generally chose to add more slots instead of raising salaries for the teachers they already had, Roza said.\u003c/p>\n\u003cp>The third act was a pandemic-fueled “hiring bonanza.” Starting in 2020, the federal government sent schools more than $200 billion in pandemic recovery funds. Schools hired additional counselors, interventionists (a fancy name for tutors), and aides, and increased their reserves of substitute teachers. More teachers were hired to further reduce class size, in the hope that students might receive more attention and catch up from pandemic learning losses. By the spring of 2023, school districts had amassed more staff than at any time in history, the Edunomics Lab calculated.\u003c/p>\n\u003cp>Not every school has increased staffing levels, according to Roza, but she says it’s a widespread national trend. Roza’s organization produced graphs for six states – \u003ca href=\"https://edunomicslab.org/staffing-v-enrollment-trends-2/\">Connecticut, Massachusetts, Michigan, Texas, Washington and Pennsylvania\u003c/a> – that release their staffing and student enrollment data publicly. It could be years before complete national data is available, Roza said.\u003c/p>\n\u003cp>[gallery ids=\"62493,62494,62495,62496,62497\"]\u003c/p>\n\u003cp>The available data doesn’t specify how much of the staff expansion represents new classroom teachers, as opposed to support staff, such as janitors and attendance clerks, or administrators, such as vice principals and math supervisors.\u003c/p>\n\u003cp>Roza says there is administrative bloat in the central offices of many school districts. But some of the administrative growth is required to comply with increased federal regulations, such as those that stem from the Individuals with Disabilities in Education Act (IDEA). Other administrators are needed to manage federal grants. Central offices needed more administrators to handle recruitment and human resources because they were hiring for so many new positions.\u003c/p>\n\u003cp>Meanwhile, the number of students has been dropping in most school districts. That’s because Americans made fewer babies after the 2008 recession. The national elementary and middle school student population, ages five to 13, peaked in\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_101.10.asp\"> 2013 at 37 million\u003c/a>; in 2021 there were 400,000 fewer students. (This includes public, private, charter and homeschooled students.) Student population losses are more dramatic in some regions of the country than others; many school districts in the South are still growing.\u003c/p>\n\u003cp>Roza says some schools have excess capacity and are only half filled. School budgets, often based on per pupil funding formulas, would normally be cut. But many districts have been insulated from financial realities because of pandemic recovery funds. Schools are expected to face a reckoning after September 2024 when these federal funds expire. Roza predicts many schools will need to lay off 4% or more of their staff, including teachers.\u003c/p>\n\u003cp>This news is confusing because school administrators have been complaining about teacher shortages. And indeed, there are unfilled vacancies at many schools. Some of these vacancies reflect new slots that are hard to fill with a finite supply of teachers. But many vacancies are in high poverty schools where fewer teachers want to teach. A year from now, as districts are forced to layoff more teachers, high poverty schools might have even more unfilled positions. And our neediest children will suffer the most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-staff-up-as-student-enrollment-drops/\">\u003cem>school staffing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The stats on school staffing might seem like a violation of the laws of supply and demand.\u003c/p>\n\u003cp>In the past decade, the population of elementary, middle and high school students in Massachusetts dropped by 42,000 while the number of school employees grew by 18,000. In Connecticut, public school enrollment fell 7% while staffing rose 8%. Even in states with growing populations, school staff has been increasing far faster than students. Texas, for example, educates 367,000 more students, a 7% increase over the past decade, but the number of employees has surged by more than 107,000, a 16% jump. Staffing is up 20% in Washington state, but the number of students has risen by less than 3%.\u003c/p>\n\u003cp>“When kids go to school right now there are more adults in the building of all types than there were in 2013 and more than when I was a kid,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she has been tracking the divergence between students and staff at the nation’s public schools.\u003c/p>\n\u003cp>What’s behind the apparent imbalance? Follow the money.\u003c/p>\n\u003cp>School hiring has taken place in three acts, Roza says. The first act followed the Great Recession of 2008, as schools added back staff that they had been forced to cut in the economic downturn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second act came with seven consecutive years of strong economic growth beginning in 2013. That led to higher state and local tax receipts, which increased school funding and enabled the new hires. “Most of the additions were fueled by a lot of new money,” said Roza. Schools hired more teachers to reduce class sizes. They added art and music teachers, librarians and nurses, as well as special education teachers to help children with disabilities. Schools generally chose to add more slots instead of raising salaries for the teachers they already had, Roza said.\u003c/p>\n\u003cp>The third act was a pandemic-fueled “hiring bonanza.” Starting in 2020, the federal government sent schools more than $200 billion in pandemic recovery funds. Schools hired additional counselors, interventionists (a fancy name for tutors), and aides, and increased their reserves of substitute teachers. More teachers were hired to further reduce class size, in the hope that students might receive more attention and catch up from pandemic learning losses. By the spring of 2023, school districts had amassed more staff than at any time in history, the Edunomics Lab calculated.\u003c/p>\n\u003cp>Not every school has increased staffing levels, according to Roza, but she says it’s a widespread national trend. Roza’s organization produced graphs for six states – \u003ca href=\"https://edunomicslab.org/staffing-v-enrollment-trends-2/\">Connecticut, Massachusetts, Michigan, Texas, Washington and Pennsylvania\u003c/a> – that release their staffing and student enrollment data publicly. It could be years before complete national data is available, Roza said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The available data doesn’t specify how much of the staff expansion represents new classroom teachers, as opposed to support staff, such as janitors and attendance clerks, or administrators, such as vice principals and math supervisors.\u003c/p>\n\u003cp>Roza says there is administrative bloat in the central offices of many school districts. But some of the administrative growth is required to comply with increased federal regulations, such as those that stem from the Individuals with Disabilities in Education Act (IDEA). Other administrators are needed to manage federal grants. Central offices needed more administrators to handle recruitment and human resources because they were hiring for so many new positions.\u003c/p>\n\u003cp>Meanwhile, the number of students has been dropping in most school districts. That’s because Americans made fewer babies after the 2008 recession. The national elementary and middle school student population, ages five to 13, peaked in\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_101.10.asp\"> 2013 at 37 million\u003c/a>; in 2021 there were 400,000 fewer students. (This includes public, private, charter and homeschooled students.) Student population losses are more dramatic in some regions of the country than others; many school districts in the South are still growing.\u003c/p>\n\u003cp>Roza says some schools have excess capacity and are only half filled. School budgets, often based on per pupil funding formulas, would normally be cut. But many districts have been insulated from financial realities because of pandemic recovery funds. Schools are expected to face a reckoning after September 2024 when these federal funds expire. Roza predicts many schools will need to lay off 4% or more of their staff, including teachers.\u003c/p>\n\u003cp>This news is confusing because school administrators have been complaining about teacher shortages. And indeed, there are unfilled vacancies at many schools. Some of these vacancies reflect new slots that are hard to fill with a finite supply of teachers. But many vacancies are in high poverty schools where fewer teachers want to teach. A year from now, as districts are forced to layoff more teachers, high poverty schools might have even more unfilled positions. And our neediest children will suffer the most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-staff-up-as-student-enrollment-drops/\">\u003cem>school staffing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work?",
"headTitle": "Denver Public Schools pledged to pay tutoring vendors based on their results. Did it work? | KQED",
"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Two outside companies that Denver Public Schools hired to tutor students in an effort to make up for lost learning fell short of some targets that could have earned the companies extra pay.\u003c/p>\n\u003cp>Though one company fared better than the other, many students didn’t hit the academic benchmarks spelled out in the district’s contracts. Some students struggled with participation, and staffing was a challenge for the company that tutored students in person.\u003c/p>\n\u003cp>“It was definitely a learning experience,” said Angelin Thompson, the director of expanded academic learning for DPS. “It’s great if you can do it with fidelity and if you have qualified tutors. There are just a lot of components that go into it that make it effective or ineffective.”\u003c/p>\n\u003cp>But because the contracts with the companies linked part of their payments to the achievement of certain targets, DPS isn’t paying for outcomes that weren’t achieved.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The concept of outcomes-based contracting is catching on at a time when school districts across the country have more cash to spend and bigger gaps to close.\u003c/p>\n\u003cp>Pandemic-era disruptions caused many students to miss key lessons, which prompted the federal government to invest \u003ca href=\"https://www.kqed.org/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be\">billions of dollars of COVID-19 relief funding\u003c/a> in America’s schools.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\" target=\"_blank\" rel=\"noopener\">Tutoring quickly emerged as a leading research-based strategy\u003c/a> to catch students up — especially high-impact or high-dosage tutoring, which DPS defined as 36 hours per student.\u003c/p>\n\u003cp>Colorado lawmakers set aside nearly $5 million in state funding in 2021 for grants to school districts to set up high-impact tutoring programs, and the State Board of Education pumped even more federal COVID relief aid, known as ESSER, into the program.\u003c/p>\n\u003cp>Denver Public Schools, the state’s largest district, applied for the grants and won. The tutoring began in fall 2021 and ramped up last school year when \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/3/4/22962367/denver-literacy-math-tutoring-pandemic-learning-loss-federal-relief-money\" target=\"_blank\" rel=\"noopener\">DPS signed contracts with two companies\u003c/a>: Cignition and University Instructors. But the program was still pilot-size, serving only about 1,500 students total, or about 2% of all students in DPS.