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"title": "Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working?",
"headTitle": "Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working? | KQED",
"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>In a classroom on Chicago’s West Side one morning last November, Teresa Przybyslawski sat side by side with a soft-spoken sixth grader. She read a script off her computer screen while he peered at his own tablet.\u003c/p>\n\u003cp>“On your screen, you will see some addition problems,” read Przybyslawski. “I want you to do as many of them as you can in one minute.”\u003c/p>\n\u003cp>She glanced at the sixth grader, John. His back was taut, his face tense.\u003c/p>\n\u003cp>Down the hall, the boy’s classmates at Brunson Math and Science Specialty School, a high-poverty elementary school, geared up to tackle dividing fractions. But here, alongside Przybyslawski, one of the district’s new interventionists tasked with helping students who fell behind during the pandemic, John was about to work on math normally taught in first grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Are you ready? Three. Two. One.”\u003c/p>\n\u003cp>Numbers flashed on John’s screen: “2 + 7. 5 + 10. 10 + 4.”\u003c/p>\n\u003cp>At the start of this school year, John, whose real name Chalkbeat is not using to protect his privacy, read at a first grade level and did second grade level math. It would be Przybyslawski’s job to get him caught up – fast.\u003c/p>\n\u003cp>School districts around the country are pushing to help students bounce back from the pandemic’s profound academic damage: \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2022/6/3/23152039/detroit-public-schools-literacy-reading-beyond-basic-highdosage-tutoring-esser-covid-relief\" target=\"_blank\" rel=\"noopener\">expanding literacy tutoring in Detroit\u003c/a>, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2021/6/30/22558104/nyc-budget-deal-2022-smaller-class-size-covid-learning-loss\" target=\"_blank\" rel=\"noopener\">cutting class sizes in New York City\u003c/a>, and \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/9/21/23366032/covid-relief-money-helps-colorado-schools-pay-for-math-and-reading-curriculum\" target=\"_blank\" rel=\"noopener\">buying science-backed reading curriculums\u003c/a> in districts across Colorado.\u003c/p>\n\u003cfigure id=\"attachment_61725\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Instructional materials are seen inside Brunson Elementary School in Chicago. School districts around the country — including Chicago Public Schools — are pushing to help students bounce back from the pandemic’s profound academic damage. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chicago Public Schools has turned to academic interventionists — a cadre of hundreds mostly classroom teachers already on the district’s payroll, tapped this year to turbocharge the learning of struggling students one-on-one or in small groups.\u003c/p>\n\u003cp>These newly-minted catchup specialists are tackling three years of COVID fallout layered upon pre-pandemic learning gaps and traumas, at schools that experts and educators agree should have been staffing interventionists all along.\u003c/p>\n\u003cp>Research has backed Chicago’s intervention approach, and emerging data here and in other cities shows school districts are making headway. But experts say the effort is in its infancy: A \u003ca class=\"Link\" href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener\">recent study by nonprofit test maker NWEA\u003c/a> found students are rebounding, but schools are likely a few years away from returning to pre-pandemic achievement, especially for younger learners.\u003c/p>\n\u003cp>Meanwhile, educators face their own version of Przybyslawski’s countdown.\u003c/p>\n\u003cp>Three, two, one. Before children like John arrive in high school unprepared, lowering their odds of graduating, starting college or careers, and escaping poverty.\u003c/p>\n\u003cp>Three, two, one. Before districts like Chicago run out of federal COVID relief dollars.\u003c/p>\n\u003cp>Three, two, one. Before society at large moves on, and the energy required to remain in full-on recovery mode fades.\u003c/p>\n\u003cp>As Robin Lake, director of the Center on Reinventing Public Education, put it at an academic recovery event this past fall: “If we fail to act differently to catch students up, to ensure every student graduates with everything they need, we will have failed this generation and future generations of students.”\u003c/p>\n\u003ch2>One school on Chicago’s West Side tackles academic recovery\u003c/h2>\n\u003cp>Brunson Elementary is in Chicago’s Austin neighborhood, one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence.\u003c/p>\n\u003cp>Of Brunson’s 400 students, almost 90% are Black, and almost all are poor. Almost 60% were chronically absent last year, meaning they missed roughly 20 or more days. This year, Brunson has deployed “attendance heroes” — teachers, paraprofessionals, and cafeteria workers — who check in daily with truant students. But across the district, attendance and disruptive behaviors continue to interfere with learning.\u003c/p>\n\u003cp>“It’s heartbreaking what kids here carry on their backpacks that we can’t see,” principal Carol Wilson said.\u003c/p>\n\u003cfigure id=\"attachment_61722\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Principal Carol Wilson at Brunson Elementary School on Friday, February 24, 2023 in the Austin neighborhood of Chicago. The school was one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since the pandemic hit in 2020, Chicago Public Schools — like districts across the country — has seen drops in the portion of \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/27/23425426/illinois-school-report-card-2022-reading-math-covid\" target=\"_blank\" rel=\"noopener\">students meeting reading and math standards on a required state assessment\u003c/a>. The \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/23/23417098/naep-nations-report-card-chicago-public-schools-math-reading-scores\" target=\"_blank\" rel=\"noopener\">district’s latest scores on the National Assessment of Educational Progress\u003c/a>, known as “the nation’s report card,” showed nearly a decade of growth in math had been wiped out while reading results held fairly steady.\u003c/p>\n\u003cp>When Chicago schools tested students this past fall to gauge where they stood, two-thirds of John’s sixth grade peers districtwide did not hit grade-level benchmarks in reading. A third were flagged as needing urgent interventions. The picture was similar in math.\u003c/p>\n\u003cp>Przybyslawski used to teach a classroom of 25 students math and science. Now, her focus is on 15 or so struggling middle schoolers at Brunson.\u003c/p>\n\u003cp>She set out to create an orderly, efficient operation, using new digital platforms that constantly size up how students are progressing in mastering skills they should have learned in earlier grades — and dictate what they work on next.\u003c/p>\n\u003cfigure id=\"attachment_61723\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61723\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">In her role as an interventionist at Brunson Elementary, Teresa Przybyslawski works with struggling students one on one or in small groups. She also “pushes into” classrooms to help fellow educators build academic interventions into their routines. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In reading, the school piloted an artificial intelligence program that gave students passages to read back to it based on their level and flagged mistakes they made.\u003c/p>\n\u003cp>She wanted John to divide fractions along with his peers eventually. But in the meantime, Przybyslawski, who also supervises the school’s new team of three tutors, all Brunson grads, measured progress in small increments.\u003c/p>\n\u003cp>During that session in November, John hesitated briefly before answering 6 + 5.\u003c/p>\n\u003cp>He was stumped on 3 + 8.\u003c/p>\n\u003cp>But on the rest, he rattled off the correct answers before Przybyslawski had even finished reading them out.\u003c/p>\n\u003cp>“We got to the third row,” she told the boy when the minute-long assessment was up. “Very nice work!”\u003c/p>\n\u003cp>After students left, she logged in their results into Branching Minds, a new platform used for tracking interventions.\u003c/p>\n\u003cp>Wilson, the principal, and district officials lean on the technology to monitor the progress students are making.\u003cb> \u003c/b>Soon, Wilson would also get a second round of standardized tests — administered around the middle of the school year — she hoped would tell her if the school’s efforts were paying off.\u003c/p>\n\u003ch2 id=\"vBvePO\">‘How can we reach more kids?’\u003c/h2>\n\u003cp>In the bid to speed up students’ academic recovery, Chicago leaders have bet on an arsenal of strategies. They’ve expanded after-school programs, started an in-house tutor corps, and poured millions in teacher training and a \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2023/3/31/23663499/chicago-public-schools-skyline-curriculum-covid-recovery\" target=\"_blank\" rel=\"noopener\">new in-house lesson bank called Skyline\u003c/a>.\u003c/p>\n\u003cp>They also tapped some 250 educators to serve as new academic coaches. There are \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/12/9/23500744/chicago-public-schools-social-worker-student-mental-health-covid-trauma-support-services\" target=\"_blank\" rel=\"noopener\">more counselors, social workers, and other support staff\u003c/a>.\u003c/p>\n\u003cp>All in all, the district earmarked $730 million in COVID recovery dollars this school year for its recovery efforts.\u003c/p>\n\u003cp>Academic interventions — by tutors, classroom teachers, or the new interventionists — are at the heart of the strategy. The district budgeted for at least one interventionist on each of its roughly 500 campuses, though not all schools used the money for such positions, and some schools combined the duties with existing positions. And it required all schools to use the same digital platform to track interventions that Przybyslawski is using.\u003c/p>\n\u003cp>Across the district this past fall, new interventionists chipped away at catching up tens of thousands of students. One math problem and one sounded-out word at time.\u003c/p>\n\u003cp>At Moos Elementary on Chicago’s West Side, where most of the 430 primarily Latino students enrolled needed intervention in the fall, Elizabeth Battaglia and the tutors she oversees could reach about 60 students across all grades — not nearly enough.\u003c/p>\n\u003cp>“How do we get students a lot of extra support with so few people?” she kept asking herself, even as she was encouraged by her students’ growth.\u003c/p>\n\u003cp>In reading, Battaglia tried a blitz tactic: 20 minutes each day over two weeks when stronger readers are paired with struggling peers to read passages to each other and help correct each other’s mistakes. It helped.\u003c/p>\n\u003cp>At Sadlowski Elementary on the Southeast Side, where most of the school’s 620 students were flagged as needing intensive help at the start of the year, Emily Gasca has 38 students on her caseload — some of them third and fourth graders reading at kindergarten level.\u003c/p>\n\u003cp>She enlisted fellow teachers to build interventions into daily classroom instruction, but some colleagues felt she was laying more work on already full plates.\u003c/p>\n\u003cfigure id=\"attachment_61724\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61724\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg\" alt=\"\" width=\"1680\" height=\"1124\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1536x1028.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Interventionist Teresa Przybyslawski at Chicago’s Brunson Elementary School combines technology and old-school methods such as flashcards in working with students who are behind grade level in math or reading. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gasca tried to remind herself she was helping build from scratch a sort of academic safety net that the district has needed all along.\u003c/p>\n\u003cp>Even before COVID, many Chicago students made it to high school unable to read well. The pandemic just made it harder to look away.\u003c/p>\n\u003cp>To experts and educators such as Gasca, it’s clear that trauma and social-emotional challenges — that invisible load in students’ backpacks — complicate academic catchup. But struggling to keep up in the classroom is also a daily source of stress, eroding students’ confidence — baggage they carry back home.\u003c/p>\n\u003ch2 id=\"ORylpB\">Educators search for signs interventions are working\u003c/h2>\n\u003cp>By February, John’s sessions with Przybyslawski were a well-worn routine.\u003c/p>\n\u003cp>“On your screen you will see a story to read,” Przybyslawski read off her screen to him one morning that month. “I would like you to read this story for me.”\u003c/p>\n\u003cp>“We’ll begin in three, two, one.”\u003c/p>\n\u003cp>John looked relaxed in a black face mask, hoodie, and Nikes as he read a passage about a family visit on a farm. At the one-minute mark, a bell dinged, and Przybyslawski smiled broadly. John’s reading had been largely free of mistakes — a huge leap from the start of the school year when he struggled to make it through a sentence or two during those fleeting 60 seconds.\u003c/p>\n\u003cp>“Good job overall,” she said. “I’ll get your score in a few minutes.”\u003c/p>\n\u003cp>Przybyslawski’s students were making headway. But now, her caseload looked different.\u003c/p>\n\u003cp>A few students “graduated.” They still need added help, but should be able to get it in the classroom. A few left the school, part of the customary churn at a high-needs neighborhood campus. And some were no longer on Przybyslawski’s caseload after being identified as needing services for students with disabilities.\u003c/p>\n\u003cp>Around this same time, Wilson, the principal, had gotten the school’s midyear test results.\u003c/p>\n\u003cp>Students in all grades were showing solid growth except eighth graders, on that all-important cusp of high school, who were flagged across the district for making little midyear progress.\u003c/p>\n\u003cp>Wilson was encouraged. Still, these tests predicted that fewer than 10% of Brunson students would meet state standards this spring.\u003c/p>\n\u003cp>“We’ve seen kids make leaps and bounds but still remain below the benchmarks,” Wilson said. “We’re catching kids up constantly.”\u003c/p>\n\u003cp>Districtwide in the early grades, there were double-digit increases in students scoring at grade level. Overall, Chicago Public Schools’ scores were in line or better than other urban districts. But much work remained: In the second grade, for example, more than half of students remained one grade level below in math, and a quarter were still two grade levels below in both math and reading.\u003c/p>\n\u003cp>Paul Zavitkovsky, an expert on testing at the University of Illinois at Chicago, said standardized tests are a helpful snapshot of how students are doing, but he cautioned against relying on them to drive recovery efforts. Remediating one skill at a time based on test results must happen alongside engaging, grade-level instruction — a tough balance to strike, Zavitkovsky said.\u003c/p>\n\u003cp>Based on an analysis of results on a standardized test named STAR 360 many Chicago elementary schools are giving three times a year, Zavitkovsky found almost all schools made four months of gains in the first four months of the year in math — an encouraging return to a pre-pandemic pace of growth.\u003c/p>\n\u003cp>But, he said, “Average gains are not going to be enough.”\u003c/p>\n\u003cp>Dan Goldhaber, who leads the University of Washington’s Center for Education Data & Research, said it’s not clear how long schools can remain in full recovery mode, which requires resources and sustained effort.\u003c/p>\n\u003cp>When the COVID money runs dry, Chicago’s army of interventionists hired in recent years could land on the budgetary chopping block, leaving classroom teachers to pick up the difficult work of recovery.\u003c/p>\n\u003cp>Bogdana Chkoumbova, the district’s education chief, says the district is encouraged by testing, grading, and other data; it will cover interventionists at each school and grow the tutor corps next year.\u003c/p>\n\u003cp>That’s because there’s more work to be done, Chkoumbova recently told the school board. Data show 20% of students have gotten some intervention, and of those, only about a third are on track to meet their goals — an improvement over earlier in the year.\u003c/p>\n\u003cp>But, as district leaders have noted, a lot of intervention work is not captured by the data. At Brunson, a girl recently asked Przybyslawski for help with multiplication and division off the screens. The interventionist set up stacks of flashcards, quizzing her the old-fashioned way.\u003c/p>\n\u003cp>“Confidence!” she told the girl. “Just be confident.”\u003c/p>\n\u003cp>Behind them, in the back of Przybyslawski’s classroom, a bulletin board was covered with certificates of achievement.\u003c/p>\n\u003cp>One was John’s. It showed a figure looking over a wheat field, a mountain peak rising in the background.\u003c/p>\n\u003cp>“Congratulations!” the certificate read. “Your reading POWERS are getting stronger, and it’s time to celebrate your hard work.”\u003c/p>\n\u003cp>\u003ci>Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at \u003c/i>\u003ca class=\"Link\" href=\"mailto:mkoumpilova@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>mkoumpilova@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"canonical noopener\">educational change\u003c/a> in public schools.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Emerging data suggests school districts such as Chicago are making headway in COVID-19 academic recovery. But experts say the catch-up will likely take years.",