\u003c/p>\n\u003ch2 id=\"hSsHYl\">Younger students made less progress\u003c/h2>\n\u003cp>University Instructors struggled the most to meet the benchmarks in its contract.\u003c/p>\n\u003cp>In the 2022-23 school year, the Virginia-based company provided in-person literacy tutoring to DPS students in kindergarten through third grade. Its contract was for a maximum of $1.2 million: $900 per student in base pay with the possibility of $1,500 per student in payments based on hitting target outcomes.\u003c/p>\n\u003cp>The outcomes were based on the mechanics of reading: Did students’ fluency improve, as measured by a test called iStation? How about their vocabulary or phonemic awareness?\u003c/p>\n\u003cp>The answer for many students was no — or at least not enough to meet the benchmarks in the contract. For example, about half of the 641 students tutored by University Instructors met the benchmark in fluency, but only 17% met the benchmark in vocabulary, Thompson said.\u003c/p>\n\u003cp>University Instructors will likely be paid about $826,000, or about 68% of the maximum in its contract, according to calculations by Thompson’s staff.\u003c/p>\n\u003cp>The company did not respond to messages seeking comment for this story.\u003c/p>\n\u003cp>Staffing challenges contributed to the results, Thompson said. University Instructors struggled at times to hire qualified local tutors and provide substitutes when tutors were out, she said.\u003c/p>\n\u003cp>Another hiccup was more technical. Not all DPS schools use the iStation test that University Instructors’ target outcomes were based on. Thompson’s staff tried to approximate whether students who took other tests met the benchmarks, but she said that wasn’t always possible.\u003c/p>\n\u003ch2 id=\"gaReCr\">Online tutoring was more successful\u003c/h2>\n\u003cp>Cignition fared better. District records show DPS paid the California-based company $1.25 million to provide online math tutoring to students in third through eighth grade in 2022-23. Cignition’s contract with DPS was for up to $1.3 million, and the company served 924 students.\u003c/p>\n\u003cp>Cignition had four outcomes it was trying to achieve: two based on students’ confidence about math, as measured by surveys before and after tutoring, and two based on students’ academic growth, as measured by test scores before and after tutoring. The company was paid a base rate of $720 per student and could earn $940 per student on top of that if it met all targets.\u003c/p>\n\u003cp>In an interview, Cignition provided a detailed breakdown of its results. The majority of students reported higher confidence, with as many as 89% meeting one of the survey-based benchmarks. Fewer students — 72% — met the academic benchmarks, the company said.\u003c/p>\n\u003cp>Michael Cohen, founder and CEO of Cignition, said he’s proud of the outcomes.\u003c/p>\n\u003cp>“We care about quality,” he said. “We’re there to help their students that are struggling the most. Some of those students are really, really struggling, and we do everything we can for every student to bring them up as far as they can possibly get in that school year. There’s going to be a range. Not every last one will get to the highest possible grade.”\u003c/p>\n\u003cp>Unlike University Instructors, Cignition did not struggle with staffing, according to both the company and DPS. Its model calls for one tutor, who can live anywhere in the country, to work online with a group of four students, giving that group undivided attention.\u003c/p>\n\u003cp>But Cignition did report issues with student attendance and schools occasionally canceling virtual tutoring sessions. While DPS was aiming to provide students with at least 36 hours of tutoring, Cignition said 50 hours is the gold standard. Only about 10% of DPS students logged 50 hours, the company said. About half of the students logged 25 hours.\u003c/p>\n\u003cp>At a time when other school districts across the country \u003ca href=\"https://www.kqed.org/mindshift/62041/this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither\">have had trouble with external tutoring companies\u003c/a>, the state grant allowed DPS to try high-impact tutoring relatively risk-free — an opportunity that Thompson said will inform the district’s tutoring strategy going forward.\u003c/p>\n\u003cp>“Because of the grant, we were able to try these things and learn what works and what doesn’t,” she said. “Now as we plan for what tutoring will look like with Denver Public Schools’ money, we can think about all the things we learned and do it differently.”\u003c/p>\n\u003cp>One aspect DPS will likely keep, Thompson said, is outcomes-based contracting. While the concept has been around for years in industries such as health care and construction, it’s new in K-12 education, with about 13 school districts actively participating, said Brittany Miller, the director of outcomes-based contracting for the Georgia-based Southern Education Foundation.\u003c/p>\n\u003cp>Before Miller worked for the foundation, she worked for DPS and helped set up the outcomes-based tutoring contracts. The benefit, she said, is that school districts have a tangible way to judge whether the results are worth the millions of dollars they spend on external vendors.\u003c/p>\n\u003cp>“There is a lack of infrastructure in K-12 education, particularly in the procurement process, to say, ‘After we spent these funds, what happened for kids?’” Miller said. “This shores up a lot of that.”\u003c/p>\n\u003cp>Miller said outcomes-based contracting benefits vendors, too, because it sets clear expectations rather than the fuzzy goals that companies sometimes complain about. It also gives the companies the opportunity to earn more money for good performance.\u003c/p>\n\u003cp>Toni Rader, vice president of learning quality and operations for Cignition, said the company has been doing outcomes-based contracts with districts since 2021.\u003c/p>\n\u003cp>“We love to do outcomes-based contracts,”\u003cb> \u003c/b>Rader said. “It’s helpful for all parties involved, because it makes it clear what we’re shooting for.”\u003c/p>\n\u003cp>As for DPS, its state grant goes through this school year. But Thompson said the dollar amount is much lower this year, and there are new restrictions. DPS will have just $400,000 to spend, and only on middle school math tutoring, for which the district will request proposals soon.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/9/27/23891674/tutoring-denver-public-schools-outcomes-based-contracts-pandemic-esser\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Two outside companies that Denver Public Schools hired to tutor students in an effort to make up for lost learning fell short of some targets that could have earned the companies extra pay.\u003c/p>\n\u003cp>Though one company fared better than the other, many students didn’t hit the academic benchmarks spelled out in the district’s contracts. Some students struggled with participation, and staffing was a challenge for the company that tutored students in person.\u003c/p>\n\u003cp>“It was definitely a learning experience,” said Angelin Thompson, the director of expanded academic learning for DPS. “It’s great if you can do it with fidelity and if you have qualified tutors. There are just a lot of components that go into it that make it effective or ineffective.”\u003c/p>\n\u003cp>But because the contracts with the companies linked part of their payments to the achievement of certain targets, DPS isn’t paying for outcomes that weren’t achieved.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The concept of outcomes-based contracting is catching on at a time when school districts across the country have more cash to spend and bigger gaps to close.\u003c/p>\n\u003cp>Pandemic-era disruptions caused many students to miss key lessons, which prompted the federal government to invest \u003ca href=\"https://www.kqed.org/mindshift/62386/schools-face-a-funding-cliff-how-bad-will-the-fall-be\">billions of dollars of COVID-19 relief funding\u003c/a> in America’s schools.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/12/9/22165700/learning-loss-tutoring-blueprint-schools\" target=\"_blank\" rel=\"noopener\">Tutoring quickly emerged as a leading research-based strategy\u003c/a> to catch students up — especially high-impact or high-dosage tutoring, which DPS defined as 36 hours per student.\u003c/p>\n\u003cp>Colorado lawmakers set aside nearly $5 million in state funding in 2021 for grants to school districts to set up high-impact tutoring programs, and the State Board of Education pumped even more federal COVID relief aid, known as ESSER, into the program.\u003c/p>\n\u003cp>Denver Public Schools, the state’s largest district, applied for the grants and won. The tutoring began in fall 2021 and ramped up last school year when \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/3/4/22962367/denver-literacy-math-tutoring-pandemic-learning-loss-federal-relief-money\" target=\"_blank\" rel=\"noopener\">DPS signed contracts with two companies\u003c/a>: Cignition and University Instructors. But the program was still pilot-size, serving only about 1,500 students total, or about 2% of all students in DPS.\u003c/p>\n\u003ch2 id=\"hSsHYl\">Younger students made less progress\u003c/h2>\n\u003cp>University Instructors struggled the most to meet the benchmarks in its contract.\u003c/p>\n\u003cp>In the 2022-23 school year, the Virginia-based company provided in-person literacy tutoring to DPS students in kindergarten through third grade. Its contract was for a maximum of $1.2 million: $900 per student in base pay with the possibility of $1,500 per student in payments based on hitting target outcomes.\u003c/p>\n\u003cp>The outcomes were based on the mechanics of reading: Did students’ fluency improve, as measured by a test called iStation? How about their vocabulary or phonemic awareness?\u003c/p>\n\u003cp>The answer for many students was no — or at least not enough to meet the benchmarks in the contract. For example, about half of the 641 students tutored by University Instructors met the benchmark in fluency, but only 17% met the benchmark in vocabulary, Thompson said.\u003c/p>\n\u003cp>University Instructors will likely be paid about $826,000, or about 68% of the maximum in its contract, according to calculations by Thompson’s staff.\u003c/p>\n\u003cp>The company did not respond to messages seeking comment for this story.\u003c/p>\n\u003cp>Staffing challenges contributed to the results, Thompson said. University Instructors struggled at times to hire qualified local tutors and provide substitutes when tutors were out, she said.\u003c/p>\n\u003cp>Another hiccup was more technical. Not all DPS schools use the iStation test that University Instructors’ target outcomes were based on. Thompson’s staff tried to approximate whether students who took other tests met the benchmarks, but she said that wasn’t always possible.\u003c/p>\n\u003ch2 id=\"gaReCr\">Online tutoring was more successful\u003c/h2>\n\u003cp>Cignition fared better. District records show DPS paid the California-based company $1.25 million to provide online math tutoring to students in third through eighth grade in 2022-23. Cignition’s contract with DPS was for up to $1.3 million, and the company served 924 students.\u003c/p>\n\u003cp>Cignition had four outcomes it was trying to achieve: two based on students’ confidence about math, as measured by surveys before and after tutoring, and two based on students’ academic growth, as measured by test scores before and after tutoring. The company was paid a base rate of $720 per student and could earn $940 per student on top of that if it met all targets.\u003c/p>\n\u003cp>In an interview, Cignition provided a detailed breakdown of its results. The majority of students reported higher confidence, with as many as 89% meeting one of the survey-based benchmarks. Fewer students — 72% — met the academic benchmarks, the company said.