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"headline": "Chicago schools tapped hundreds of academic interventionists to catch students up after COVID. Is it working?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://chicago.chalkbeat.org/2023/5/25/23729023/chicago-public-schools-academic-interventionist-covid-learning-recovery\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>In a classroom on Chicago’s West Side one morning last November, Teresa Przybyslawski sat side by side with a soft-spoken sixth grader. She read a script off her computer screen while he peered at his own tablet.\u003c/p>\n\u003cp>“On your screen, you will see some addition problems,” read Przybyslawski. “I want you to do as many of them as you can in one minute.”\u003c/p>\n\u003cp>She glanced at the sixth grader, John. His back was taut, his face tense.\u003c/p>\n\u003cp>Down the hall, the boy’s classmates at Brunson Math and Science Specialty School, a high-poverty elementary school, geared up to tackle dividing fractions. But here, alongside Przybyslawski, one of the district’s new interventionists tasked with helping students who fell behind during the pandemic, John was about to work on math normally taught in first grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Are you ready? Three. Two. One.”\u003c/p>\n\u003cp>Numbers flashed on John’s screen: “2 + 7. 5 + 10. 10 + 4.”\u003c/p>\n\u003cp>At the start of this school year, John, whose real name Chalkbeat is not using to protect his privacy, read at a first grade level and did second grade level math. It would be Przybyslawski’s job to get him caught up – fast.\u003c/p>\n\u003cp>School districts around the country are pushing to help students bounce back from the pandemic’s profound academic damage: \u003ca class=\"Link\" href=\"https://detroit.chalkbeat.org/2022/6/3/23152039/detroit-public-schools-literacy-reading-beyond-basic-highdosage-tutoring-esser-covid-relief\" target=\"_blank\" rel=\"noopener\">expanding literacy tutoring in Detroit\u003c/a>, \u003ca class=\"Link\" href=\"https://ny.chalkbeat.org/2021/6/30/22558104/nyc-budget-deal-2022-smaller-class-size-covid-learning-loss\" target=\"_blank\" rel=\"noopener\">cutting class sizes in New York City\u003c/a>, and \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2022/9/21/23366032/covid-relief-money-helps-colorado-schools-pay-for-math-and-reading-curriculum\" target=\"_blank\" rel=\"noopener\">buying science-backed reading curriculums\u003c/a> in districts across Colorado.\u003c/p>\n\u003cfigure id=\"attachment_61725\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61725\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi2-1536x1024.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Instructional materials are seen inside Brunson Elementary School in Chicago. School districts around the country — including Chicago Public Schools — are pushing to help students bounce back from the pandemic’s profound academic damage. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chicago Public Schools has turned to academic interventionists — a cadre of hundreds mostly classroom teachers already on the district’s payroll, tapped this year to turbocharge the learning of struggling students one-on-one or in small groups.\u003c/p>\n\u003cp>These newly-minted catchup specialists are tackling three years of COVID fallout layered upon pre-pandemic learning gaps and traumas, at schools that experts and educators agree should have been staffing interventionists all along.\u003c/p>\n\u003cp>Research has backed Chicago’s intervention approach, and emerging data here and in other cities shows school districts are making headway. But experts say the effort is in its infancy: A \u003ca class=\"Link\" href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener\">recent study by nonprofit test maker NWEA\u003c/a> found students are rebounding, but schools are likely a few years away from returning to pre-pandemic achievement, especially for younger learners.\u003c/p>\n\u003cp>Meanwhile, educators face their own version of Przybyslawski’s countdown.\u003c/p>\n\u003cp>Three, two, one. Before children like John arrive in high school unprepared, lowering their odds of graduating, starting college or careers, and escaping poverty.\u003c/p>\n\u003cp>Three, two, one. Before districts like Chicago run out of federal COVID relief dollars.\u003c/p>\n\u003cp>Three, two, one. Before society at large moves on, and the energy required to remain in full-on recovery mode fades.\u003c/p>\n\u003cp>As Robin Lake, director of the Center on Reinventing Public Education, put it at an academic recovery event this past fall: “If we fail to act differently to catch students up, to ensure every student graduates with everything they need, we will have failed this generation and future generations of students.”\u003c/p>\n\u003ch2>One school on Chicago’s West Side tackles academic recovery\u003c/h2>\n\u003cp>Brunson Elementary is in Chicago’s Austin neighborhood, one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence.\u003c/p>\n\u003cp>Of Brunson’s 400 students, almost 90% are Black, and almost all are poor. Almost 60% were chronically absent last year, meaning they missed roughly 20 or more days. This year, Brunson has deployed “attendance heroes” — teachers, paraprofessionals, and cafeteria workers — who check in daily with truant students. But across the district, attendance and disruptive behaviors continue to interfere with learning.\u003c/p>\n\u003cp>“It’s heartbreaking what kids here carry on their backpacks that we can’t see,” principal Carol Wilson said.\u003c/p>\n\u003cfigure id=\"attachment_61722\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61722\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/principal-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Principal Carol Wilson at Brunson Elementary School on Friday, February 24, 2023 in the Austin neighborhood of Chicago. The school was one of the hardest hit by COVID and by a surge in the city’s other epidemic: gun violence. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since the pandemic hit in 2020, Chicago Public Schools — like districts across the country — has seen drops in the portion of \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/27/23425426/illinois-school-report-card-2022-reading-math-covid\" target=\"_blank\" rel=\"noopener\">students meeting reading and math standards on a required state assessment\u003c/a>. The \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/10/23/23417098/naep-nations-report-card-chicago-public-schools-math-reading-scores\" target=\"_blank\" rel=\"noopener\">district’s latest scores on the National Assessment of Educational Progress\u003c/a>, known as “the nation’s report card,” showed nearly a decade of growth in math had been wiped out while reading results held fairly steady.\u003c/p>\n\u003cp>When Chicago schools tested students this past fall to gauge where they stood, two-thirds of John’s sixth grade peers districtwide did not hit grade-level benchmarks in reading. A third were flagged as needing urgent interventions. The picture was similar in math.\u003c/p>\n\u003cp>Przybyslawski used to teach a classroom of 25 students math and science. Now, her focus is on 15 or so struggling middle schoolers at Brunson.\u003c/p>\n\u003cp>She set out to create an orderly, efficient operation, using new digital platforms that constantly size up how students are progressing in mastering skills they should have learned in earlier grades — and dictate what they work on next.\u003c/p>\n\u003cfigure id=\"attachment_61723\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61723\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg\" alt=\"\" width=\"1680\" height=\"1120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards.jpeg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-768x512.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/cards-1536x1024.jpeg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">In her role as an interventionist at Brunson Elementary, Teresa Przybyslawski works with struggling students one on one or in small groups. She also “pushes into” classrooms to help fellow educators build academic interventions into their routines. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In reading, the school piloted an artificial intelligence program that gave students passages to read back to it based on their level and flagged mistakes they made.\u003c/p>\n\u003cp>She wanted John to divide fractions along with his peers eventually. But in the meantime, Przybyslawski, who also supervises the school’s new team of three tutors, all Brunson grads, measured progress in small increments.\u003c/p>\n\u003cp>During that session in November, John hesitated briefly before answering 6 + 5.\u003c/p>\n\u003cp>He was stumped on 3 + 8.\u003c/p>\n\u003cp>But on the rest, he rattled off the correct answers before Przybyslawski had even finished reading them out.\u003c/p>\n\u003cp>“We got to the third row,” she told the boy when the minute-long assessment was up. “Very nice work!”\u003c/p>\n\u003cp>After students left, she logged in their results into Branching Minds, a new platform used for tracking interventions.\u003c/p>\n\u003cp>Wilson, the principal, and district officials lean on the technology to monitor the progress students are making.\u003cb> \u003c/b>Soon, Wilson would also get a second round of standardized tests — administered around the middle of the school year — she hoped would tell her if the school’s efforts were paying off.\u003c/p>\n\u003ch2 id=\"vBvePO\">‘How can we reach more kids?’\u003c/h2>\n\u003cp>In the bid to speed up students’ academic recovery, Chicago leaders have bet on an arsenal of strategies. They’ve expanded after-school programs, started an in-house tutor corps, and poured millions in teacher training and a \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2023/3/31/23663499/chicago-public-schools-skyline-curriculum-covid-recovery\" target=\"_blank\" rel=\"noopener\">new in-house lesson bank called Skyline\u003c/a>.\u003c/p>\n\u003cp>They also tapped some 250 educators to serve as new academic coaches. There are \u003ca class=\"Link\" href=\"https://chicago.chalkbeat.org/2022/12/9/23500744/chicago-public-schools-social-worker-student-mental-health-covid-trauma-support-services\" target=\"_blank\" rel=\"noopener\">more counselors, social workers, and other support staff\u003c/a>.\u003c/p>\n\u003cp>All in all, the district earmarked $730 million in COVID recovery dollars this school year for its recovery efforts.\u003c/p>\n\u003cp>Academic interventions — by tutors, classroom teachers, or the new interventionists — are at the heart of the strategy. The district budgeted for at least one interventionist on each of its roughly 500 campuses, though not all schools used the money for such positions, and some schools combined the duties with existing positions. And it required all schools to use the same digital platform to track interventions that Przybyslawski is using.\u003c/p>\n\u003cp>Across the district this past fall, new interventionists chipped away at catching up tens of thousands of students. One math problem and one sounded-out word at time.\u003c/p>\n\u003cp>At Moos Elementary on Chicago’s West Side, where most of the 430 primarily Latino students enrolled needed intervention in the fall, Elizabeth Battaglia and the tutors she oversees could reach about 60 students across all grades — not nearly enough.\u003c/p>\n\u003cp>“How do we get students a lot of extra support with so few people?” she kept asking herself, even as she was encouraged by her students’ growth.\u003c/p>\n\u003cp>In reading, Battaglia tried a blitz tactic: 20 minutes each day over two weeks when stronger readers are paired with struggling peers to read passages to each other and help correct each other’s mistakes. It helped.\u003c/p>\n\u003cp>At Sadlowski Elementary on the Southeast Side, where most of the school’s 620 students were flagged as needing intensive help at the start of the year, Emily Gasca has 38 students on her caseload — some of them third and fourth graders reading at kindergarten level.\u003c/p>\n\u003cp>She enlisted fellow teachers to build interventions into daily classroom instruction, but some colleagues felt she was laying more work on already full plates.\u003c/p>\n\u003cfigure id=\"attachment_61724\" class=\"wp-caption aligncenter\" style=\"max-width: 1680px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61724\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg\" alt=\"\" width=\"1680\" height=\"1124\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3.jpg 1680w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-768x514.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/chi3-1536x1028.jpg 1536w\" sizes=\"(max-width: 1680px) 100vw, 1680px\">\u003cfigcaption class=\"wp-caption-text\">Interventionist Teresa Przybyslawski at Chicago’s Brunson Elementary School combines technology and old-school methods such as flashcards in working with students who are behind grade level in math or reading. \u003ccite>(Christian K. Lee for Chalkbeat)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gasca tried to remind herself she was helping build from scratch a sort of academic safety net that the district has needed all along.\u003c/p>\n\u003cp>Even before COVID, many Chicago students made it to high school unable to read well. The pandemic just made it harder to look away.\u003c/p>\n\u003cp>To experts and educators such as Gasca, it’s clear that trauma and social-emotional challenges — that invisible load in students’ backpacks — complicate academic catchup. But struggling to keep up in the classroom is also a daily source of stress, eroding students’ confidence — baggage they carry back home.\u003c/p>\n\u003ch2 id=\"ORylpB\">Educators search for signs interventions are working\u003c/h2>\n\u003cp>By February, John’s sessions with Przybyslawski were a well-worn routine.\u003c/p>\n\u003cp>“On your screen you will see a story to read,” Przybyslawski read off her screen to him one morning that month. “I would like you to read this story for me.”\u003c/p>\n\u003cp>“We’ll begin in three, two, one.”\u003c/p>\n\u003cp>John looked relaxed in a black face mask, hoodie, and Nikes as he read a passage about a family visit on a farm. At the one-minute mark, a bell dinged, and Przybyslawski smiled broadly. John’s reading had been largely free of mistakes — a huge leap from the start of the school year when he struggled to make it through a sentence or two during those fleeting 60 seconds.\u003c/p>\n\u003cp>“Good job overall,” she said. “I’ll get your score in a few minutes.”\u003c/p>\n\u003cp>Przybyslawski’s students were making headway. But now, her caseload looked different.\u003c/p>\n\u003cp>A few students “graduated.” They still need added help, but should be able to get it in the classroom. A few left the school, part of the customary churn at a high-needs neighborhood campus. And some were no longer on Przybyslawski’s caseload after being identified as needing services for students with disabilities.\u003c/p>\n\u003cp>Around this same time, Wilson, the principal, had gotten the school’s midyear test results.\u003c/p>\n\u003cp>Students in all grades were showing solid growth except eighth graders, on that all-important cusp of high school, who were flagged across the district for making little midyear progress.