\u003c/p>\n\u003cp>Michael Cohen, founder and CEO of Cignition, said he’s proud of the outcomes.\u003c/p>\n\u003cp>“We care about quality,” he said. “We’re there to help their students that are struggling the most. Some of those students are really, really struggling, and we do everything we can for every student to bring them up as far as they can possibly get in that school year. There’s going to be a range. Not every last one will get to the highest possible grade.”\u003c/p>\n\u003cp>Unlike University Instructors, Cignition did not struggle with staffing, according to both the company and DPS. Its model calls for one tutor, who can live anywhere in the country, to work online with a group of four students, giving that group undivided attention.\u003c/p>\n\u003cp>But Cignition did report issues with student attendance and schools occasionally canceling virtual tutoring sessions. While DPS was aiming to provide students with at least 36 hours of tutoring, Cignition said 50 hours is the gold standard. Only about 10% of DPS students logged 50 hours, the company said. About half of the students logged 25 hours.\u003c/p>\n\u003cp>At a time when other school districts across the country \u003ca href=\"https://www.kqed.org/mindshift/62041/this-online-tutoring-company-says-it-offers-expert-one-on-one-help-students-often-get-neither\">have had trouble with external tutoring companies\u003c/a>, the state grant allowed DPS to try high-impact tutoring relatively risk-free — an opportunity that Thompson said will inform the district’s tutoring strategy going forward.\u003c/p>\n\u003cp>“Because of the grant, we were able to try these things and learn what works and what doesn’t,” she said. “Now as we plan for what tutoring will look like with Denver Public Schools’ money, we can think about all the things we learned and do it differently.”\u003c/p>\n\u003cp>One aspect DPS will likely keep, Thompson said, is outcomes-based contracting. While the concept has been around for years in industries such as health care and construction, it’s new in K-12 education, with about 13 school districts actively participating, said Brittany Miller, the director of outcomes-based contracting for the Georgia-based Southern Education Foundation.\u003c/p>\n\u003cp>Before Miller worked for the foundation, she worked for DPS and helped set up the outcomes-based tutoring contracts. The benefit, she said, is that school districts have a tangible way to judge whether the results are worth the millions of dollars they spend on external vendors.\u003c/p>\n\u003cp>“There is a lack of infrastructure in K-12 education, particularly in the procurement process, to say, ‘After we spent these funds, what happened for kids?’” Miller said. “This shores up a lot of that.”\u003c/p>\n\u003cp>Miller said outcomes-based contracting benefits vendors, too, because it sets clear expectations rather than the fuzzy goals that companies sometimes complain about. It also gives the companies the opportunity to earn more money for good performance.\u003c/p>\n\u003cp>Toni Rader, vice president of learning quality and operations for Cignition, said the company has been doing outcomes-based contracts with districts since 2021.\u003c/p>\n\u003cp>“We love to do outcomes-based contracts,”\u003cb> \u003c/b>Rader said. “It’s helpful for all parties involved, because it makes it clear what we’re shooting for.”\u003c/p>\n\u003cp>As for DPS, its state grant goes through this school year. But Thompson said the dollar amount is much lower this year, and there are new restrictions. DPS will have just $400,000 to spend, and only on middle school math tutoring, for which the district will request proposals soon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Schools face a funding cliff. How bad will the fall be?",
"headTitle": "Schools face a funding cliff. How bad will the fall be? | KQED",
"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>It’s an ominous phrase that is top of mind for many school district officials: the “funding cliff.”\u003c/p>\n\u003cp>This refers to the imminent end of \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">billions of dollars\u003c/a> in federal COVID relief money that schools have been relying on during the pandemic. “The feds pushed a lot of money into the K-12 system,” said Lori Taylor, an education finance researcher at Texas A&M University. “Now the districts are being weaned off of that funding — they’re losing that shock absorber, that cushion.”\u003c/p>\n\u003cp>This has educators and experts nervous: the money might be gone before students have fully \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">recovered academically \u003c/a>and could lead to painful layoffs and other budget cuts. Some schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">have already begun cutting back\u003c/a> on recovery programs including tutoring, summer school, and extra staff, like college advisors.\u003c/p>\n\u003cp>But what is not yet clear is how steep the fall from the funding cliff will be. That’s because there are many other factors that will shape school budgets, including money from other sources. Plus, schools are making spending choices now that could lead to bigger or smaller cuts later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What we do know is that high-poverty schools face a bigger cliff, that more federal money won’t be forthcoming, and that school budgets will be shaped both by districts’ own financial decisions and those made by state politicians. How precisely this plays out could affect classrooms and students for years to come.\u003c/p>\n\u003cp>Here, Chalkbeat offers a guide to the federal school funding cliff and what factors will make or break school budgets after the federal money runs out.\u003c/p>\n\u003cp>Schools have received a large infusion of federal money since the pandemic: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">roughly $190 billion\u003c/a> or close to $4,000 per student.\u003c/p>\n\u003cp>The money was meant to address the consequences of the pandemic on schools, including \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">learning loss\u003c/a>. In practice, local officials had wide discretion over how to spend it. Money from the final pot has to be earmarked by the end of September 2024 (though schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/13/23071615/schools-covid-relief-deadline-extended-facilities\" target=\"_blank\" rel=\"noopener\">can seek\u003c/a> extension for when that money is actually spent). The latest \u003ca class=\"Link\" href=\"https://www.future-ed.org/progress-in-spending-federal-k-12-covid-aid-state-by-state/\" target=\"_blank\" rel=\"noopener\">data\u003c/a> shows that schools still have funding left, but are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/12/19/23517691/schools-esser-covid-spending-stimulus-money-federal\" target=\"_blank\" rel=\"noopener\">on track\u003c/a> to use it all by the deadline.\u003c/p>\n\u003cp>Some advocates had hoped that even more federal dollars would be on the way. For instance, the Los Angeles teachers union had \u003ca class=\"Link\" href=\"https://utla.net/campaigns/beyond-recovery/\" target=\"_blank\" rel=\"noopener\">sought\u003c/a> to make federal relief permanent. But this is not going to happen. The recent deal that President Joe Biden struck with Congressional Republicans \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/14/23795314/republicans-education-budget-cut-title-i-low-income-schools-covid-aid-critical-race-theory\" target=\"_blank\" rel=\"noopener\">limits\u003c/a> new federal spending on education for the next couple years.\u003c/p>\n\u003cp>In sum, the infusion of temporary federal money really will be temporary. Once it’s spent, it’s gone.\u003c/p>\n\u003cp>The COVID relief was not \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/3/25/22350474/unprecedented-federal-funding-high-poverty-schools-how-spend\" target=\"_blank\" rel=\"noopener\">spread evenly\u003c/a> across schools. Nationally, districts in more affluent areas \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">received\u003c/a> just over $1,000 per student, with some getting even less. High-poverty districts, on the other hand, got over $6,000 per student. A handful of very high poverty districts, like \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">Detroit\u003c/a>, received massive sums of money. There was also \u003ca class=\"Link\" href=\"https://www.erstrategies.org/tap/analysis_esser_funds_fiscal_cliff_by_state\" target=\"_blank\" rel=\"noopener\">variation\u003c/a> from state to state, with schools in the South getting more federal money as a percent of their total budgets.\u003c/p>\n\u003cp>This means that some schools will face little or no funding cliff while others will face steep cliffs. “Districts serving our neediest kids havea further to fall,” noted a recent \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">analysis\u003c/a> published by the Brookings Institution.\u003c/p>\n\u003cp>“A lot depends on how prudent they were in their use of the federal funds,” said Taylor. “Federal funds should have been interpreted as one-time money.”\u003c/p>\n\u003cp>It’s clear that a good chunk of the funding was indeed used for one-time expenses: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/15/22933799/federal-covid-relief-schools-hvac-buildings\" target=\"_blank\" rel=\"noopener\">HVAC and other building upgrades\u003c/a>, personal-protective equipment for COVID, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/5/27/22457345/thank-you-payments-teachers-research-debate-stimulus\" target=\"_blank\" rel=\"noopener\">bonuses for staff\u003c/a>.\u003c/p>\n\u003cp>Detroit, for instance, earmarked over half of its COVID relief for long-deferred facilities upgrades. “One thing that I’ve tried to do as superintendent is be disciplined with finances,” superintendent Nikolai Vitti recently \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">told Chalkbeat\u003c/a>. “I always think about recurring revenue with recurring expenditures, and one-time revenue with one-time expenditures.”\u003c/p>\n\u003cp>On the other hand, at least some districts have used COVID money for ongoing operating costs like paying teachers’ salaries and maintaining buildings. State \u003ca class=\"Link\" href=\"https://edunomicslab.org/wp-content/uploads/2023/06/30-min-webinar_staff-v-enroll_final.pdf\" target=\"_blank\" rel=\"noopener\">data show\u003c/a> that schools have been adding staff in recent years. As federal aid runs out, layoffs might follow.\u003c/p>\n\u003cp>There’s also a third, mushier category: supplementary expenses that schools have added to try to make up for learning loss or address other needs. Those might include expanded summer school programming, after-school tutoring time, vendor contracts, temporary new staff. \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">Some have already begun cutting\u003c/a>. Detroit eliminated some positions like college transition advisors. Districts in Montgomery County, Maryland, and Reno, Nevada have cut back on tutoring.\u003c/p>\n\u003cp>As the funding cliff approaches, these recovery add-ons may start to vanish even more rapidly. This programming may be easier to cut because it’s not part of core instruction, but could still be painful to lose, especially when students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">remain behind\u003c/a> academically.\u003c/p>\n\u003cp>The biggest \u003ca class=\"Link\" href=\"https://nces.ed.gov/programs/coe/indicator/cma/public-school-revenue\" target=\"_blank\" rel=\"noopener\">chunk\u003c/a> of education funding comes from states, and they have been increasing spending on schools of late. One \u003ca class=\"Link\" href=\"https://edurecoveryhub.org/dont-miss-it-states-are-making-big-new-investments-in-public-schools/\" target=\"_blank\" rel=\"noopener\">recent analysis\u003c/a> found that most states have increased education spending in their budgets this year, often by substantial amounts. Last year, California \u003ca class=\"Link\" href=\"https://edsource.org/2022/gov-newsom-strikes-deal-on-state-budget-big-increase-for-k-12-maybe-for-cal-grants-too/674680\" target=\"_blank\" rel=\"noopener\">passed\u003c/a> a record state budget, which included a one-time $7.9 billion learning-recovery grant to schools, on top of the one-time federal aid.