\u003c/p>\n\u003cp>Wilson was encouraged. Still, these tests predicted that fewer than 10% of Brunson students would meet state standards this spring.\u003c/p>\n\u003cp>“We’ve seen kids make leaps and bounds but still remain below the benchmarks,” Wilson said. “We’re catching kids up constantly.”\u003c/p>\n\u003cp>Districtwide in the early grades, there were double-digit increases in students scoring at grade level. Overall, Chicago Public Schools’ scores were in line or better than other urban districts. But much work remained: In the second grade, for example, more than half of students remained one grade level below in math, and a quarter were still two grade levels below in both math and reading.\u003c/p>\n\u003cp>Paul Zavitkovsky, an expert on testing at the University of Illinois at Chicago, said standardized tests are a helpful snapshot of how students are doing, but he cautioned against relying on them to drive recovery efforts. Remediating one skill at a time based on test results must happen alongside engaging, grade-level instruction — a tough balance to strike, Zavitkovsky said.\u003c/p>\n\u003cp>Based on an analysis of results on a standardized test named STAR 360 many Chicago elementary schools are giving three times a year, Zavitkovsky found almost all schools made four months of gains in the first four months of the year in math — an encouraging return to a pre-pandemic pace of growth.\u003c/p>\n\u003cp>But, he said, “Average gains are not going to be enough.”\u003c/p>\n\u003cp>Dan Goldhaber, who leads the University of Washington’s Center for Education Data & Research, said it’s not clear how long schools can remain in full recovery mode, which requires resources and sustained effort.\u003c/p>\n\u003cp>When the COVID money runs dry, Chicago’s army of interventionists hired in recent years could land on the budgetary chopping block, leaving classroom teachers to pick up the difficult work of recovery.\u003c/p>\n\u003cp>Bogdana Chkoumbova, the district’s education chief, says the district is encouraged by testing, grading, and other data; it will cover interventionists at each school and grow the tutor corps next year.\u003c/p>\n\u003cp>That’s because there’s more work to be done, Chkoumbova recently told the school board. Data show 20% of students have gotten some intervention, and of those, only about a third are on track to meet their goals — an improvement over earlier in the year.\u003c/p>\n\u003cp>But, as district leaders have noted, a lot of intervention work is not captured by the data. At Brunson, a girl recently asked Przybyslawski for help with multiplication and division off the screens. The interventionist set up stacks of flashcards, quizzing her the old-fashioned way.\u003c/p>\n\u003cp>“Confidence!” she told the girl. “Just be confident.”\u003c/p>\n\u003cp>Behind them, in the back of Przybyslawski’s classroom, a bulletin board was covered with certificates of achievement.\u003c/p>\n\u003cp>One was John’s. It showed a figure looking over a wheat field, a mountain peak rising in the background.\u003c/p>\n\u003cp>“Congratulations!” the certificate read. “Your reading POWERS are getting stronger, and it’s time to celebrate your hard work.”\u003c/p>\n\u003cp>\u003ci>Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at \u003c/i>\u003ca class=\"Link\" href=\"mailto:mkoumpilova@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>mkoumpilova@chalkbeat.org\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">A troubling post-pandemic pattern is emerging across the nation’s schools: Test scores and attendance are down, yet more students are earning high school diplomas. A new report from Washington, D.C., suggests bleak futures for many of these high school graduates, given the declining rate of college attendance and completion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The numbers are stark in a \u003c/span>\u003ca href=\"https://www.dcpolicycenter.org/publications/schools-21-22/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">March 2023 report by the D.C. Policy Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonpartisan research organization. Almost half the students in the district – 48% – were absent for 10% or more of the 2021-22 school year. Seven years of academic progress were erased in math: Only 19% of third through eighth graders met grade-level expectations in the subject in 2021-22, down from 31% before the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, the high school graduation rate rose to a record 75%, up from 68% in 2018-19. Although the city is producing more high school graduates, fewer of them are heading off to college. Within six months of high school graduation, only 51% of the class of 2022 enrolled in post-secondary education, down from 56% from the class of 2019. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-medium wp-image-61279\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-800x526.png\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-800x526.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-1020x671.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-160x105.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-768x505.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-1536x1010.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1.png 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">Based on these trends, the D.C. Policy Center predicted that only eight students out of every 100 ninth graders in the district would earn a post-secondary credential within six years of high school graduation. Before the pandemic, 14 out of every 100 ninth graders were predicted to hit that important milestone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Washington has long grappled with entrenched poverty and its test scores are in the bottom half of major cities in the nation. The city had been improving rapidly before the pandemic and it’s depressing that its bleak education statistics have sharply deteriorated. Educators and researchers also worry that Washington’s pandemic trends are playing out nationwide. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“From my perspective you could find and replace ‘DCPS’ [DC Public Schools] for basically any major school system right now,” tweeted Ben Speicher, the principal of a charter school in Philadelphia. “The shift in post-HS [high school] plans is a real uncovered story right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Morgan Polikoff, an associate professor of education at the University of Southern California, is collecting reports from around the country to summarize what is happening in schools beyond the well-documented nationwide slide in test scores. “My general perception is basically that the trends in D.C. are true everywhere—attendance is way down, grades are up, high school graduation is slightly up, college enrollment is down,” said Polikoff in an email.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Washington report described how school leaders are still struggling to persuade students to come to school regularly in the 2022-23 school year, despite such incentives as student awards and celebrations and efforts to contact parents. The report also connected the dots between poor attendance and low test scores. Students who were designated as “at-risk” because they were homeless, in foster care or their families were poor enough to receive social welfare benefits, had the lowest academic outcomes, reflecting that these groups of students had the highest rates of chronic absenteeism in the previous school year. Only 15% of “at-risk” students met grade-level expectations in reading. In math, only 6% did. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-medium wp-image-61280\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-800x457.png\" alt=\"\" width=\"800\" height=\"457\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-800x457.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-1020x582.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-768x438.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-1536x876.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2.png 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">A majority of D.C. public school students are Black. But just 9% of the city’s Black high school seniors were deemed to be college or career ready in 2021-22, according to an SAT benchmark, a three percentage point decline from before the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More research is needed to understand why so many schools are giving \u003c/span>\u003ca style=\"font-weight: 400\" href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation/\" target=\"blank\" rel=\"noopener\">high grades to students who haven’t mastered material \u003c/a>\u003cspan style=\"font-weight: 400\">and graduating so many ill-prepared students. In some cases, schools have eased graduation requirements. Washington suspended a requirement for high school students to perform 100 hours of community service, but students were supposed to be in school for a minimum number of instructional hours again in 2021-22. It’s puzzling how high school graduation rates increased, given that absenteeism was so high. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I cover pandemic fallout, I am constantly struck by the grim academic toll and how oblivious so many families are to their children’s predicament. National assessments tell us that 20 years of academic progress were erased in a year. Middle school students are terribly behind in math. Third graders are so behind grade level in reading that the curriculum and assessment company Amplify warns that a \u003c/span>\u003ca style=\"font-weight: 400\" href=\"https://amplify.com/wp-content/uploads/2022/12/mCLASS_MOY_Report_2023-FINAL.pdf\" target=\"blank\" rel=\"noopener\">third are in need of intensive remediation\u003c/a>\u003cspan style=\"font-weight: 400\">. Yet, there are multiple reports that parents \u003c/span>\u003ca style=\"font-weight: 400\" href=\"https://www.chalkbeat.org/2023/3/10/23629236/learning-loss-tutoring-students-pandemic-funds-covid\">aren’t signing their children up for free tutoring\u003c/a>\u003cspan style=\"font-weight: 400\">, even when schools make it available. Who can blame them when their children’s grades are strong and their children are on track to graduate?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The National Student Clearinghouse Research Center has been documenting the collapse in college-going since the pandemic started, particularly at community colleges. I’ve been focused on the economic reasons. With such a strong labor market, many teens can get a job with decent hourly wages and help support their families. I hadn’t considered how so many more high school graduates might be too ill-prepared for college or a job training program even if they enrolled in one. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years from now, we could have too many young adults without the skills to get a good job. And companies won’t have skilled people to hire. That will hobble the economy for everyone. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about a \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-one-city-hits-a-high-school-graduation-record-but-few-ninth-graders-predicted-to-end-up-with-a-college-degree/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">pandemic fallout report in Washington D.C.\u003c/span>\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 \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\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\">A troubling post-pandemic pattern is emerging across the nation’s schools: Test scores and attendance are down, yet more students are earning high school diplomas. A new report from Washington, D.C., suggests bleak futures for many of these high school graduates, given the declining rate of college attendance and completion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The numbers are stark in a \u003c/span>\u003ca href=\"https://www.dcpolicycenter.org/publications/schools-21-22/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">March 2023 report by the D.C. Policy Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonpartisan research organization. Almost half the students in the district – 48% – were absent for 10% or more of the 2021-22 school year. Seven years of academic progress were erased in math: Only 19% of third through eighth graders met grade-level expectations in the subject in 2021-22, down from 31% before the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, the high school graduation rate rose to a record 75%, up from 68% in 2018-19. Although the city is producing more high school graduates, fewer of them are heading off to college. Within six months of high school graduation, only 51% of the class of 2022 enrolled in post-secondary education, down from 56% from the class of 2019. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-medium wp-image-61279\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-800x526.png\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-800x526.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-1020x671.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-160x105.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-768x505.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1-1536x1010.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image1.png 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">Based on these trends, the D.C. Policy Center predicted that only eight students out of every 100 ninth graders in the district would earn a post-secondary credential within six years of high school graduation. Before the pandemic, 14 out of every 100 ninth graders were predicted to hit that important milestone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Washington has long grappled with entrenched poverty and its test scores are in the bottom half of major cities in the nation. The city had been improving rapidly before the pandemic and it’s depressing that its bleak education statistics have sharply deteriorated. Educators and researchers also worry that Washington’s pandemic trends are playing out nationwide. \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\">“From my perspective you could find and replace ‘DCPS’ [DC Public Schools] for basically any major school system right now,” tweeted Ben Speicher, the principal of a charter school in Philadelphia. “The shift in post-HS [high school] plans is a real uncovered story right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Morgan Polikoff, an associate professor of education at the University of Southern California, is collecting reports from around the country to summarize what is happening in schools beyond the well-documented nationwide slide in test scores. “My general perception is basically that the trends in D.C. are true everywhere—attendance is way down, grades are up, high school graduation is slightly up, college enrollment is down,” said Polikoff in an email.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Washington report described how school leaders are still struggling to persuade students to come to school regularly in the 2022-23 school year, despite such incentives as student awards and celebrations and efforts to contact parents. The report also connected the dots between poor attendance and low test scores. Students who were designated as “at-risk” because they were homeless, in foster care or their families were poor enough to receive social welfare benefits, had the lowest academic outcomes, reflecting that these groups of students had the highest rates of chronic absenteeism in the previous school year. Only 15% of “at-risk” students met grade-level expectations in reading. In math, only 6% did. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-medium wp-image-61280\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-800x457.png\" alt=\"\" width=\"800\" height=\"457\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-800x457.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-1020x582.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-768x438.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2-1536x876.