\u003c/p>\n\u003cp>If state funding continues to increase, districts could be protected from major cuts even as federal money dwindles.\u003c/p>\n\u003cp>David Lauck, CFO of Alliance College-Ready, a charter network in Los Angeles, says he’s not expecting immediate cutbacks thanks to \u003ca class=\"Link\" href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\" target=\"_blank\" rel=\"noopener\">funding increases\u003c/a> from California. “We do not anticipate any major dropoff in programming,” he said.\u003c/p>\n\u003cp>More local funding could also help cushion schools. Officials in Kansas City are planning to use higher property tax revenue to keep some of the staff they added with federal aid. “We’ve done the work so we can retain them,” said Jennifer Collier, the superintendent of Kansas City Public Schools. “The cuts were not as deep as we originally thought.”\u003c/p>\n\u003cp>States governments also received a separate $195 billion worth of temporary federal money. This has supported the generous education funding for schools, but it also means states face their own \u003ca class=\"Link\" href=\"https://www.volckeralliance.org/sites/default/files/2022-05/The195Challenge_042922.pdf\" target=\"_blank\" rel=\"noopener\">funding cliff\u003c/a>. Moreover, many states are projecting that revenue from state taxes will decline next year.\u003c/p>\n\u003cp>“With more fiscal data coming in, the long-term health of state budgets looks murky,” \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/navigating-fiscal-uncertainty-weak-state-revenue-forecasts-fiscal-year-2024\" target=\"_blank\" rel=\"noopener\">concluded\u003c/a> Lucy Dadayan, principal research associate with the Urban Institute.\u003c/p>\n\u003cp>That could create a double whammy for schools: federal funds run out and states don’t have the ability to provide an additional buffer. Once again, high poverty schools are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/7/21225437/school-budgets-are-in-big-trouble-especially-in-high-poverty-areas-here-s-why-and-what-could-help\" target=\"_blank\" rel=\"noopener\">more at risk \u003c/a>because they tend to be most reliant on state funds. Local funding is also not a guaranteed backstop. The higher-poverty schools that face the greatest fiscal cliff typically have less property wealth to draw from.\u003c/p>\n\u003cp>The budget situation will likely vary by state. A number of Republican-leaning states have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/three-years-state-tax-cuts\" target=\"_blank\" rel=\"noopener\">adopted tax cuts\u003c/a> and \u003ca class=\"Link\" href=\"https://in.chalkbeat.org/2023/5/10/23718448/school-choice-voucher-expansion-indiana-education-policy-public-funding\" target=\"_blank\" rel=\"noopener\">private school choice programs\u003c/a>, which could strain state budgets.\u003c/p>\n\u003cp>But there is some good news for public schools. States have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/state-rainy-day-fund-balances-reached-all-time-highs-last-year\" target=\"_blank\" rel=\"noopener\">built up\u003c/a> substantial “rainy day” funds that could bolster budgets. Plus the broader economy, contrary to some predictions, is looking \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/business/2023/08/15/no-recession-summer-economy/\" target=\"_blank\" rel=\"noopener\">relatively strong\u003c/a>. That’s a more promising indicator for state revenue, since a strong economy tends to mean higher funding from sales and income taxes.\u003c/p>\n\u003cp>Bruce Baker, a University of Miami professor and school finance researcher, says he suspects the upcoming funding cliff won’t be as bad as \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/22/21230992/great-recession-schools-research-lessons-coronavirus\" target=\"_blank\" rel=\"noopener\">what happened after the Great Recession,\u003c/a> when schools made deep cuts after federal aid runs out. But he said this will vary from place to place and that schools are to some extent at the mercy of state politicians.\u003c/p>\n\u003cp>“A lot of these cliffs are going to be a function of state choices,” said Baker.\u003c/p>\n\u003cp>\u003ci>Matt Barnum is interim national editor, overseeing and contributing to Chalkbeat’s coverage of national education issues. Contact him at mbarnum@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n",
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"excerpt": "As COVID-19 relief funds end, high-poverty schools face a bigger cliff, more federal money won’t be forthcoming, and school budgets will be shaped both by districts’ own financial decisions and those made by state politicians.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/9/13/23871838/schools-funding-cliff-federal-covid-relief-esser-money-budget-cuts\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>It’s an ominous phrase that is top of mind for many school district officials: the “funding cliff.”\u003c/p>\n\u003cp>This refers to the imminent end of \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">billions of dollars\u003c/a> in federal COVID relief money that schools have been relying on during the pandemic. “The feds pushed a lot of money into the K-12 system,” said Lori Taylor, an education finance researcher at Texas A&M University. “Now the districts are being weaned off of that funding — they’re losing that shock absorber, that cushion.”\u003c/p>\n\u003cp>This has educators and experts nervous: the money might be gone before students have fully \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">recovered academically \u003c/a>and could lead to painful layoffs and other budget cuts. Some schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">have already begun cutting back\u003c/a> on recovery programs including tutoring, summer school, and extra staff, like college advisors.\u003c/p>\n\u003cp>But what is not yet clear is how steep the fall from the funding cliff will be. That’s because there are many other factors that will shape school budgets, including money from other sources. Plus, schools are making spending choices now that could lead to bigger or smaller cuts later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What we do know is that high-poverty schools face a bigger cliff, that more federal money won’t be forthcoming, and that school budgets will be shaped both by districts’ own financial decisions and those made by state politicians. How precisely this plays out could affect classrooms and students for years to come.\u003c/p>\n\u003cp>Here, Chalkbeat offers a guide to the federal school funding cliff and what factors will make or break school budgets after the federal money runs out.\u003c/p>\n\u003cp>Schools have received a large infusion of federal money since the pandemic: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">roughly $190 billion\u003c/a> or close to $4,000 per student.\u003c/p>\n\u003cp>The money was meant to address the consequences of the pandemic on schools, including \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">learning loss\u003c/a>. In practice, local officials had wide discretion over how to spend it. Money from the final pot has to be earmarked by the end of September 2024 (though schools \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/5/13/23071615/schools-covid-relief-deadline-extended-facilities\" target=\"_blank\" rel=\"noopener\">can seek\u003c/a> extension for when that money is actually spent). The latest \u003ca class=\"Link\" href=\"https://www.future-ed.org/progress-in-spending-federal-k-12-covid-aid-state-by-state/\" target=\"_blank\" rel=\"noopener\">data\u003c/a> shows that schools still have funding left, but are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/12/19/23517691/schools-esser-covid-spending-stimulus-money-federal\" target=\"_blank\" rel=\"noopener\">on track\u003c/a> to use it all by the deadline.\u003c/p>\n\u003cp>Some advocates had hoped that even more federal dollars would be on the way. For instance, the Los Angeles teachers union had \u003ca class=\"Link\" href=\"https://utla.net/campaigns/beyond-recovery/\" target=\"_blank\" rel=\"noopener\">sought\u003c/a> to make federal relief permanent. But this is not going to happen. The recent deal that President Joe Biden struck with Congressional Republicans \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/14/23795314/republicans-education-budget-cut-title-i-low-income-schools-covid-aid-critical-race-theory\" target=\"_blank\" rel=\"noopener\">limits\u003c/a> new federal spending on education for the next couple years.\u003c/p>\n\u003cp>In sum, the infusion of temporary federal money really will be temporary. Once it’s spent, it’s gone.\u003c/p>\n\u003cp>The COVID relief was not \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/3/25/22350474/unprecedented-federal-funding-high-poverty-schools-how-spend\" target=\"_blank\" rel=\"noopener\">spread evenly\u003c/a> across schools. Nationally, districts in more affluent areas \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">received\u003c/a> just over $1,000 per student, with some getting even less. High-poverty districts, on the other hand, got over $6,000 per student. A handful of very high poverty districts, like \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">Detroit\u003c/a>, received massive sums of money. There was also \u003ca class=\"Link\" href=\"https://www.erstrategies.org/tap/analysis_esser_funds_fiscal_cliff_by_state\" target=\"_blank\" rel=\"noopener\">variation\u003c/a> from state to state, with schools in the South getting more federal money as a percent of their total budgets.\u003c/p>\n\u003cp>This means that some schools will face little or no funding cliff while others will face steep cliffs. “Districts serving our neediest kids havea further to fall,” noted a recent \u003ca class=\"Link\" href=\"https://www.brookings.edu/articles/the-esser-fiscal-cliff-will-have-serious-implications-for-student-equity/?utm_campaign=Brown%20Center%20Newsletter&utm_medium=email&utm_content=273973450&utm_source=hs_email\" target=\"_blank\" rel=\"noopener\">analysis\u003c/a> published by the Brookings Institution.\u003c/p>\n\u003cp>“A lot depends on how prudent they were in their use of the federal funds,” said Taylor. “Federal funds should have been interpreted as one-time money.”\u003c/p>\n\u003cp>It’s clear that a good chunk of the funding was indeed used for one-time expenses: \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/15/22933799/federal-covid-relief-schools-hvac-buildings\" target=\"_blank\" rel=\"noopener\">HVAC and other building upgrades\u003c/a>, personal-protective equipment for COVID, \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/5/27/22457345/thank-you-payments-teachers-research-debate-stimulus\" target=\"_blank\" rel=\"noopener\">bonuses for staff\u003c/a>.\u003c/p>\n\u003cp>Detroit, for instance, earmarked over half of its COVID relief for long-deferred facilities upgrades. “One thing that I’ve tried to do as superintendent is be disciplined with finances,” superintendent Nikolai Vitti recently \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2023/9/6/23860246/detroit-public-schools-superintendent-vitti-esser\" target=\"_blank\" rel=\"noopener\">told Chalkbeat\u003c/a>. “I always think about recurring revenue with recurring expenditures, and one-time revenue with one-time expenditures.”\u003c/p>\n\u003cp>On the other hand, at least some districts have used COVID money for ongoing operating costs like paying teachers’ salaries and maintaining buildings. State \u003ca class=\"Link\" href=\"https://edunomicslab.org/wp-content/uploads/2023/06/30-min-webinar_staff-v-enroll_final.pdf\" target=\"_blank\" rel=\"noopener\">data show\u003c/a> that schools have been adding staff in recent years. As federal aid runs out, layoffs might follow.\u003c/p>\n\u003cp>There’s also a third, mushier category: supplementary expenses that schools have added to try to make up for learning loss or address other needs. Those might include expanded summer school programming, after-school tutoring time, vendor contracts, temporary new staff. \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/9/6/23851143/covid-relief-schools-esser-spending-learning-loss\" target=\"_blank\" rel=\"noopener\">Some have already begun cutting\u003c/a>. Detroit eliminated some positions like college transition advisors. Districts in Montgomery County, Maryland, and Reno, Nevada have cut back on tutoring.\u003c/p>\n\u003cp>As the funding cliff approaches, these recovery add-ons may start to vanish even more rapidly. This programming may be easier to cut because it’s not part of core instruction, but could still be painful to lose, especially when students \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2023/7/11/23787212/nwea-learning-loss-academic-recovery-testing-data-covid\" target=\"_blank\" rel=\"noopener\">remain behind\u003c/a> academically.\u003c/p>\n\u003cp>The biggest \u003ca class=\"Link\" href=\"https://nces.ed.gov/programs/coe/indicator/cma/public-school-revenue\" target=\"_blank\" rel=\"noopener\">chunk\u003c/a> of education funding comes from states, and they have been increasing spending on schools of late. One \u003ca class=\"Link\" href=\"https://edurecoveryhub.org/dont-miss-it-states-are-making-big-new-investments-in-public-schools/\" target=\"_blank\" rel=\"noopener\">recent analysis\u003c/a> found that most states have increased education spending in their budgets this year, often by substantial amounts. Last year, California \u003ca class=\"Link\" href=\"https://edsource.org/2022/gov-newsom-strikes-deal-on-state-budget-big-increase-for-k-12-maybe-for-cal-grants-too/674680\" target=\"_blank\" rel=\"noopener\">passed\u003c/a> a record state budget, which included a one-time $7.9 billion learning-recovery grant to schools, on top of the one-time federal aid.\u003c/p>\n\u003cp>If state funding continues to increase, districts could be protected from major cuts even as federal money dwindles.\u003c/p>\n\u003cp>David Lauck, CFO of Alliance College-Ready, a charter network in Los Angeles, says he’s not expecting immediate cutbacks thanks to \u003ca class=\"Link\" href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\" target=\"_blank\" rel=\"noopener\">funding increases\u003c/a> from California. “We do not anticipate any major dropoff in programming,” he said.\u003c/p>\n\u003cp>More local funding could also help cushion schools. Officials in Kansas City are planning to use higher property tax revenue to keep some of the staff they added with federal aid. “We’ve done the work so we can retain them,” said Jennifer Collier, the superintendent of Kansas City Public Schools. “The cuts were not as deep as we originally thought.”\u003c/p>\n\u003cp>States governments also received a separate $195 billion worth of temporary federal money. This has supported the generous education funding for schools, but it also means states face their own \u003ca class=\"Link\" href=\"https://www.volckeralliance.org/sites/default/files/2022-05/The195Challenge_042922.pdf\" target=\"_blank\" rel=\"noopener\">funding cliff\u003c/a>. Moreover, many states are projecting that revenue from state taxes will decline next year.\u003c/p>\n\u003cp>“With more fiscal data coming in, the long-term health of state budgets looks murky,” \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/navigating-fiscal-uncertainty-weak-state-revenue-forecasts-fiscal-year-2024\" target=\"_blank\" rel=\"noopener\">concluded\u003c/a> Lucy Dadayan, principal research associate with the Urban Institute.\u003c/p>\n\u003cp>That could create a double whammy for schools: federal funds run out and states don’t have the ability to provide an additional buffer. Once again, high poverty schools are \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/7/21225437/school-budgets-are-in-big-trouble-especially-in-high-poverty-areas-here-s-why-and-what-could-help\" target=\"_blank\" rel=\"noopener\">more at risk \u003c/a>because they tend to be most reliant on state funds. Local funding is also not a guaranteed backstop. The higher-poverty schools that face the greatest fiscal cliff typically have less property wealth to draw from.\u003c/p>\n\u003cp>The budget situation will likely vary by state. A number of Republican-leaning states have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/three-years-state-tax-cuts\" target=\"_blank\" rel=\"noopener\">adopted tax cuts\u003c/a> and \u003ca class=\"Link\" href=\"https://in.chalkbeat.org/2023/5/10/23718448/school-choice-voucher-expansion-indiana-education-policy-public-funding\" target=\"_blank\" rel=\"noopener\">private school choice programs\u003c/a>, which could strain state budgets.\u003c/p>\n\u003cp>But there is some good news for public schools. States have \u003ca class=\"Link\" href=\"https://www.taxpolicycenter.org/taxvox/state-rainy-day-fund-balances-reached-all-time-highs-last-year\" target=\"_blank\" rel=\"noopener\">built up\u003c/a> substantial “rainy day” funds that could bolster budgets. Plus the broader economy, contrary to some predictions, is looking \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/business/2023/08/15/no-recession-summer-economy/\" target=\"_blank\" rel=\"noopener\">relatively strong\u003c/a>. That’s a more promising indicator for state revenue, since a strong economy tends to mean higher funding from sales and income taxes.\u003c/p>\n\u003cp>Bruce Baker, a University of Miami professor and school finance researcher, says he suspects the upcoming funding cliff won’t be as bad as \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2020/4/22/21230992/great-recession-schools-research-lessons-coronavirus\" target=\"_blank\" rel=\"noopener\">what happened after the Great Recession,\u003c/a> when schools made deep cuts after federal aid runs out. But he said this will vary from place to place and that schools are to some extent at the mercy of state politicians.\u003c/p>\n\u003cp>“A lot of these cliffs are going to be a function of state choices,” said Baker.\u003c/p>\n\u003cp>\u003ci>Matt Barnum is interim national editor, overseeing and contributing to Chalkbeat’s coverage of national education issues. Contact him at mbarnum@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Most students are learning at typical pace again, but those who lost ground during COVID-19 aren't catching up",
"headTitle": "Most students are learning at typical pace again, but those who lost ground during COVID-19 aren’t catching up | KQED",
"content": "\u003cp class=\"p7\">Kids around the country are still suffering academically from the pandemic. But more than three years after schools shut down, it’s hard to understand exactly how much ground students have lost and which children now need the most attention.\u003c/p>\n\u003cp class=\"p7\">Three new reports offer some insights. All three were produced by for-profit companies that sell assessments to schools. Unlike annual state tests, these interim assessments are administered at least twice a year and help track student progress, or learning, during the year. These companies may have a business motive in sounding an alarm to sell more of their product, but the reports are produced by well-regarded education statisticians.\u003c/p>\n\u003cp class=\"p8\">The big picture is that kids at every grade are still behind where they would have been without the pandemic. All three reports look at student achievement in the spring of 2019, before the pandemic, and compare it to the spring of 2023. A typical sixth grader, for example, in the spring of 2023 was generally scoring much lower than a typical sixth grader in 2019.\u003c/p>\n\u003cp class=\"p8\">The differences are in the details. One report says that students are still behind the equivalent of four to five months of school, but another says it’s one to three months. A third doesn’t measure months of lost learning, but notices the alarming 50% increase in the number of students who are still performing significantly below grade level.\u003c/p>\n\u003cp class=\"p8\">Depending on how you slice and dice the data, older students in middle school and beyond seem to be in the most precarious position and younger children seem to be more resilient and recovering better. Yet, under a different spotlight, you can see troubling signs even among younger children. This includes the very youngest children who weren’t school age when the pandemic hit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">The most recent data, released on Aug. 28, 2023, is from Curriculum Associates, which sells i-Ready assessments taken by more than 11 million students across the country and focuses on “grade-level” skills.* It counts the number of students in third grade, for example, who are able to read at a third-grade level or solve math problems that a third grader ought to be able to solve. The standards for what is grade-level achievement are similar to what most \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021036.pdf\">\u003cspan class=\"s4\">states consider to be “proficient” on their annual assessments\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p8\">The report concludes that the percentage of students who met grade-level expectations was “flat” over the past school year. This is one way of noting that there wasn’t much of an academic recovery between spring of 2022 and spring of 2023. Students of every age, on average, lagged behind where students had been in 2019.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62284\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-160x85.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">For example, 69% of fourth graders were demonstrating grade-level skills in math in 2019. That dropped to 55% in 2022 and barely improved to 56% in 2023. (The drop in grade-level performance isn’t as dramatic for seventh and eighth graders, in part, because so few students were meeting grade-level expectations even before the pandemic.)\u003c/p>\n\u003cp class=\"p8\">“It’s dang hard to catch up,” said Kristen Huff, vice president of assessment and research at Curriculum Associates.\u003c/p>\n\u003cp class=\"p8\">To make up for lost ground, students would have to learn more in a year than they typically do. That generally didn’t happen. Huff said this kind of extra learning is especially hard for students who missed foundational math and reading skills during the pandemic.\u003c/p>\n\u003cp class=\"p8\">While most students learned at a typical pace during the 2022-23 school year, Curriculum Associates noted a starkly different and troubling pattern for children who are significantly below grade level by two or more years. Their numbers spiked during the pandemic and have not gone down. Even worse, these children learned less during the 2022-23 school year than during a typical pre-pandemic year. That means they are continuing to lose ground.\u003c/p>\n\u003cp class=\"p8\">Huff highlighted three groups of children who need extra attention: poor readers in second, third and fourth grades; children in kindergarten and first grade, and middle school math students.\u003c/p>\n\u003cp class=\"p8\">There’s been a stubborn 50% increase in the number of third and fourth graders who are two or more grade levels behind in reading, Huff said. For example, 19% of third graders were that far behind grade level in 2023, up from 12% in 2019. “I find this alarming news,” said Huff, noting that these children were in kindergarten and first grade when the pandemic first hit. “They’re missing out on phonics and phonemic awareness and now they’re thrust into grades three and four,” she said. “If you’re two or more grade levels below in grade three, you’re in big trouble. You’re in big, big, big trouble. We’re going to be seeing evidence of this for years to come.”