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/image2.png 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">A majority of D.C. public school students are Black. But just 9% of the city’s Black high school seniors were deemed to be college or career ready in 2021-22, according to an SAT benchmark, a three percentage point decline from before the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More research is needed to understand why so many schools are giving \u003c/span>\u003ca style=\"font-weight: 400\" href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation/\" target=\"blank\" rel=\"noopener\">high grades to students who haven’t mastered material \u003c/a>\u003cspan style=\"font-weight: 400\">and graduating so many ill-prepared students. In some cases, schools have eased graduation requirements. Washington suspended a requirement for high school students to perform 100 hours of community service, but students were supposed to be in school for a minimum number of instructional hours again in 2021-22. It’s puzzling how high school graduation rates increased, given that absenteeism was so high. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I cover pandemic fallout, I am constantly struck by the grim academic toll and how oblivious so many families are to their children’s predicament. National assessments tell us that 20 years of academic progress were erased in a year. Middle school students are terribly behind in math. Third graders are so behind grade level in reading that the curriculum and assessment company Amplify warns that a \u003c/span>\u003ca style=\"font-weight: 400\" href=\"https://amplify.com/wp-content/uploads/2022/12/mCLASS_MOY_Report_2023-FINAL.pdf\" target=\"blank\" rel=\"noopener\">third are in need of intensive remediation\u003c/a>\u003cspan style=\"font-weight: 400\">. Yet, there are multiple reports that parents \u003c/span>\u003ca style=\"font-weight: 400\" href=\"https://www.chalkbeat.org/2023/3/10/23629236/learning-loss-tutoring-students-pandemic-funds-covid\">aren’t signing their children up for free tutoring\u003c/a>\u003cspan style=\"font-weight: 400\">, even when schools make it available. Who can blame them when their children’s grades are strong and their children are on track to graduate?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The National Student Clearinghouse Research Center has been documenting the collapse in college-going since the pandemic started, particularly at community colleges. I’ve been focused on the economic reasons. With such a strong labor market, many teens can get a job with decent hourly wages and help support their families. I hadn’t considered how so many more high school graduates might be too ill-prepared for college or a job training program even if they enrolled in one. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years from now, we could have too many young adults without the skills to get a good job. And companies won’t have skilled people to hire. That will hobble the economy for everyone. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about a \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-one-city-hits-a-high-school-graduation-record-but-few-ninth-graders-predicted-to-end-up-with-a-college-degree/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">pandemic fallout report in Washington D.C.\u003c/span>\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 \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\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": "What parents need to know about their teens’ mental health",
"headTitle": "What parents need to know about their teens’ mental health | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when I was still coaching high school cross country, a teenage girl skipped up to me after practice with a warning: Don’t count on her to race all the time. If her nerves got too intense before races, she might have to bow out in advance. “I have anxiety!” she explained with a nervous grin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61195 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg\" alt=\"\" width=\"160\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat.jpg 298w\" sizes=\"(max-width: 160px) 100vw, 160px\">I recalled this episode while reading psychologist and author \u003ca href=\"https://drlisadamour.com/bio/\" target=\"_blank\" rel=\"noopener\">Lisa Damour’s\u003c/a> refreshing new book, \u003ca href=\"https://drlisadamour.com/books/the-emotional-lives-of-teenagers/\" target=\"_blank\" rel=\"noopener\">“The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents.”\u003c/a> Damour’s voice is forceful but comforting, and she uses it here to drive home her central point: Achieving mental health does not mean a life without unhappiness, anguish, anger, worry or self-doubt. Rather, these painful emotional states are an unavoidable feature of being human, especially for young people buzzing with hormones and adjusting to operatic moods prompted by recent rewiring of their brains. To best help their developing teenagers, parents should work to build their self-esteem and then guide them in learning how to express and manage these feelings. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61194\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61194 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1536x1536.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174.jpg 1708w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Lisa Damour \u003ccite>(Downie Photo/Courtesy of Lisa Damour)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour explains how we got to the point of considering unhappiness an aberration from some imaginary blissful norm. To start, advances in antidepressant medications made them safer and more attractive to the masses; she earnestly acknowledges that psychotropic medications improve and sometimes save lives. But prescriptions for Prozac and its medicinal brethren are as ubiquitous today as those for hypertension and cholesterol, making ordinary disappointment seem like a problem in need of a chemical solution. The mental wellness industry, too, \u003ca href=\"https://globalwellnessinstitute.org/industry-research/the-global-wellness-economy-looking-beyond-covid/\" target=\"_blank\" rel=\"noopener\">worth about $131 billion globally\u003c/a>, sells the idea that feeling rotten is avoidable (if you purchase just the right eucalyptus oil or bath bomb). Finally, because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adolescents are in fact gloomier today than they were just ten years ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s harder for parents and kids to figure out what distinguishes a legitimate mental health crisis from everyday emotional discomfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On this last point, Damour shares the findings of social psychologist Jonathan Haidt and psychology professor Jean Twenge who are \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1diMvsMeRphUH7E6D1d_J7R6WbDdgnzFHDHPx9HXzR5o/edit\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">sounding the alarm about youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Just before the start of the COVID-19 pandemic, 44 percent of teenagers reported experiencing anxiety, up from 34 percent about ten years ago; 37 percent felt “persistently sad or hopeless”; 16 percent of teenagers said that they’d developed a suicide plan. Those self-reported findings were matched by increases in hospitalizations for self-harm and a surge in the number of completed suicides, mostly since 2012. New \u003c/span>\u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> released by the CDC in February revealed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls and LGBTQ+ youth especially are floundering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Whether from what Haidt calls the rise in “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">phone-based childhoods\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” creeping \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">existential despair\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or the effect of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">too little free and unstructured time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and likely some combination of all these and more — adolescents are struggling today in ways that they weren’t just a decade ago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What’s a conscientious parent to do? “One of the most important things we can do for teenagers is help them distinguish between emotions that are uncomfortable (and) emotions that are unmanageable,” Damour told me. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mothers and fathers should help their young children build authentic self-esteem by celebrating kids’ actions and avoiding effusive praise. Encourage girls and boys to be of service to others, not only to interrupt their solipsistic mindset, but also to reinforce their ability to make a difference. Next, urge them to develop an interest that’s unrelated to school or college applications, like cooking or knitting. Indulging an intrinsic interest is protective of kids’ feelings of self-worth. Finally, get going on these pursuits before a child reaches middle school, when even the healthiest child might falter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best thing parents can do after this is help their children learn both to express and regulate their emotions. Articulating painful feelings robs the feelings of their power, and learning how to manage them restores kids’ self-control.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To encourage open expression, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">listen\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Damour advises. Be curious about your child’s state of mind. Ask your child to be as verbally precise as possible. Then, repeat back what your child says in her moment of sorrow or fear to demonstrate that you genuinely understand. Once they’ve expressed their heartache, try capturing their hurt in a one-sentence summary — like the editor who creates a headline for a story — and show empathy in return. “Listening attentively and then offering empathy shows them that they are doing exactly the right thing when they seek relief by finding a loving listener (that would be us!) and sharing what’s on their mind,” Damour writes. Above all, defy the temptation to jump in with creative solutions, as irresistible as that may seem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the teenager who resists face-to-face conversations, try other ways of inviting communication. Some children will respond to gentle text messages from parents. Others will be more talkative if they’re strapped into the back seat of the car, spared the awkwardness of direct eye contact. And if parents want their teenagers to talk, they might have to be around more often so that it can happen \u003c/span>\u003ca href=\"https://www.washingtonpost.com/parenting/2023/02/21/teen-talks-night-parents/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when the kids are conversational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though they can be mercurial and ornery, teenagers typically like their parents and feel safer when they know where the grown-ups are. Another way to invite emotional expression: Own up to your own mistakes. For example, if you’ve gossiped to a friend about something personal your child has shared with you, and he learns of it, correct your blunder the right way: Apologize for violating his confidence, explain why you did, take responsibility, vow never to blab again, offer to make amends and ask for forgiveness. Because emotional expression is so essential to adolescents’ (and adults’) well-being, parents need to safeguard their kids’ trust. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they’ve exhausted their efforts to spur expression, parents can help children learn to self-regulate. Suggest a distraction to interrupt unpleasant rumination. Offer them small comforts tailored to their preferences. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Check in on their sleep habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help them reclaim the eight to ten hours they need. When offering advice, tread lightly: Ask if it’s wanted and approach solutions jointly. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some children experiencing protracted and irrational sadness and worry need more than a parent or guardian can provide. “I have so much empathy for parents who are trying to figure out if a meltdown is a sign of typical and expectable stress or a sign of a mental health concern,” Damour said. Adults would be wise to seek professional help if their adolescent’s feelings “don’t add up,” or they can’t manage them constructively, or they resort to risky coping strategies. But remember that zig-zagging, capacious feelings are not something to be avoided or feared. “Distress is part of life, and it certainly comes with the territory for teenagers,” she said.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when I was still coaching high school cross country, a teenage girl skipped up to me after practice with a warning: Don’t count on her to race all the time. If her nerves got too intense before races, she might have to bow out in advance. “I have anxiety!” she explained with a nervous grin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61195 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg\" alt=\"\" width=\"160\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/EMOTIONAL-LIVES-OF-TEENAGERS-Cover-flat.jpg 298w\" sizes=\"(max-width: 160px) 100vw, 160px\">I recalled this episode while reading psychologist and author \u003ca href=\"https://drlisadamour.com/bio/\" target=\"_blank\" rel=\"noopener\">Lisa Damour’s\u003c/a> refreshing new book, \u003ca href=\"https://drlisadamour.com/books/the-emotional-lives-of-teenagers/\" target=\"_blank\" rel=\"noopener\">“The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents.”\u003c/a> Damour’s voice is forceful but comforting, and she uses it here to drive home her central point: Achieving mental health does not mean a life without unhappiness, anguish, anger, worry or self-doubt. Rather, these painful emotional states are an unavoidable feature of being human, especially for young people buzzing with hormones and adjusting to operatic moods prompted by recent rewiring of their brains. To best help their developing teenagers, parents should work to build their self-esteem and then guide them in learning how to express and manage these feelings. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61194\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61194 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174-1536x1536.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/DAMOUR-Headshot-Small-File-by-Downie-Photo-scaled-e1678251227174.jpg 1708w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Lisa Damour \u003ccite>(Downie Photo/Courtesy of Lisa Damour)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Damour explains how we got to the point of considering unhappiness an aberration from some imaginary blissful norm. To start, advances in antidepressant medications made them safer and more attractive to the masses; she earnestly acknowledges that psychotropic medications improve and sometimes save lives. But prescriptions for Prozac and its medicinal brethren are as ubiquitous today as those for hypertension and cholesterol, making ordinary disappointment seem like a problem in need of a chemical solution. The mental wellness industry, too, \u003ca href=\"https://globalwellnessinstitute.org/industry-research/the-global-wellness-economy-looking-beyond-covid/\" target=\"_blank\" rel=\"noopener\">worth about $131 billion globally\u003c/a>, sells the idea that feeling rotten is avoidable (if you purchase just the right eucalyptus oil or bath bomb). Finally, because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adolescents are in fact gloomier today than they were just ten years ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s harder for parents and kids to figure out what distinguishes a legitimate mental health crisis from everyday emotional discomfort.