\u003c/p>\n\u003cp class=\"p8\">The youngest students, who were just two to four years old at the start of the pandemic, are also behind. Huff said that kindergarteners and first graders started the 2022-23 school year at lower achievement levels than in the past. They may have missed out on social interactions and pre-school. “You can’t say my current kindergartener wasn’t in school during the pandemic so they weren’t affected,” said Huff.\u003c/p>\n\u003cp class=\"p8\">Math achievement slipped the most after schools shuttered and switched to remote learning. And now very high percentages of middle schoolers are below grade level in the subject. Huff speculates that they missed out on foundational math skills, especially fractions and proportional reasoning.\u003c/p>\n\u003cp class=\"p10\">Renaissance administered its Star tests to more than six million students around the country. Its \u003ca href=\"https://www.renaissance.com/resources/how-kids-are-performing/\">\u003cspan class=\"s4\">spring 2023 report was released on Aug. 9\u003c/span>\u003c/a>. Like Curriculum Associates, Renaissance finds that “growth is back, but performance is not,” according to Gene Kerns, Renaissance’s chief academic officer.* That means students are generally learning at a typical pace at school, but not making up for lost ground. Depending on the subject and the grade, students still need to recover between one and three months of instruction.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62282\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cfigure id=\"attachment_62283\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62283 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">\u003cem>Bars represent the achievement gaps between student scores in spring 2023 and 2019, before the pandemic. Each point is roughly equal to a week of instruction. First grade students in 2023 scored as high in math as first grade students did in 2019; learning losses had been recovered.\u003c/em> (Data source: Renaissance)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p8\">Math is rebounding better than reading. “Math went down an alarming amount, but has started to go back up,” Kerns said. “We’ve not seen much rebound to reading.” Reading achievement, however, wasn’t as harmed by school disruptions.\u003c/p>\n\u003cp class=\"p8\">Kerns generally sees a sunnier story for younger children and a more troubling picture for older students.\u003c/p>\n\u003cp class=\"p8\">The youngest children in kindergarten and first grade are on par with pre-pandemic history, he said. Middle elementary school grades are a little behind but catching up.\u003c/p>\n\u003cp class=\"p8\">“The older the student, the more lingering the impact,” said Kerns. “The high school data is very alarming. If you’re a junior in high school, you only have one more year. There’s a time clock on this.”\u003c/p>\n\u003cp class=\"p8\">Seventh and eighth graders showed tiny decreases in annual learning in math and reading. Kerns says he’s “hesitant” to call it a “downward spiral.”\u003c/p>\n\u003cp class=\"p8\">The third report come from NWEA, which administers the Measures of Academic Progress (MAP) Assessment to more than 6 million students. Its \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s4\">spring 2023 data, released on July 11\u003c/span>\u003c/a>, showed that students on average need four to five months of extra schooling, on top of the regular school year, to catch up. This graph below, is a good summary of how much students are behind as expressed in months of learning.\u003c/p>\n\u003cp class=\"p6\">\u003cb>Spring 2023 achievement gaps and months of schooling required to catch up to pre-COVID achievement levels\u003c/b>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png\" alt=\"\" width=\"780\" height=\"519\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-160x106.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-768x511.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">Like the Renaissance report, the NWEA report shows a bigger learning loss in math than in reading, and indicates that older students have been more academically harmed by the pandemic. They’ll need more months of extra schooling to catch up to where they would have been had the pandemic never happened. It could take years and years to squeeze these extra months of instruction in and many students may never receive them.\u003c/p>\n\u003cp class=\"p8\">From my perspective, Renaissance and NWEA came to similar conclusions for most students. The main difference is that Renaissance has additional assessment data for younger children in kindergarten through second grade, showing a recovery, and high school data, showing a worse deterioration. The discrepancies in their measurement of months of learning loss, whether it’s four to five months or one to three months, is inconsequential. Both companies admit these assumption-filled estimates are imprecise.\u003c/p>\n\u003cp class=\"p8\">One of the most substantial differences among the reports is that Curriculum Associates is sounding an alarm bell for kindergarteners and first graders while Renaissance is not.\u003c/p>\n\u003cp class=\"p8\">The three reports all conclude that kids are behind where they would have been without the pandemic. But some sub-groups are doing much worse than others. The students who are the most behind and continuing to spiral downward really need our attention. Without extra support, their pandemic slump could be lifelong.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-three-views-of-pandemic-learning-loss-and-recovery/\">\u003cspan class=\"s4\">\u003ci>pandemic recovery\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan class=\"s4\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s4\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cdiv>\u003ci>* Correction: An earlier version of this story incorrectly said that more than 3 million students took i-Ready assessments.\u003c/i>\u003c/div>\n\u003cdiv>\u003ci>** Correction: An earlier version of this story incorrectly spelled Gene Kerns’s last name.\u003c/i>\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Kids around the country are still suffering academically from the pandemic. But more than three years after schools shut down, it’s hard to understand exactly how much ground students have lost and which children now need the most attention.\u003c/p>\n\u003cp class=\"p7\">Three new reports offer some insights. All three were produced by for-profit companies that sell assessments to schools. Unlike annual state tests, these interim assessments are administered at least twice a year and help track student progress, or learning, during the year. These companies may have a business motive in sounding an alarm to sell more of their product, but the reports are produced by well-regarded education statisticians.\u003c/p>\n\u003cp class=\"p8\">The big picture is that kids at every grade are still behind where they would have been without the pandemic. All three reports look at student achievement in the spring of 2019, before the pandemic, and compare it to the spring of 2023. A typical sixth grader, for example, in the spring of 2023 was generally scoring much lower than a typical sixth grader in 2019.\u003c/p>\n\u003cp class=\"p8\">The differences are in the details. One report says that students are still behind the equivalent of four to five months of school, but another says it’s one to three months. A third doesn’t measure months of lost learning, but notices the alarming 50% increase in the number of students who are still performing significantly below grade level.\u003c/p>\n\u003cp class=\"p8\">Depending on how you slice and dice the data, older students in middle school and beyond seem to be in the most precarious position and younger children seem to be more resilient and recovering better. Yet, under a different spotlight, you can see troubling signs even among younger children. This includes the very youngest children who weren’t school age when the pandemic hit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">The most recent data, released on Aug. 28, 2023, is from Curriculum Associates, which sells i-Ready assessments taken by more than 11 million students across the country and focuses on “grade-level” skills.* It counts the number of students in third grade, for example, who are able to read at a third-grade level or solve math problems that a third grader ought to be able to solve. The standards for what is grade-level achievement are similar to what most \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021036.pdf\">\u003cspan class=\"s4\">states consider to be “proficient” on their annual assessments\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p8\">The report concludes that the percentage of students who met grade-level expectations was “flat” over the past school year. This is one way of noting that there wasn’t much of an academic recovery between spring of 2022 and spring of 2023. Students of every age, on average, lagged behind where students had been in 2019.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62284\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-160x85.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">For example, 69% of fourth graders were demonstrating grade-level skills in math in 2019. That dropped to 55% in 2022 and barely improved to 56% in 2023. (The drop in grade-level performance isn’t as dramatic for seventh and eighth graders, in part, because so few students were meeting grade-level expectations even before the pandemic.)\u003c/p>\n\u003cp class=\"p8\">“It’s dang hard to catch up,” said Kristen Huff, vice president of assessment and research at Curriculum Associates.\u003c/p>\n\u003cp class=\"p8\">To make up for lost ground, students would have to learn more in a year than they typically do. That generally didn’t happen. Huff said this kind of extra learning is especially hard for students who missed foundational math and reading skills during the pandemic.\u003c/p>\n\u003cp class=\"p8\">While most students learned at a typical pace during the 2022-23 school year, Curriculum Associates noted a starkly different and troubling pattern for children who are significantly below grade level by two or more years. Their numbers spiked during the pandemic and have not gone down. Even worse, these children learned less during the 2022-23 school year than during a typical pre-pandemic year. That means they are continuing to lose ground.\u003c/p>\n\u003cp class=\"p8\">Huff highlighted three groups of children who need extra attention: poor readers in second, third and fourth grades; children in kindergarten and first grade, and middle school math students.\u003c/p>\n\u003cp class=\"p8\">There’s been a stubborn 50% increase in the number of third and fourth graders who are two or more grade levels behind in reading, Huff said. For example, 19% of third graders were that far behind grade level in 2023, up from 12% in 2019. “I find this alarming news,” said Huff, noting that these children were in kindergarten and first grade when the pandemic first hit. “They’re missing out on phonics and phonemic awareness and now they’re thrust into grades three and four,” she said. “If you’re two or more grade levels below in grade three, you’re in big trouble. You’re in big, big, big trouble. We’re going to be seeing evidence of this for years to come.”\u003c/p>\n\u003cp class=\"p8\">The youngest students, who were just two to four years old at the start of the pandemic, are also behind. Huff said that kindergarteners and first graders started the 2022-23 school year at lower achievement levels than in the past. They may have missed out on social interactions and pre-school. “You can’t say my current kindergartener wasn’t in school during the pandemic so they weren’t affected,” said Huff.