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On this last point, Damour shares the findings of social psychologist Jonathan Haidt and psychology professor Jean Twenge who are \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1diMvsMeRphUH7E6D1d_J7R6WbDdgnzFHDHPx9HXzR5o/edit\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">sounding the alarm about youth mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Just before the start of the COVID-19 pandemic, 44 percent of teenagers reported experiencing anxiety, up from 34 percent about ten years ago; 37 percent felt “persistently sad or hopeless”; 16 percent of teenagers said that they’d developed a suicide plan. Those self-reported findings were matched by increases in hospitalizations for self-harm and a surge in the number of completed suicides, mostly since 2012. New \u003c/span>\u003ca href=\"https://www.cdc.gov/healthyyouth/data/yrbs/yrbs_data_summary_and_trends.htm\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> released by the CDC in February revealed that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">girls and LGBTQ+ youth especially are floundering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Whether from what Haidt calls the rise in “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">phone-based childhoods\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” creeping \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">existential despair\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or the effect of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">too little free and unstructured time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and likely some combination of all these and more — adolescents are struggling today in ways that they weren’t just a decade ago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What’s a conscientious parent to do? “One of the most important things we can do for teenagers is help them distinguish between emotions that are uncomfortable (and) emotions that are unmanageable,” Damour told me. \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\">Mothers and fathers should help their young children build authentic self-esteem by celebrating kids’ actions and avoiding effusive praise. Encourage girls and boys to be of service to others, not only to interrupt their solipsistic mindset, but also to reinforce their ability to make a difference. Next, urge them to develop an interest that’s unrelated to school or college applications, like cooking or knitting. Indulging an intrinsic interest is protective of kids’ feelings of self-worth. Finally, get going on these pursuits before a child reaches middle school, when even the healthiest child might falter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best thing parents can do after this is help their children learn both to express and regulate their emotions. Articulating painful feelings robs the feelings of their power, and learning how to manage them restores kids’ self-control.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To encourage open expression, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">listen\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Damour advises. Be curious about your child’s state of mind. Ask your child to be as verbally precise as possible. Then, repeat back what your child says in her moment of sorrow or fear to demonstrate that you genuinely understand. Once they’ve expressed their heartache, try capturing their hurt in a one-sentence summary — like the editor who creates a headline for a story — and show empathy in return. “Listening attentively and then offering empathy shows them that they are doing exactly the right thing when they seek relief by finding a loving listener (that would be us!) and sharing what’s on their mind,” Damour writes. Above all, defy the temptation to jump in with creative solutions, as irresistible as that may seem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the teenager who resists face-to-face conversations, try other ways of inviting communication. Some children will respond to gentle text messages from parents. Others will be more talkative if they’re strapped into the back seat of the car, spared the awkwardness of direct eye contact. And if parents want their teenagers to talk, they might have to be around more often so that it can happen \u003c/span>\u003ca href=\"https://www.washingtonpost.com/parenting/2023/02/21/teen-talks-night-parents/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when the kids are conversational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though they can be mercurial and ornery, teenagers typically like their parents and feel safer when they know where the grown-ups are. Another way to invite emotional expression: Own up to your own mistakes. For example, if you’ve gossiped to a friend about something personal your child has shared with you, and he learns of it, correct your blunder the right way: Apologize for violating his confidence, explain why you did, take responsibility, vow never to blab again, offer to make amends and ask for forgiveness. Because emotional expression is so essential to adolescents’ (and adults’) well-being, parents need to safeguard their kids’ trust. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After they’ve exhausted their efforts to spur expression, parents can help children learn to self-regulate. Suggest a distraction to interrupt unpleasant rumination. Offer them small comforts tailored to their preferences. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Check in on their sleep habits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help them reclaim the eight to ten hours they need. When offering advice, tread lightly: Ask if it’s wanted and approach solutions jointly. \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\">Some children experiencing protracted and irrational sadness and worry need more than a parent or guardian can provide. “I have so much empathy for parents who are trying to figure out if a meltdown is a sign of typical and expectable stress or a sign of a mental health concern,” Damour said. Adults would be wise to seek professional help if their adolescent’s feelings “don’t add up,” or they can’t manage them constructively, or they resort to risky coping strategies. But remember that zig-zagging, capacious feelings are not something to be avoided or feared. “Distress is part of life, and it certainly comes with the territory for teenagers,” she said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teacher turnover hits new highs across the U.S.",
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"content": "\u003cp>\u003ci>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/3/6/23624340/teacher-turnover-leaving-the-profession-quitting-higher-rate\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>. \u003c/em>This story was co-published with \u003c/i>\u003ca class=\"Link\" href=\"https://www.usatoday.com/story/news/education/2023/03/06/more-teachers-quitting-than-usual-driven-stress-politics-data-shows/11390639002/\" target=\"_blank\" rel=\"noopener\">\u003ci>USA Today\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>The data is in: More teachers than usual exited the classroom after last school year, confirming longstanding fears that pandemic-era stresses would prompt an outflow of educators. That’s according to a Chalkbeat analysis of data from eight states — the most comprehensive accounting of recent teacher turnover to date.\u003c/p>\n\u003cp>In Washington state, more teachers \u003ca class=\"Link\" href=\"https://caldercenter.org/publications/teacher-turnover-three-years-pandemic-era-evidence-washington-state\" target=\"_blank\" rel=\"noopener\">left\u003c/a> the classroom after last school year than at any point in the last three decades. Maryland and Louisiana saw more teachers depart than any time in the last decade. And North Carolina \u003ca class=\"Link\" href=\"https://epic.unc.edu/wp-content/uploads/sites/1268/2023/02/Educator-Attrition-and-Hiring-in-NC.pdf\" target=\"_blank\" rel=\"noopener\">saw\u003c/a> a particularly alarming trend of more teachers leaving mid-school year.\u003c/p>\n\u003cp>The turnover increases were not massive. But they were meaningful, and the churn could affect schools’ ability to help students make up for \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/10/24/23417139/naep-test-scores-pandemic-school-reopening\" target=\"_blank\" rel=\"noopener\">learning loss in the wake of the pandemic. \u003c/a>This data also suggests that spiking \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/6/15/22534048/teacher-stress-depression-pandemic-survey\" target=\"_blank\" rel=\"noopener\">stress\u003c/a> levels, student behavior \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener\">challenges\u003c/a> and a harsh \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/12/17/22840317/crt-laws-classroom-discussion-racism\" target=\"_blank\" rel=\"noopener\">political spotlight\u003c/a> have all taken their toll on many American teachers.\u003c/p>\n\u003cp>“Education had changed so dramatically since COVID. The issues were getting bigger and bigger,” said Rebecca Rojano, who last year left a job teaching high school Spanish in Connecticut. “I just found myself struggling to keep up.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since the pandemic threw U.S. schools into disarray, many educators and experts warned that more teachers would flee the profession. But in 2020, turnover \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/4/6/22368846/teacher-turnover-quitting-pandemic-data-economy\" target=\"_blank\" rel=\"noopener\">dipped\u003c/a> in many places as the economy stalled, then in 2021 it \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/3/9/22967759/teacher-turnover-retention-pandemic-data\" target=\"_blank\" rel=\"noopener\">ticked back up\u003c/a> to normal or slightly above-average levels.\u003c/p>\n\u003cp>As this school year began, widespread reports of teacher shortages suggested that turnover had jumped more significantly.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/8/11/23300684/teacher-shortage-national-schools-covid\" target=\"_blank\" rel=\"noopener\">Data\u003c/a> was hard to come by, though. The federal government doesn’t regularly track teacher quit rates. Many states don’t either, with education officials in California, New Mexico, Ohio, and Pennsylvania saying that they don’t know how many teachers leave each year.\u003c/p>\n\u003cp>But Chalkbeat was able to obtain the latest teacher turnover numbers from eight states: \u003ca class=\"Link\" href=\"https://www.hawaiipublicschools.org/Reports/EmploymentReport2021-22.pdf\" target=\"_blank\" rel=\"noopener\">Hawaii\u003c/a>, \u003ca class=\"Link\" href=\"https://www.louisianabelieves.com/docs/default-source/teaching/2021-2022-teacher-exit-survey-report.pdf?sfvrsn=f4576318_2\" target=\"_blank\" rel=\"noopener\">Louisiana\u003c/a>, \u003ca class=\"Link\" href=\"https://www.themainemonitor.org/as-teacher-departures-rise-solutions-could-be-a-year-or-more-away/\" target=\"_blank\" rel=\"noopener\">Maine\u003c/a>, \u003ca class=\"Link\" href=\"https://docs.google.com/spreadsheets/d/1-HJRLvUt6cg66X45gTkXa_fOVrwbJMeg/edit#gid=1633921436\" target=\"_blank\" rel=\"noopener\">Maryland\u003c/a>, \u003ca class=\"Link\" href=\"https://docs.google.com/spreadsheets/d/1lythxrnCxB88BuKt3DUWB_GjE5-24mGe/edit#gid=562717763\" target=\"_blank\" rel=\"noopener\">Mississippi\u003c/a>, \u003ca class=\"Link\" href=\"https://epic.unc.edu/wp-content/uploads/sites/1268/2023/02/Educator-Attrition-and-Hiring-in-NC.pdf\" target=\"_blank\" rel=\"noopener\">North Carolina\u003c/a>, \u003ca class=\"Link\" href=\"https://www.cerra.org/uploads/1/7/6/8/17684955/supply___demand_data_tables_2022-23.pdf\" target=\"_blank\" rel=\"noopener\">South Carolina\u003c/a> and \u003ca class=\"Link\" href=\"https://caldercenter.org/publications/teacher-turnover-three-years-pandemic-era-evidence-washington-state\" target=\"_blank\" rel=\"noopener\">Washington\u003c/a>. These figures encompassed turnover between the 2021-22 year and this school year.\u003c/p>\n\u003cp>In all cases, turnover was at its highest point in at least five years — typically around 2 percentage points greater than before the pandemic. That implies that in a school with 50 teachers, one more than usual left after last school year.\u003c/p>\n\u003cp>“I am struck by just how consistent these patterns are looking at all of these different states,” said Melissa Diliberti, a researcher at RAND, which has monitored teacher attrition during the pandemic.\u003c/p>\n\u003cp>In Louisiana, for instance, nearly 7,000 teachers \u003ca class=\"Link\" href=\"https://www.louisianabelieves.com/docs/default-source/teaching/2021-2022-teacher-exit-survey-report.pdf?sfvrsn=f4576318_2\" target=\"_blank\" rel=\"noopener\">exited\u003c/a> the classroom last school year, or about 1,000 more than usual. That’s a turnover rate of 14%, up from between 11% and 12% in a typical pre-pandemic year.\u003c/p>\n\u003cp>There was variation among the eight states. Mississippi’s teacher \u003ca class=\"Link\" href=\"https://docs.google.com/spreadsheets/d/1lythxrnCxB88BuKt3DUWB_GjE5-24mGe/edit#gid=562717763\" target=\"_blank\" rel=\"noopener\">workforce\u003c/a> was the most stable: Turnover was 13% this year, only slightly higher than the two years before the pandemic. North Carolina \u003ca class=\"Link\" href=\"https://epic.unc.edu/wp-content/uploads/sites/1268/2023/02/Educator-Attrition-and-Hiring-in-NC.pdf\" target=\"_blank\" rel=\"noopener\">saw\u003c/a> the largest spike: 16% of teachers left after last year, compared to less than 12% in the three years before the pandemic.\u003c/p>\n\u003cp>For Kimberly Biondi, who taught high school English for 21 years in a district outside Charlotte, her reasons for leaving were wrapped up in the politics of education. She advocated for remote instruction as well as in-school safety rules, such as masking, but faced personal criticism from a local group opposed to these measures, she said. Biondi was also worried that politics could eventually limit what she taught.\u003c/p>\n\u003cp>“I taught AP language where we were supposed to teach very controversial work. I taught Malcolm X. I taught all sorts of philosophers and speakers,” she said. “I could only imagine how I would be targeted for continuing to teach this.”\u003c/p>\n\u003cp>Other \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/9/6/23220508/teachers-leaving-the-profession-quitting-teaching-reasons\" target=\"_blank\" rel=\"noopener\">former teachers\u003c/a> cited growing workloads and more difficulty managing \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener\">student behavior\u003c/a>.\u003c/p>\n\u003cp>Rojano said that student engagement plummeted as students returned to class in fall 2021, some for the first time in over a year. “A lot of these students are really hurting and suffering with intense emotional problems and high needs,” she said. “The needs just grew after the pandemic — I noticed a lot more emotional outbursts.”\u003c/p>\n\u003cp>It didn’t help, she said, that her class sizes were large, ranging from 25 to 30 students, making it hard to form close relationships with students. Plus, the school was short staffed and had many absences, forcing Rojano to constantly cover other teachers’ classes, losing her planning time.\u003c/p>\n\u003cp>She left in the middle of the last school year, something she never imagined doing because it was so disruptive for the school and her students. “It got so bad,” she said. “I was very overwhelmed and stressed. I was anxious and tired all the time.” Rojano ended up taking a job at an insurance company, where she is able to work remotely when she wants.\u003c/p>\n\u003cp>State reports hint that rising frustration has pushed more teachers out of the classroom. In Louisiana, the number of teachers who resigned due to dissatisfaction increased. In Hawaii, more teachers than usual identified their work environment as the reason for leaving. (In both states, personal reasons or retirement were still far more common explanations.)\u003c/p>\n\u003cp>While the eight states where Chalkbeat obtained data may not be representative of the country as a whole, there are signs that higher attrition was widespread. In a recent nationally representative \u003ca class=\"Link\" href=\"https://www.rand.org/pubs/research_reports/RRA956-14.html\" target=\"_blank\" rel=\"noopener\">survey\u003c/a> from RAND, school district leaders reported a 4 percentage point increase in teacher turnover. Data from a handful of districts show a similar trend. For instance, turnover among licensed staff, including teachers, spiked from 9% to 12% in Clark County, Nevada, the country’s fifth-largest district. In Austin, Texas, turnover jumped from 17% to 24%.\u003c/p>\n\u003cp>Other school staff appear to be leaving at higher rates, too.\u003c/p>\n\u003cp>Hawaii experienced a \u003ca class=\"Link\" href=\"https://www.hawaiipublicschools.org/Reports/EmploymentReport2021-22.pdf\" target=\"_blank\" rel=\"noopener\">jump\u003c/a> in aides and service staff who exited public schools. North Carolina \u003ca class=\"Link\" href=\"https://epic.unc.edu/wp-content/uploads/sites/1268/2023/02/Educator-Attrition-and-Hiring-in-NC.pdf\" target=\"_blank\" rel=\"noopener\">saw\u003c/a> over 17% of principals depart last school year, compared to an average of 13% in the three years before the pandemic. The RAND survey also found a sharp increase in principals leaving.\u003c/p>\n\u003cp>A degree of staff turnover in schools is considered healthy. Some new teachers realize the profession just isn’t for them. Others take different jobs in public education, becoming, say, an assistant principal. But in general, \u003ca class=\"Link\" href=\"https://cepa.stanford.edu/content/how-teacher-turnover-harms-student-achievement\" target=\"_blank\" rel=\"noopener\">research\u003c/a> has found that teacher churn harms student learning — students lose relationships with trusted educators, inexperienced teachers are brought on as replacements, and in some cases classrooms are left with only long-term substitutes.\u003c/p>\n\u003cp>“Teacher attrition can be destabilizing for schools,” said Kevin Bastian, a researcher at the University of North Carolina, where he calculated the state’s turnover rate.\u003c/p>\n\u003cp>He found that effective teachers were particularly likely to leave the state’s public schools last year. Mid-year turnover, which is \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2018/10/23/21105948/new-research-shows-just-how-much-losing-a-teacher-midyear-hurts-students\" target=\"_blank\" rel=\"noopener\">especially disruptive\u003c/a>, increased from under 4% in prior years to over 6% in the 2021-22 school year in North Carolina. The state also ended up hiring fewer teachers for this school year than it lost, suggesting that some positions were eliminated or left vacant.\u003c/p>\n\u003cp>Biondi is now seeing the effects on her own children, who attend school in the district where she taught. “My daughter lost her math teacher in December,” she said. “They don’t have a replacement teacher — she’s struggling very much in math.”\u003c/p>\n\u003cp>This year, schools may have been in a particularly fraught position. Teachers appear to be leaving at higher rates, and there’s been a longer-standing \u003ca class=\"Link\" href=\"https://www.edweek.org/teaching-learning/fewer-people-are-getting-teacher-degrees-prep-programs-sound-the-alarm/2022/03\" target=\"_blank\" rel=\"noopener\">decline\u003c/a> in people training to become teachers. At the same time, schools may have wanted to hire more teachers than usual because they remain flush with \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">COVID relief money\u003c/a> and want to address learning loss. That’s a recipe for a shortage.\u003c/p>\n\u003cp>Typically, shortages hit high-poverty schools the hardest. They also tend to be more severe in certain areas including special education, math, and science.\u003c/p>\n\u003cp>Benjamin Mosley, principal of Glenmount Elementary/Middle School in Baltimore, has been buffeted by these pressures. He’s had multiple teachers leave in the middle of this year, and has not been able to replace them or some others who left at the end of last year.\u003c/p>\n\u003cp>On a recent visit to the school, students in a math class listened to a teacher based in Florida teach a lesson virtually; the class was supervised by an intervention teacher who was originally meant to provide small group tutoring. A social studies class, whose teacher had recently resigned, was being overseen by a staff member who had been hired to serve as a student mentor.\u003c/p>\n\u003cp>Mosley is still actively trying to find teachers, and is now considering candidates whom he might have passed over in years past.\u003c/p>\n\u003cp>“We can put a man on the moon, but yet we can’t find teachers,” he said.\u003c/p>\n\u003cp>\u003ci>Matt Barnum is a Spencer fellow in education journalism at Columbia University and a national reporter at Chalkbeat covering education policy, politics and research.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/3/6/23624340/teacher-turnover-leaving-the-profession-quitting-higher-rate\" target=\"_blank\" rel=\"noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/3/6/23624340/teacher-turnover-leaving-the-profession-quitting-higher-rate\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>. \u003c/em>This story was co-published with \u003c/i>\u003ca class=\"Link\" href=\"https://www.usatoday.com/story/news/education/2023/03/06/more-teachers-quitting-than-usual-driven-stress-politics-data-shows/11390639002/\" target=\"_blank\" rel=\"noopener\">\u003ci>USA Today\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>The data is in: More teachers than usual exited the classroom after last school year, confirming longstanding fears that pandemic-era stresses would prompt an outflow of educators. That’s according to a Chalkbeat analysis of data from eight states — the most comprehensive accounting of recent teacher turnover to date.\u003c/p>\n\u003cp>In Washington state, more teachers \u003ca class=\"Link\" href=\"https://caldercenter.org/publications/teacher-turnover-three-years-pandemic-era-evidence-washington-state\" target=\"_blank\" rel=\"noopener\">left\u003c/a> the classroom after last school year than at any point in the last three decades. Maryland and Louisiana saw more teachers depart than any time in the last decade. And North Carolina \u003ca class=\"Link\" href=\"https://epic.unc.edu/wp-content/uploads/sites/1268/2023/02/Educator-Attrition-and-Hiring-in-NC.pdf\" target=\"_blank\" rel=\"noopener\">saw\u003c/a> a particularly alarming trend of more teachers leaving mid-school year.\u003c/p>\n\u003cp>The turnover increases were not massive. But they were meaningful, and the churn could affect schools’ ability to help students make up for \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/10/24/23417139/naep-test-scores-pandemic-school-reopening\" target=\"_blank\" rel=\"noopener\">learning loss in the wake of the pandemic. \u003c/a>This data also suggests that spiking \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/6/15/22534048/teacher-stress-depression-pandemic-survey\" target=\"_blank\" rel=\"noopener\">stress\u003c/a> levels, student behavior \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener\">challenges\u003c/a> and a harsh \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/12/17/22840317/crt-laws-classroom-discussion-racism\" target=\"_blank\" rel=\"noopener\">political spotlight\u003c/a> have all taken their toll on many American teachers.\u003c/p>\n\u003cp>“Education had changed so dramatically since COVID. The issues were getting bigger and bigger,” said Rebecca Rojano, who last year left a job teaching high school Spanish in Connecticut. “I just found myself struggling to keep up.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since the pandemic threw U.S. schools into disarray, many educators and experts warned that more teachers would flee the profession. But in 2020, turnover \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/4/6/22368846/teacher-turnover-quitting-pandemic-data-economy\" target=\"_blank\" rel=\"noopener\">dipped\u003c/a> in many places as the economy stalled, then in 2021 it \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/3/9/22967759/teacher-turnover-retention-pandemic-data\" target=\"_blank\" rel=\"noopener\">ticked back up\u003c/a> to normal or slightly above-average levels.\u003c/p>\n\u003cp>As this school year began, widespread reports of teacher shortages suggested that turnover had jumped more significantly.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/8/11/23300684/teacher-shortage-national-schools-covid\" target=\"_blank\" rel=\"noopener\">Data\u003c/a> was hard to come by, though. The federal government doesn’t regularly track teacher quit rates. Many states don’t either, with education officials in California, New Mexico, Ohio, and Pennsylvania saying that they don’t know how many teachers leave each year.\u003c/p>\n\u003cp>But Chalkbeat was able to obtain the latest teacher turnover numbers from eight states: \u003ca class=\"Link\" href=\"https://www.hawaiipublicschools.org/Reports/EmploymentReport2021-22.pdf\" target=\"_blank\" rel=\"noopener\">Hawaii\u003c/a>, \u003ca class=\"Link\" href=\"https://www.louisianabelieves.com/docs/default-source/teaching/2021-2022-teacher-exit-survey-report.pdf?sfvrsn=f4576318_2\" target=\"_blank\" rel=\"noopener\">Louisiana\u003c/a>, \u003ca class=\"Link\" href=\"https://www.themainemonitor.org/as-teacher-departures-rise-solutions-could-be-a-year-or-more-away/\" target=\"_blank\" rel=\"noopener\">Maine\u003c/a>, \u003ca class=\"Link\" href=\"https://docs.google.com/spreadsheets/d/1-HJRLvUt6cg66X45gTkXa_fOVrwbJMeg/edit#gid=1633921436\" target=\"_blank\" rel=\"noopener\">Maryland\u003c/a>, \u003ca class=\"Link\" href=\"https://docs.google.com/spreadsheets/d/1lythxrnCxB88BuKt3DUWB_GjE5-24mGe/edit#gid=562717763\" target=\"_blank\" rel=\"noopener\">Mississippi\u003c/a>, \u003ca class=\"Link\" href=\"https://epic.unc.edu/wp-content/uploads/sites/1268/2023/02/Educator-Attrition-and-Hiring-in-NC.pdf\" target=\"_blank\" rel=\"noopener\">North Carolina\u003c/a>, \u003ca class=\"Link\" href=\"https://www.cerra.org/uploads/1/7/6/8/17684955/supply___demand_data_tables_2022-23.pdf\" target=\"_blank\" rel=\"noopener\">South Carolina\u003c/a> and \u003ca class=\"Link\" href=\"https://caldercenter.org/publications/teacher-turnover-three-years-pandemic-era-evidence-washington-state\" target=\"_blank\" rel=\"noopener\">Washington\u003c/a>. These figures encompassed turnover between the 2021-22 year and this school year.\u003c/p>\n\u003cp>In all cases, turnover was at its highest point in at least five years — typically around 2 percentage points greater than before the pandemic. That implies that in a school with 50 teachers, one more than usual left after last school year.\u003c/p>\n\u003cp>“I am struck by just how consistent these patterns are looking at all of these different states,” said Melissa Diliberti, a researcher at RAND, which has monitored teacher attrition during the pandemic.\u003c/p>\n\u003cp>In Louisiana, for instance, nearly 7,000 teachers \u003ca class=\"Link\" href=\"https://www.louisianabelieves.com/docs/default-source/teaching/2021-2022-teacher-exit-survey-report.pdf?sfvrsn=f4576318_2\" target=\"_blank\" rel=\"noopener\">exited\u003c/a> the classroom last school year, or about 1,000 more than usual. That’s a turnover rate of 14%, up from between 11% and 12% in a typical pre-pandemic year.\u003c/p>\n\u003cp>There was variation among the eight states. Mississippi’s teacher \u003ca class=\"Link\" href=\"https://docs.google.com/spreadsheets/d/1lythxrnCxB88BuKt3DUWB_GjE5-24mGe/edit#gid=562717763\" target=\"_blank\" rel=\"noopener\">workforce\u003c/a> was the most stable: Turnover was 13% this year, only slightly higher than the two years before the pandemic. North Carolina \u003ca class=\"Link\" href=\"https://epic.unc.edu/wp-content/uploads/sites/1268/2023/02/Educator-Attrition-and-Hiring-in-NC.pdf\" target=\"_blank\" rel=\"noopener\">saw\u003c/a> the largest spike: 16% of teachers left after last year, compared to less than 12% in the three years before the pandemic.\u003c/p>\n\u003cp>For Kimberly Biondi, who taught high school English for 21 years in a district outside Charlotte, her reasons for leaving were wrapped up in the politics of education. She advocated for remote instruction as well as in-school safety rules, such as masking, but faced personal criticism from a local group opposed to these measures, she said. Biondi was also worried that politics could eventually limit what she taught.\u003c/p>\n\u003cp>“I taught AP language where we were supposed to teach very controversial work. I taught Malcolm X. I taught all sorts of philosophers and speakers,” she said. “I could only imagine how I would be targeted for continuing to teach this.”\u003c/p>\n\u003cp>Other \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/9/6/23220508/teachers-leaving-the-profession-quitting-teaching-reasons\" target=\"_blank\" rel=\"noopener\">former teachers\u003c/a> cited growing workloads and more difficulty managing \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2021/9/27/22691601/student-behavior-stress-trauma-return\" target=\"_blank\" rel=\"noopener\">student behavior\u003c/a>.\u003c/p>\n\u003cp>Rojano said that student engagement plummeted as students returned to class in fall 2021, some for the first time in over a year. “A lot of these students are really hurting and suffering with intense emotional problems and high needs,” she said. “The needs just grew after the pandemic — I noticed a lot more emotional outbursts.”\u003c/p>\n\u003cp>It didn’t help, she said, that her class sizes were large, ranging from 25 to 30 students, making it hard to form close relationships with students. Plus, the school was short staffed and had many absences, forcing Rojano to constantly cover other teachers’ classes, losing her planning time.\u003c/p>\n\u003cp>She left in the middle of the last school year, something she never imagined doing because it was so disruptive for the school and her students. “It got so bad,” she said. “I was very overwhelmed and stressed. I was anxious and tired all the time.” Rojano ended up taking a job at an insurance company, where she is able to work remotely when she wants.\u003c/p>\n\u003cp>State reports hint that rising frustration has pushed more teachers out of the classroom. In Louisiana, the number of teachers who resigned due to dissatisfaction increased. In Hawaii, more teachers than usual identified their work environment as the reason for leaving. (In both states, personal reasons or retirement were still far more common explanations.)\u003c/p>\n\u003cp>While the eight states where Chalkbeat obtained data may not be representative of the country as a whole, there are signs that higher attrition was widespread. In a recent nationally representative \u003ca class=\"Link\" href=\"https://www.rand.org/pubs/research_reports/RRA956-14.html\" target=\"_blank\" rel=\"noopener\">survey\u003c/a> from RAND, school district leaders reported a 4 percentage point increase in teacher turnover. Data from a handful of districts show a similar trend. For instance, turnover among licensed staff, including teachers, spiked from 9% to 12% in Clark County, Nevada, the country’s fifth-largest district. In Austin, Texas, turnover jumped from 17% to 24%.\u003c/p>\n\u003cp>Other school staff appear to be leaving at higher rates, too.\u003c/p>\n\u003cp>Hawaii experienced a \u003ca class=\"Link\" href=\"https://www.hawaiipublicschools.org/Reports/EmploymentReport2021-22.pdf\" target=\"_blank\" rel=\"noopener\">jump\u003c/a> in aides and service staff who exited public schools. North Carolina \u003ca class=\"Link\" href=\"https://epic.unc.edu/wp-content/uploads/sites/1268/2023/02/Educator-Attrition-and-Hiring-in-NC.pdf\" target=\"_blank\" rel=\"noopener\">saw\u003c/a> over 17% of principals depart last school year, compared to an average of 13% in the three years before the pandemic. The RAND survey also found a sharp increase in principals leaving.\u003c/p>\n\u003cp>A degree of staff turnover in schools is considered healthy. Some new teachers realize the profession just isn’t for them. Others take different jobs in public education, becoming, say, an assistant principal. But in general, \u003ca class=\"Link\" href=\"https://cepa.stanford.edu/content/how-teacher-turnover-harms-student-achievement\" target=\"_blank\" rel=\"noopener\">research\u003c/a> has found that teacher churn harms student learning — students lose relationships with trusted educators, inexperienced teachers are brought on as replacements, and in some cases classrooms are left with only long-term substitutes.\u003c/p>\n\u003cp>“Teacher attrition can be destabilizing for schools,” said Kevin Bastian, a researcher at the University of North Carolina, where he calculated the state’s turnover rate.\u003c/p>\n\u003cp>He found that effective teachers were particularly likely to leave the state’s public schools last year. Mid-year turnover, which is \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2018/10/23/21105948/new-research-shows-just-how-much-losing-a-teacher-midyear-hurts-students\" target=\"_blank\" rel=\"noopener\">especially disruptive\u003c/a>, increased from under 4% in prior years to over 6% in the 2021-22 school year in North Carolina. The state also ended up hiring fewer teachers for this school year than it lost, suggesting that some positions were eliminated or left vacant.\u003c/p>\n\u003cp>Biondi is now seeing the effects on her own children, who attend school in the district where she taught. “My daughter lost her math teacher in December,” she said. “They don’t have a replacement teacher — she’s struggling very much in math.”\u003c/p>\n\u003cp>This year, schools may have been in a particularly fraught position. Teachers appear to be leaving at higher rates, and there’s been a longer-standing \u003ca class=\"Link\" href=\"https://www.edweek.org/teaching-learning/fewer-people-are-getting-teacher-degrees-prep-programs-sound-the-alarm/2022/03\" target=\"_blank\" rel=\"noopener\">decline\u003c/a> in people training to become teachers. At the same time, schools may have wanted to hire more teachers than usual because they remain flush with \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/3/22916590/schools-federal-covid-relief-stimulus-spending-tracking\" target=\"_blank\" rel=\"noopener\">COVID relief money\u003c/a> and want to address learning loss. That’s a recipe for a shortage.\u003c/p>\n\u003cp>Typically, shortages hit high-poverty schools the hardest. They also tend to be more severe in certain areas including special education, math, and science.\u003c/p>\n\u003cp>Benjamin Mosley, principal of Glenmount Elementary/Middle School in Baltimore, has been buffeted by these pressures. He’s had multiple teachers leave in the middle of this year, and has not been able to replace them or some others who left at the end of last year.\u003c/p>\n\u003cp>On a recent visit to the school, students in a math class listened to a teacher based in Florida teach a lesson virtually; the class was supervised by an intervention teacher who was originally meant to provide small group tutoring. A social studies class, whose teacher had recently resigned, was being overseen by a staff member who had been hired to serve as a student mentor.\u003c/p>\n\u003cp>Mosley is still actively trying to find teachers, and is now considering candidates whom he might have passed over in years past.\u003c/p>\n\u003cp>“We can put a man on the moon, but yet we can’t find teachers,” he said.\u003c/p>\n\u003cp>\u003ci>Matt Barnum is a Spencer fellow in education journalism at Columbia University and a national reporter at Chalkbeat covering education policy, politics and research.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/3/6/23624340/teacher-turnover-leaving-the-profession-quitting-higher-rate\" target=\"_blank\" rel=\"noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "3 years since the pandemic wrecked attendance, kids still aren't showing up to school",