\u003c/p>\n\u003cp class=\"p8\">Math achievement slipped the most after schools shuttered and switched to remote learning. And now very high percentages of middle schoolers are below grade level in the subject. Huff speculates that they missed out on foundational math skills, especially fractions and proportional reasoning.\u003c/p>\n\u003cp class=\"p10\">Renaissance administered its Star tests to more than six million students around the country. Its \u003ca href=\"https://www.renaissance.com/resources/how-kids-are-performing/\">\u003cspan class=\"s4\">spring 2023 report was released on Aug. 9\u003c/span>\u003c/a>. Like Curriculum Associates, Renaissance finds that “growth is back, but performance is not,” according to Gene Kerns, Renaissance’s chief academic officer.* That means students are generally learning at a typical pace at school, but not making up for lost ground. Depending on the subject and the grade, students still need to recover between one and three months of instruction.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62282\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cfigure id=\"attachment_62283\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62283 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">\u003cem>Bars represent the achievement gaps between student scores in spring 2023 and 2019, before the pandemic. Each point is roughly equal to a week of instruction. First grade students in 2023 scored as high in math as first grade students did in 2019; learning losses had been recovered.\u003c/em> (Data source: Renaissance)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p8\">Math is rebounding better than reading. “Math went down an alarming amount, but has started to go back up,” Kerns said. “We’ve not seen much rebound to reading.” Reading achievement, however, wasn’t as harmed by school disruptions.\u003c/p>\n\u003cp class=\"p8\">Kerns generally sees a sunnier story for younger children and a more troubling picture for older students.\u003c/p>\n\u003cp class=\"p8\">The youngest children in kindergarten and first grade are on par with pre-pandemic history, he said. Middle elementary school grades are a little behind but catching up.\u003c/p>\n\u003cp class=\"p8\">“The older the student, the more lingering the impact,” said Kerns. “The high school data is very alarming. If you’re a junior in high school, you only have one more year. There’s a time clock on this.”\u003c/p>\n\u003cp class=\"p8\">Seventh and eighth graders showed tiny decreases in annual learning in math and reading. Kerns says he’s “hesitant” to call it a “downward spiral.”\u003c/p>\n\u003cp class=\"p8\">The third report come from NWEA, which administers the Measures of Academic Progress (MAP) Assessment to more than 6 million students. Its \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s4\">spring 2023 data, released on July 11\u003c/span>\u003c/a>, showed that students on average need four to five months of extra schooling, on top of the regular school year, to catch up. This graph below, is a good summary of how much students are behind as expressed in months of learning.\u003c/p>\n\u003cp class=\"p6\">\u003cb>Spring 2023 achievement gaps and months of schooling required to catch up to pre-COVID achievement levels\u003c/b>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png\" alt=\"\" width=\"780\" height=\"519\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-160x106.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-768x511.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">Like the Renaissance report, the NWEA report shows a bigger learning loss in math than in reading, and indicates that older students have been more academically harmed by the pandemic. They’ll need more months of extra schooling to catch up to where they would have been had the pandemic never happened. It could take years and years to squeeze these extra months of instruction in and many students may never receive them.\u003c/p>\n\u003cp class=\"p8\">From my perspective, Renaissance and NWEA came to similar conclusions for most students. The main difference is that Renaissance has additional assessment data for younger children in kindergarten through second grade, showing a recovery, and high school data, showing a worse deterioration. The discrepancies in their measurement of months of learning loss, whether it’s four to five months or one to three months, is inconsequential. Both companies admit these assumption-filled estimates are imprecise.\u003c/p>\n\u003cp class=\"p8\">One of the most substantial differences among the reports is that Curriculum Associates is sounding an alarm bell for kindergarteners and first graders while Renaissance is not.\u003c/p>\n\u003cp class=\"p8\">The three reports all conclude that kids are behind where they would have been without the pandemic. But some sub-groups are doing much worse than others. The students who are the most behind and continuing to spiral downward really need our attention. Without extra support, their pandemic slump could be lifelong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-three-views-of-pandemic-learning-loss-and-recovery/\">\u003cspan class=\"s4\">\u003ci>pandemic recovery\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan class=\"s4\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s4\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cdiv>\u003ci>* Correction: An earlier version of this story incorrectly said that more than 3 million students took i-Ready assessments.\u003c/i>\u003c/div>\n\u003cdiv>\u003ci>** Correction: An earlier version of this story incorrectly spelled Gene Kerns’s last name.\u003c/i>\u003c/div>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Summer school programs aren’t enough to reverse pandemic learning loss, researchers say | KQED",
"content": "\u003cp class=\"p7\">Many education researchers have warned that \u003ca href=\"https://hechingerreport.org/proof-points-slim-research-evidence-for-summer-school/\">\u003cspan class=\"s3\">summer school doesn’t have a strong track record\u003c/span>\u003c/a> of helping students catch up academically. That’s because it’s hard to convince families to show up. In the wake of the pandemic, school leaders spent billions more on it anyway. In a 2022 \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-13.html\">\u003cspan class=\"s3\">national survey\u003c/span>\u003c/a>, 70% of school districts said they had launched new summer programs or expanded existing ones. Los Angeles Unified District superintendent Alberto Carvalho called summer school “\u003ca href=\"https://www.dailynews.com/2023/06/26/this-summer-lausd-tackles-learning-loss-in-a-fun-filled-environment/\">\u003cspan class=\"s3\">critical\u003c/span>\u003c/a>” to addressing learning loss.\u003c/p>\n\u003cp class=\"p7\">But now, in a scientific version of “We told you so,” a group of 14 researchers from Harvard University, the American Institutes for Research and the assessment company NWEA found \u003ca href=\"https://caldercenter.org/publications/summer-school-learning-loss-recovery-strategy-after-covid-19-evidence-summer-2022\">\u003cspan class=\"s3\">miniscule gains in math and no improvement in reading\u003c/span>\u003c/a> at all after scrutinizing how much 2022 summer school helped children in eight large school districts around the nation. A separate \u003ca href=\"https://cdn.vanderbilt.edu/vu-sub/wp-content/uploads/sites/280/2023/07/08044613/SummerLearning2022_final.pdf.pdf\">\u003cspan class=\"s3\">study in Tennessee,\u003c/span>\u003c/a> also looking back at the summer of 2022, found the same tiny learning gains in math but none in reading.\u003c/p>\n\u003cp class=\"p7\">There are two big reasons for the disheartening results, according to Emily Morton, a researcher at the American Institutes for Research, and one of the lead researchers on the multi-state \u003ca href=\"https://caldercenter.org/sites/default/files/Road%2520to%2520COVID%2520Recovery%2520Research%2520Brief_0.pdf\">\u003cspan class=\"s3\">summer school study\u003c/span>\u003c/a> released in August 2023: the summer school programs were very short and there was too little participation.\u003c/p>\n\u003cp class=\"p7\">“It would have been misguided to expect that summer school would have enormous effects,” said Emily Morton, “And that’s what we see. It doesn’t have enormous effects.”\u003c/p>\n\u003cp class=\"p7\">Sadly, the academic gains for children were a fraction of what even pre-pandemic studies of summer school had indicated. What kids learned in math during the summer of 2022 was less than a third of the \u003ca href=\"https://files.eric.ed.gov/fulltext/ED616669.pdf\">\u003cspan class=\"s3\">small gains seen in previous research\u003c/span>\u003c/a>. Earlier research had sometimes found gains for summertime reading programs, particularly for \u003ca href=\"https://scholar.harvard.edu/jameskim/publications/effects-summer-reading-low-income-children%25E2%2580%2599s-literacy-achievement-kindergarten\">\u003cspan class=\"s3\">younger elementary school students using a well-regarded reading curriculum\u003c/span>\u003c/a>. But reading achievement generally didn’t improve after attending summer school in 2022.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Based on the tiny amounts of academic recovery and participation rates in the eight districts studied, summer programs were estimated to have offset only 2 to 3% of the learning losses in math and none in reading. “It’s really making quite a small dent,” said Morton. “It’s just such a small amount compared to the amount of recovery that’s needed.”\u003c/p>\n\u003cp class=\"p7\">Most of the summer programs lasted only 15 to 20 days, shorter than programs in the pre-pandemic research. Students also missed many sessions. On average, enrolled students received only between 10 and 14 days of instruction. Participation in these optional summer school programs was generally low. Depending on the district, between 5 and 23% of students in kindergarten through eighth grade signed up.\u003c/p>\n\u003cp class=\"p7\">Reading has always been less responsive to summer school than math. This is partly because many children who don’t attend summer school still read during June, July and August and they are also improving their vocabulary and comprehension skills. By contrast, kids are less likely to solve math problems on their own and there’s a bigger advantage for children who receive summertime instruction. But it could also be that reading instruction isn’t high quality in many summer schools.\u003c/p>\n\u003cp class=\"p7\">The eight districts in the study were Dallas; Portland, Oregon; Alexandria, Virginia; Guilford County, North Carolina; Richardson, Texas; Suffern Central, New York, and Tulsa. One additional district was unnamed.\u003c/p>\n\u003cp class=\"p7\">Morton and her colleagues tracked the academic performance of more than 16,0000 children who attended school during the summer of 2022, and compared them with similar children who didn’t attend summer school. For children who had the same baseline spring 2022 test scores, summer school didn’t help them to score much higher on a fall 2022 assessment, known as Measures of Academic Progress (MAP) tests, which is sold by NWEA.\u003c/p>\n\u003cp class=\"p7\">If every child had participated in summer school in the eight districts that the researchers studied, the catch-up gains in math would have been enough to recover 10% of how much students fell behind, on average, during the pandemic. But because enrollment was so low, summer programming closed only about 2 to 3% of each district’s estimated learning loss in math.