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"content": "\u003cp>When this school year began, Issac Moreno just couldn't get himself to go. During the pandemic, he'd gotten used to learning from his family's home in Los Angeles. Then, last fall, he started junior high, five days a week, in person.\u003c/p>\n\u003cp>\"It was a lot,\" he says.\u003c/p>\n\u003cp>The last fully normal school year Issac remembers is third grade. Now, he's in seventh, with multiple classes each day, a busier schedule and new classmates.\u003c/p>\n\u003cp>Issac's mother, Jessica Moreno, says it's been a struggle to get Issac back into the routine of going to school. Her eyes well up as she describes it: \"Three days a week or four days a week, he will say to me, 'I'm sick. I don't feel OK. Can you just pick me up? I don't want to be here.' \"\u003c/p>\n\u003cp>She says Issac has already missed 10 days of school this year, which means he's at risk of becoming chronically absent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And Issac is not alone. Before the pandemic, about 8 million U.S. students were considered chronically absent, according to the research group Attendance Works. That's when a student misses 10% or more of the school year. By spring 2022, that number had doubled to around 16 million.\u003c/p>\n\u003cp>Federal attendance data only comes out annually, so it's hard to get a full picture of where things stand at this point in the school year, but Hedy Chang, the executive director of Attendance Works, says she hasn't seen the kind of recovery she'd hoped for.\u003c/p>\n\u003cp>\"I think people have been a little bit under the false impression that when COVID became more endemic, that that would then result in a significant improvement in attendance. And I'm not seeing that.\"\u003c/p>\n\u003cp>In a survey of 21 school districts in rural, suburban and urban areas, NPR found most districts – from New York City to Austin, Texas, to Lawrence, Kan. – still had heightened levels of chronic absenteeism.\u003c/p>\n\u003cp>Students who are chronically absent are at higher risk of \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Expanded-Learning-May-2022_final.pdf\" target=\"_blank\" rel=\"noopener\">falling behind\u003c/a>, \u003ca href=\"https://www.attendanceworks.org/absences-add-up/\" target=\"_blank\" rel=\"noopener\">scoring lower on standardized tests\u003c/a> and even \u003ca href=\"https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp\" target=\"_blank\" rel=\"noopener\">dropping out\u003c/a>. And as often happens in education, students who struggle with attendance are also more likely to live in poverty, be children of color or have disabilities.\u003c/p>\n\u003cp>Chang worries the kids missing out on school are the same ones who need it the most.\u003c/p>\n\u003cp>\"Showing up to school makes sure that you have access to resources,\" she says, \"whether that's food and nutrition, whether that's after school and engaging learning experiences, whether that's access to health care.\"\u003c/p>\n\u003ch3>Why students aren't showing up to class\u003c/h3>\n\u003cp>In Anne Arundel County Public Schools, outside Baltimore, chronic absenteeism has worsened over each of the last three years.\u003c/p>\n\u003cp>\"Transportation has been our number one issue,\" says Ryan Voegtlin, director of student services for the large Maryland district. He says a bus driver shortage has made it hard to cover all the bus routes and guarantee transportation for every student.\u003c/p>\n\u003cp>\"That impacts a lot of our higher poverty areas where some of our parents don't have as flexible of jobs, where they may not have their own transportation.\"\u003c/p>\n\u003cp>According to Voegtlin, increased mental health concerns and heightened caution around sending kids to school when they're not feeling well have also taken a toll on attendance.\u003c/p>\n\u003cp>In rural San Juan County, New Mexico, Superintendent Steve Carlson says attendance numbers have improved this year, but they haven't returned to pre-pandemic levels. He echoes the challenges Voegtlin described, with one exception: His school district, Central Consolidated, is partially in Navajo Nation, and his schools serve Native American communities that were \u003ca href=\"https://www.ihs.gov/coronavirus/\" target=\"_blank\" rel=\"noopener\">disproportionately affected by COVID\u003c/a>, with higher infection and hospitalization rates compared to other groups. Families in his district are still recovering emotionally, and the schools still have mask mandates. There's also still fear around large gatherings of people, which are hard to avoid in schools. Moreover, given \u003ca href=\"https://www.npr.org/2023/02/05/1154666706/native-americans-speak-out-about-the-lasting-horrors-of-indian-boarding-schools\" target=\"_blank\" rel=\"noopener\">the history of boarding schools\u003c/a>, Carlson says his district's Native families don't generally think of school as a safe place.\u003c/p>\n\u003cp>\"It's really difficult to get those families to say, 'Yeah, sure, we'd love to send our kids back to school.'\"\u003c/p>\n\u003cp>In Issac Moreno's district, Los Angeles Unified School District (LAUSD), attendance has improved compared to last school year, but Superintendent Alberto Carvalho says it hasn't yet returned to pre-pandemic levels.\u003c/p>\n\u003cp>\"Much needs to be fixed alongside the attendance issue, because there are root causes that are keeping kids from school,\" he says.\u003c/p>\n\u003cp>Carvalho describes the same attendance challenges NPR heard from multiple districts around the country: a youth mental health crisis, heightened fear around health concerns, transportation difficulties and poverty and homelessness, which can make it difficult for students to keep a routine around going to school.\u003c/p>\n\u003cp>Several school leaders also told NPR they worry their students have lost a sense of belonging in the classroom after so much time away. Hedy Chang of Attendance Works shares those concerns:\u003c/p>\n\u003cp>\"[Students have] lost connections to peers, they've lost connections to adults, and it has certainly been exacerbated by very challenging staffing issues in schools. But that means we need to be even more intentional about relationship building, connecting to kids.\"\u003c/p>\n\u003cfigure id=\"attachment_61168\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A hallway at Buchanan Elementary in Grand Rapids, Mich. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>What schools can do to improve attendance\u003c/h3>\n\u003cp>Carvalho says, \"Money is not an issue ... The entire nation is currently flooded with federal [COVID] assistance money.\"\u003c/p>\n\u003cp>And many districts – including LAUSD, Anne Arundel County and Central Consolidated – are using that money to address absenteeism.\u003c/p>\n\u003cp>Home visits are one proven strategy schools are investing in. The state of Connecticut put close to $10.7 million of its federal relief aid toward a robust home-visit program; six months later, attendance \u003ca href=\"https://portal.ct.gov/SDE/Press-Room/Press-Releases/2023/PR-80-LEAP-CCERC\" target=\"_blank\" rel=\"noopener\">improved by about 15 percentage points\u003c/a> among students in the program.\u003c/p>\n\u003cp>Chang says, while home visits are effective, \"how you do them matters a lot.\" She says the most successful home-visit programs involve trained school staff or teachers who make repeated visits and maintain ongoing relationships throughout the year.\u003c/p>\n\u003cp>LAUSD recently started using its home-visit program to target children experiencing housing insecurity. \"The most vulnerable kids who are absent the most [in L.A.] happen to be homeless children,\" Carvalho told NPR after touring a crisis center where such children sought shelter.\u003c/p>\n\u003cp>His district has also hired more attendance counselors and \"community navigators\" to help caregivers tap into district resources, and it's providing concierge transportation for students with unstable housing.\u003c/p>\n\u003cp>In New Mexico, Steve Carlson is investing in more mental health resources, including extra counselors. And in Maryland, Voegtlin has hired more bus drivers, though he still doesn't have enough for every bus route. Voegtlin's district is also reaching out to families before students become chronically absent, and he and his team are working to educate caregivers about the long-term impacts of kids missing school.\u003c/p>\n\u003cp>\"It's not a quick process,\" he explains, \"but it's a process that [has allowed] people to start understanding that everyone owns attendance, and not just when it gets to the chronic point.\"\u003c/p>\n\u003cp>He says his district tries to avoid the punitive approaches of years past. For example, they only file charges in truancy court as a last resort after exhausting other attempts to connect with families.\u003c/p>\n\u003cp>Chang says another way to improve attendance is to gather regular, transparent data throughout the school-year, rather than only once, at the end of the year.\u003c/p>\n\u003cp>\"When you look at your data regularly on an individual level, it can allow you to reach out to students before the challenges are so entrenched that you can't turn them around,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_61169\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mel Atkins grew up in Grand Rapids and worked as a teacher and principal in the western Michigan city. He's now the executive director of community and students for the Grand Rapids Public Schools. \u003ccite>(Brittney Lohmiller for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Michigan, Grand Rapids Public Schools collects and analyzes data multiple times a month. Mel Atkins, who leads attendance efforts there, has found sharing that data widely can make a difference.\u003c/p>\n\u003cp>\"I know you need the data to know where we're going and how big the problem actually is,\" he explains. \"So we share the data with community partners, parents.\"\u003c/p>\n\u003cp>Before the pandemic, he says his district used 8-foot leaderboards to display monthly attendance data. \"It wasn't always good, but what it did was spark a conversation.\"\u003c/p>\n\u003cp>That data-driven program helped \u003ca href=\"https://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\" target=\"_blank\" rel=\"noopener\">cut chronic absenteeism by more than half in his district.\u003c/a> The pandemic hampered much of that progress, but Atkins says he and his team are focused on restarting those efforts, and getting back to a playbook they already know works.\u003c/p>\n\u003ch3>Giving students a sense of belonging at school\u003c/h3>\n\u003cp>Nearly every educator NPR spoke to for this story said they want to provide a school environment that gives students a sense of belonging – one that hopefully gets them back into the classroom.\u003c/p>\n\u003cp>\"We want to provide environments where students want to be, so when they walk in the door, they feel safe and they say, 'I'm welcome here and I want to learn,' \" says Carlson of New Mexico.\u003c/p>\n\u003cp>One way to create environments where students want to be is to give them some say. At Brooklyn Center Middle and High School, just outside Minneapolis, students asked for more classes outside the traditional curriculum, and the school responded by offering two class periods a week in which students get to pick from classes like \"Create Your Own Video Game,\" \"Art in the Garden\" and \"Dungeons and Dragons.\"\u003c/p>\n\u003cp>Between December 2021 and December 2022, the school cut absenteeism by more than half. Principal Josh Fraser says his team hasn't yet collected enough data to prove the new classes directly led to better attendance, but he says the vast majority of students have found a subject they identify with, and that has been key.\u003c/p>\n\u003cp>\"The value of students seeing the power and voice they have, and it actually reflecting in decisions that hugely impact their day-to-day...I think it's something that creates belonging,\" he says.\u003c/p>\n\u003cp>A sense of belonging has started to make a difference for Issac Moreno, in L.A. His middle school recently launched a new sports program, which he was eager to join.\u003c/p>\n\u003cp>\"That's something that kind of made school fun again,\" says Issac, in his L.A. Lakers jersey. He's been playing basketball and says the \"fun\" parts of the school day have motivated him to show up more.\u003c/p>\n\u003cp>\"I'm a very social person and I'm very glad that [at school] you can talk to people and just be a lot more active,\" he says.\u003c/p>\n\u003cp>His mom says she's seen a difference in Issac since the sports program opened up. \"He's playing basketball again, he now has friends...and it is giving him his life back.\"\u003c/p>\n\u003cp>A life that's starting to look much closer to normal.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\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=3+years+since+the+pandemic+wrecked+attendance%2C+kids+still+aren%27t+showing+up+to+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "By some estimates, chronic absenteeism doubled during the pandemic. Now, about halfway through the most \"normal\" school year since 2020, the situation hasn't improved in many places. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When this school year began, Issac Moreno just couldn't get himself to go. During the pandemic, he'd gotten used to learning from his family's home in Los Angeles. Then, last fall, he started junior high, five days a week, in person.\u003c/p>\n\u003cp>\"It was a lot,\" he says.\u003c/p>\n\u003cp>The last fully normal school year Issac remembers is third grade. Now, he's in seventh, with multiple classes each day, a busier schedule and new classmates.\u003c/p>\n\u003cp>Issac's mother, Jessica Moreno, says it's been a struggle to get Issac back into the routine of going to school. Her eyes well up as she describes it: \"Three days a week or four days a week, he will say to me, 'I'm sick. I don't feel OK. Can you just pick me up? I don't want to be here.' \"\u003c/p>\n\u003cp>She says Issac has already missed 10 days of school this year, which means he's at risk of becoming chronically absent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And Issac is not alone. Before the pandemic, about 8 million U.S. students were considered chronically absent, according to the research group Attendance Works. That's when a student misses 10% or more of the school year. By spring 2022, that number had doubled to around 16 million.\u003c/p>\n\u003cp>Federal attendance data only comes out annually, so it's hard to get a full picture of where things stand at this point in the school year, but Hedy Chang, the executive director of Attendance Works, says she hasn't seen the kind of recovery she'd hoped for.