\u003c/p>\n\u003cp class=\"p7\">Most students still need the equivalent of an extra four to five months of instruction – above and beyond regular school year instruction – to catch up to a pre-pandemic student; some students, especially low-income students, need much more, according to \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s3\">NWEA’s July 2023 learning loss update\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">The district with the highest summer school enrollment rate, 23%, offered families of elementary school children an extended day, beginning at 8 a.m. and ending at 5:30 p.m. Those hours appealed to working parents, and summer school in 2022 doubled as free child care. However, this district, which was not identified in the study, curtailed hours for the summer of 2023 because it ran out of money.\u003c/p>\n\u003cp class=\"p7\">More common across the districts were half-day programs. Academic instruction ranged from 45 minutes to two hours in reading and math each. The remainder of the time was filled with “enrichment” activities, from robotics to dance, often led by community groups.\u003c/p>\n\u003cp class=\"p7\">Despite the dismal results, educators said they learned a few lessons. Online sign ups were a barrier and paper enrollment forms remain necessary for many families. Location matters too. Families were far more inclined to sign up for summer school at their children’s school. Sending a child to an unfamiliar building in a different neighborhood wasn’t as popular.\u003c/p>\n\u003cp class=\"p7\">School administrators told Morton they had intentionally marketed summer school as a “summer camp,” full of fun activities, to make it more appealing to families and children. Administrators said they were very careful with their language, not wanting to single out students, stigmatize them or make them feel that they were behind.\u003c/p>\n\u003cp class=\"p7\">“Maybe that is not always in the best interest of the student,” Morton said, concerned that a soft sell approach didn’t attract children who need extra instruction the most. She thinks that clearer messaging – telling parents directly that their kids were behind and needed extra summer support\u003cspan class=\"Apple-converted-space\"> \u003c/span>– would have been more convincing.\u003c/p>\n\u003cp class=\"p7\">That might be good advice – but it carries a risk for educators. Parents could end up blaming schools for allowing their children to fall so far behind. \u003ca href=\"https://www.axios.com/2022/07/14/gallup-poll-public-schools-confidence\">\u003cspan class=\"s3\">Confidence in public education is near a record low\u003c/span>\u003c/a>, according to a recent Gallup Poll. The global emergency stage of the pandemic may be over, but now the nation’s students and public schools are in need of intensive care.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-summer-school-programs-too-short-and-not-popular-enough-to-reverse-pandemic-learning-loss-researchers-say/\">\u003cspan class=\"s3\">\u003ci>summer school programs\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Many education researchers have warned that \u003ca href=\"https://hechingerreport.org/proof-points-slim-research-evidence-for-summer-school/\">\u003cspan class=\"s3\">summer school doesn’t have a strong track record\u003c/span>\u003c/a> of helping students catch up academically. That’s because it’s hard to convince families to show up. In the wake of the pandemic, school leaders spent billions more on it anyway. In a 2022 \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-13.html\">\u003cspan class=\"s3\">national survey\u003c/span>\u003c/a>, 70% of school districts said they had launched new summer programs or expanded existing ones. Los Angeles Unified District superintendent Alberto Carvalho called summer school “\u003ca href=\"https://www.dailynews.com/2023/06/26/this-summer-lausd-tackles-learning-loss-in-a-fun-filled-environment/\">\u003cspan class=\"s3\">critical\u003c/span>\u003c/a>” to addressing learning loss.\u003c/p>\n\u003cp class=\"p7\">But now, in a scientific version of “We told you so,” a group of 14 researchers from Harvard University, the American Institutes for Research and the assessment company NWEA found \u003ca href=\"https://caldercenter.org/publications/summer-school-learning-loss-recovery-strategy-after-covid-19-evidence-summer-2022\">\u003cspan class=\"s3\">miniscule gains in math and no improvement in reading\u003c/span>\u003c/a> at all after scrutinizing how much 2022 summer school helped children in eight large school districts around the nation. A separate \u003ca href=\"https://cdn.vanderbilt.edu/vu-sub/wp-content/uploads/sites/280/2023/07/08044613/SummerLearning2022_final.pdf.pdf\">\u003cspan class=\"s3\">study in Tennessee,\u003c/span>\u003c/a> also looking back at the summer of 2022, found the same tiny learning gains in math but none in reading.\u003c/p>\n\u003cp class=\"p7\">There are two big reasons for the disheartening results, according to Emily Morton, a researcher at the American Institutes for Research, and one of the lead researchers on the multi-state \u003ca href=\"https://caldercenter.org/sites/default/files/Road%2520to%2520COVID%2520Recovery%2520Research%2520Brief_0.pdf\">\u003cspan class=\"s3\">summer school study\u003c/span>\u003c/a> released in August 2023: the summer school programs were very short and there was too little participation.\u003c/p>\n\u003cp class=\"p7\">“It would have been misguided to expect that summer school would have enormous effects,” said Emily Morton, “And that’s what we see. It doesn’t have enormous effects.”\u003c/p>\n\u003cp class=\"p7\">Sadly, the academic gains for children were a fraction of what even pre-pandemic studies of summer school had indicated. What kids learned in math during the summer of 2022 was less than a third of the \u003ca href=\"https://files.eric.ed.gov/fulltext/ED616669.pdf\">\u003cspan class=\"s3\">small gains seen in previous research\u003c/span>\u003c/a>. Earlier research had sometimes found gains for summertime reading programs, particularly for \u003ca href=\"https://scholar.harvard.edu/jameskim/publications/effects-summer-reading-low-income-children%25E2%2580%2599s-literacy-achievement-kindergarten\">\u003cspan class=\"s3\">younger elementary school students using a well-regarded reading curriculum\u003c/span>\u003c/a>. But reading achievement generally didn’t improve after attending summer school in 2022.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">Based on the tiny amounts of academic recovery and participation rates in the eight districts studied, summer programs were estimated to have offset only 2 to 3% of the learning losses in math and none in reading. “It’s really making quite a small dent,” said Morton. “It’s just such a small amount compared to the amount of recovery that’s needed.”\u003c/p>\n\u003cp class=\"p7\">Most of the summer programs lasted only 15 to 20 days, shorter than programs in the pre-pandemic research. Students also missed many sessions. On average, enrolled students received only between 10 and 14 days of instruction. Participation in these optional summer school programs was generally low. Depending on the district, between 5 and 23% of students in kindergarten through eighth grade signed up.\u003c/p>\n\u003cp class=\"p7\">Reading has always been less responsive to summer school than math. This is partly because many children who don’t attend summer school still read during June, July and August and they are also improving their vocabulary and comprehension skills. By contrast, kids are less likely to solve math problems on their own and there’s a bigger advantage for children who receive summertime instruction. But it could also be that reading instruction isn’t high quality in many summer schools.\u003c/p>\n\u003cp class=\"p7\">The eight districts in the study were Dallas; Portland, Oregon; Alexandria, Virginia; Guilford County, North Carolina; Richardson, Texas; Suffern Central, New York, and Tulsa. One additional district was unnamed.\u003c/p>\n\u003cp class=\"p7\">Morton and her colleagues tracked the academic performance of more than 16,0000 children who attended school during the summer of 2022, and compared them with similar children who didn’t attend summer school. For children who had the same baseline spring 2022 test scores, summer school didn’t help them to score much higher on a fall 2022 assessment, known as Measures of Academic Progress (MAP) tests, which is sold by NWEA.\u003c/p>\n\u003cp class=\"p7\">If every child had participated in summer school in the eight districts that the researchers studied, the catch-up gains in math would have been enough to recover 10% of how much students fell behind, on average, during the pandemic. But because enrollment was so low, summer programming closed only about 2 to 3% of each district’s estimated learning loss in math.\u003c/p>\n\u003cp class=\"p7\">Most students still need the equivalent of an extra four to five months of instruction – above and beyond regular school year instruction – to catch up to a pre-pandemic student; some students, especially low-income students, need much more, according to \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s3\">NWEA’s July 2023 learning loss update\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">The district with the highest summer school enrollment rate, 23%, offered families of elementary school children an extended day, beginning at 8 a.m. and ending at 5:30 p.m. Those hours appealed to working parents, and summer school in 2022 doubled as free child care. However, this district, which was not identified in the study, curtailed hours for the summer of 2023 because it ran out of money.\u003c/p>\n\u003cp class=\"p7\">More common across the districts were half-day programs. Academic instruction ranged from 45 minutes to two hours in reading and math each. The remainder of the time was filled with “enrichment” activities, from robotics to dance, often led by community groups.\u003c/p>\n\u003cp class=\"p7\">Despite the dismal results, educators said they learned a few lessons. Online sign ups were a barrier and paper enrollment forms remain necessary for many families. Location matters too. Families were far more inclined to sign up for summer school at their children’s school. Sending a child to an unfamiliar building in a different neighborhood wasn’t as popular.\u003c/p>\n\u003cp class=\"p7\">School administrators told Morton they had intentionally marketed summer school as a “summer camp,” full of fun activities, to make it more appealing to families and children. Administrators said they were very careful with their language, not wanting to single out students, stigmatize them or make them feel that they were behind.\u003c/p>\n\u003cp class=\"p7\">“Maybe that is not always in the best interest of the student,” Morton said, concerned that a soft sell approach didn’t attract children who need extra instruction the most. She thinks that clearer messaging – telling parents directly that their kids were behind and needed extra summer support\u003cspan class=\"Apple-converted-space\"> \u003c/span>– would have been more convincing.\u003c/p>\n\u003cp class=\"p7\">That might be good advice – but it carries a risk for educators. Parents could end up blaming schools for allowing their children to fall so far behind. \u003ca href=\"https://www.axios.com/2022/07/14/gallup-poll-public-schools-confidence\">\u003cspan class=\"s3\">Confidence in public education is near a record low\u003c/span>\u003c/a>, according to a recent Gallup Poll. The global emergency stage of the pandemic may be over, but now the nation’s students and public schools are in need of intensive care.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-summer-school-programs-too-short-and-not-popular-enough-to-reverse-pandemic-learning-loss-researchers-say/\">\u003cspan class=\"s3\">\u003ci>summer school programs\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"perspectives": {
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"source": "npr"
},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
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