\u003c/p>\n\u003cp>\"I think people have been a little bit under the false impression that when COVID became more endemic, that that would then result in a significant improvement in attendance. And I'm not seeing that.\"\u003c/p>\n\u003cp>In a survey of 21 school districts in rural, suburban and urban areas, NPR found most districts – from New York City to Austin, Texas, to Lawrence, Kan. – still had heightened levels of chronic absenteeism.\u003c/p>\n\u003cp>Students who are chronically absent are at higher risk of \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Expanded-Learning-May-2022_final.pdf\" target=\"_blank\" rel=\"noopener\">falling behind\u003c/a>, \u003ca href=\"https://www.attendanceworks.org/absences-add-up/\" target=\"_blank\" rel=\"noopener\">scoring lower on standardized tests\u003c/a> and even \u003ca href=\"https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp\" target=\"_blank\" rel=\"noopener\">dropping out\u003c/a>. And as often happens in education, students who struggle with attendance are also more likely to live in poverty, be children of color or have disabilities.\u003c/p>\n\u003cp>Chang worries the kids missing out on school are the same ones who need it the most.\u003c/p>\n\u003cp>\"Showing up to school makes sure that you have access to resources,\" she says, \"whether that's food and nutrition, whether that's after school and engaging learning experiences, whether that's access to health care.\"\u003c/p>\n\u003ch3>Why students aren't showing up to class\u003c/h3>\n\u003cp>In Anne Arundel County Public Schools, outside Baltimore, chronic absenteeism has worsened over each of the last three years.\u003c/p>\n\u003cp>\"Transportation has been our number one issue,\" says Ryan Voegtlin, director of student services for the large Maryland district. He says a bus driver shortage has made it hard to cover all the bus routes and guarantee transportation for every student.\u003c/p>\n\u003cp>\"That impacts a lot of our higher poverty areas where some of our parents don't have as flexible of jobs, where they may not have their own transportation.\"\u003c/p>\n\u003cp>According to Voegtlin, increased mental health concerns and heightened caution around sending kids to school when they're not feeling well have also taken a toll on attendance.\u003c/p>\n\u003cp>In rural San Juan County, New Mexico, Superintendent Steve Carlson says attendance numbers have improved this year, but they haven't returned to pre-pandemic levels. He echoes the challenges Voegtlin described, with one exception: His school district, Central Consolidated, is partially in Navajo Nation, and his schools serve Native American communities that were \u003ca href=\"https://www.ihs.gov/coronavirus/\" target=\"_blank\" rel=\"noopener\">disproportionately affected by COVID\u003c/a>, with higher infection and hospitalization rates compared to other groups. Families in his district are still recovering emotionally, and the schools still have mask mandates. There's also still fear around large gatherings of people, which are hard to avoid in schools. Moreover, given \u003ca href=\"https://www.npr.org/2023/02/05/1154666706/native-americans-speak-out-about-the-lasting-horrors-of-indian-boarding-schools\" target=\"_blank\" rel=\"noopener\">the history of boarding schools\u003c/a>, Carlson says his district's Native families don't generally think of school as a safe place.\u003c/p>\n\u003cp>\"It's really difficult to get those families to say, 'Yeah, sure, we'd love to send our kids back to school.'\"\u003c/p>\n\u003cp>In Issac Moreno's district, Los Angeles Unified School District (LAUSD), attendance has improved compared to last school year, but Superintendent Alberto Carvalho says it hasn't yet returned to pre-pandemic levels.\u003c/p>\n\u003cp>\"Much needs to be fixed alongside the attendance issue, because there are root causes that are keeping kids from school,\" he says.\u003c/p>\n\u003cp>Carvalho describes the same attendance challenges NPR heard from multiple districts around the country: a youth mental health crisis, heightened fear around health concerns, transportation difficulties and poverty and homelessness, which can make it difficult for students to keep a routine around going to school.\u003c/p>\n\u003cp>Several school leaders also told NPR they worry their students have lost a sense of belonging in the classroom after so much time away. Hedy Chang of Attendance Works shares those concerns:\u003c/p>\n\u003cp>\"[Students have] lost connections to peers, they've lost connections to adults, and it has certainly been exacerbated by very challenging staffing issues in schools. But that means we need to be even more intentional about relationship building, connecting to kids.\"\u003c/p>\n\u003cfigure id=\"attachment_61168\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A hallway at Buchanan Elementary in Grand Rapids, Mich. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>What schools can do to improve attendance\u003c/h3>\n\u003cp>Carvalho says, \"Money is not an issue ... The entire nation is currently flooded with federal [COVID] assistance money.\"\u003c/p>\n\u003cp>And many districts – including LAUSD, Anne Arundel County and Central Consolidated – are using that money to address absenteeism.\u003c/p>\n\u003cp>Home visits are one proven strategy schools are investing in. The state of Connecticut put close to $10.7 million of its federal relief aid toward a robust home-visit program; six months later, attendance \u003ca href=\"https://portal.ct.gov/SDE/Press-Room/Press-Releases/2023/PR-80-LEAP-CCERC\" target=\"_blank\" rel=\"noopener\">improved by about 15 percentage points\u003c/a> among students in the program.\u003c/p>\n\u003cp>Chang says, while home visits are effective, \"how you do them matters a lot.\" She says the most successful home-visit programs involve trained school staff or teachers who make repeated visits and maintain ongoing relationships throughout the year.\u003c/p>\n\u003cp>LAUSD recently started using its home-visit program to target children experiencing housing insecurity. \"The most vulnerable kids who are absent the most [in L.A.] happen to be homeless children,\" Carvalho told NPR after touring a crisis center where such children sought shelter.\u003c/p>\n\u003cp>His district has also hired more attendance counselors and \"community navigators\" to help caregivers tap into district resources, and it's providing concierge transportation for students with unstable housing.\u003c/p>\n\u003cp>In New Mexico, Steve Carlson is investing in more mental health resources, including extra counselors. And in Maryland, Voegtlin has hired more bus drivers, though he still doesn't have enough for every bus route. Voegtlin's district is also reaching out to families before students become chronically absent, and he and his team are working to educate caregivers about the long-term impacts of kids missing school.\u003c/p>\n\u003cp>\"It's not a quick process,\" he explains, \"but it's a process that [has allowed] people to start understanding that everyone owns attendance, and not just when it gets to the chronic point.\"\u003c/p>\n\u003cp>He says his district tries to avoid the punitive approaches of years past. For example, they only file charges in truancy court as a last resort after exhausting other attempts to connect with families.\u003c/p>\n\u003cp>Chang says another way to improve attendance is to gather regular, transparent data throughout the school-year, rather than only once, at the end of the year.\u003c/p>\n\u003cp>\"When you look at your data regularly on an individual level, it can allow you to reach out to students before the challenges are so entrenched that you can't turn them around,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_61169\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mel Atkins grew up in Grand Rapids and worked as a teacher and principal in the western Michigan city. He's now the executive director of community and students for the Grand Rapids Public Schools. \u003ccite>(Brittney Lohmiller for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Michigan, Grand Rapids Public Schools collects and analyzes data multiple times a month. Mel Atkins, who leads attendance efforts there, has found sharing that data widely can make a difference.\u003c/p>\n\u003cp>\"I know you need the data to know where we're going and how big the problem actually is,\" he explains. \"So we share the data with community partners, parents.\"\u003c/p>\n\u003cp>Before the pandemic, he says his district used 8-foot leaderboards to display monthly attendance data. \"It wasn't always good, but what it did was spark a conversation.\"\u003c/p>\n\u003cp>That data-driven program helped \u003ca href=\"https://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\" target=\"_blank\" rel=\"noopener\">cut chronic absenteeism by more than half in his district.\u003c/a> The pandemic hampered much of that progress, but Atkins says he and his team are focused on restarting those efforts, and getting back to a playbook they already know works.\u003c/p>\n\u003ch3>Giving students a sense of belonging at school\u003c/h3>\n\u003cp>Nearly every educator NPR spoke to for this story said they want to provide a school environment that gives students a sense of belonging – one that hopefully gets them back into the classroom.\u003c/p>\n\u003cp>\"We want to provide environments where students want to be, so when they walk in the door, they feel safe and they say, 'I'm welcome here and I want to learn,' \" says Carlson of New Mexico.\u003c/p>\n\u003cp>One way to create environments where students want to be is to give them some say. At Brooklyn Center Middle and High School, just outside Minneapolis, students asked for more classes outside the traditional curriculum, and the school responded by offering two class periods a week in which students get to pick from classes like \"Create Your Own Video Game,\" \"Art in the Garden\" and \"Dungeons and Dragons.\"\u003c/p>\n\u003cp>Between December 2021 and December 2022, the school cut absenteeism by more than half. Principal Josh Fraser says his team hasn't yet collected enough data to prove the new classes directly led to better attendance, but he says the vast majority of students have found a subject they identify with, and that has been key.\u003c/p>\n\u003cp>\"The value of students seeing the power and voice they have, and it actually reflecting in decisions that hugely impact their day-to-day...I think it's something that creates belonging,\" he says.\u003c/p>\n\u003cp>A sense of belonging has started to make a difference for Issac Moreno, in L.A. His middle school recently launched a new sports program, which he was eager to join.\u003c/p>\n\u003cp>\"That's something that kind of made school fun again,\" says Issac, in his L.A. Lakers jersey. He's been playing basketball and says the \"fun\" parts of the school day have motivated him to show up more.\u003c/p>\n\u003cp>\"I'm a very social person and I'm very glad that [at school] you can talk to people and just be a lot more active,\" he says.\u003c/p>\n\u003cp>His mom says she's seen a difference in Issac since the sports program opened up. \"He's playing basketball again, he now has friends...and it is giving him his life back.\"\u003c/p>\n\u003cp>A life that's starting to look much closer to normal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\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=3+years+since+the+pandemic+wrecked+attendance%2C+kids+still+aren%27t+showing+up+to+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "What we know about tutoring research and how schools are using tutoring in pandemic recovery",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools almost three years ago, I’ve been writing about tutoring as the most promising way to help kids catch up academically. I often get questions about research on tutoring. How effective is tutoring? How many schools are doing it? How is it going so far? In this column, I’m recapping the evidence for tutoring and what we know now about pandemic tutoring. For those who want to learn more, there are links to sources throughout and at the end, a list of Hechinger Report stories on tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well before the pandemic, researchers were zeroing in on tutoring as a way to help children who were significantly behind grade level. Remedial classes had generally been a failure, and researchers often saw disappointing results from after-school and summer school programs because students didn’t show up or didn’t want to go to school during vacation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But evidence for tutoring has been building for more than 30 years, as tutoring organizations designed reading and math programs, partnered with schools and invited in researchers. The \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been striking. In almost \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">100 randomized controlled trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where students were randomly assigned to receive tutoring, the average gains were equivalent to moving an average child from the \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/publication/transformative-potential-tutoring-pre-k-12-learning-outcomes-lessons-randomized\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">50th percentile to the 66th percentile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In education, that’s a giant jump. One estimate equated the jump from tutoring to \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/tutoring-effective-strategy-our-troubled-times\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five months\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of learning beyond a student’s ordinary progress in a school year. There are no magic bullets in education, but tutoring comes as close to one as you get.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What researchers mean when they say “tutoring,” however, is not what many people might imagine. It’s not provided by the kind of tutors that well-to-do families might hire for their children at home. Studies have found that sessions once or twice a week \u003c/span>\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">haven’t boosted achievement much\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, nor has frequent after-school homework help. Instead, tutoring produces outsized gains in reading and math when it takes place daily, using paid, well-trained tutors who are following a proven curriculum or lesson plans that are linked to what the student is learning in class. Effective tutoring sessions are scheduled during the school day, when attendance is mandatory, not after school. Researchers call it “high-dosage” or “high-impact” tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it as the difference between outpatient visits and intensive care at a hospital. High-dosage tutoring is more like the latter. It’s expensive to hire and train tutors and this type of tutoring can cost schools $4,000 or more per student annually. (Surprisingly, the tutoring doesn’t have to be one-to-one; researchers have found that well-designed tutoring programs can be very effective when tutors work with two or three students.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Biden administration has urged schools to use their \u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">$122 billion in pandemic recovery funds on tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But it’s been hard for schools to launch tutoring operations. For starters, it’s tough to hire tutors amid a strong labor market when there aren’t many people looking for work and “help wanted” signs are everywhere. The logistical issues are complex: tutor training, rescheduling the school day to make time for tutoring periods, finding physical space to hold tutoring sessions and figuring out how to allow a stream of adult tutors to flow in and out of school buildings all day. There are also tough decisions, such as which students should be tutored, and which curriculums to choose. Educators have to become operations experts and build a whole new organization amid everything else they’re juggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far we have spotty data on how many schools have actually implemented tutoring. Among those who have, it’s unclear how many have launched good high-dosage programs and which students are getting it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The U.S. Department of Education estimates that more than four out of five schools were offering a version of tutoring to some of their students during the 2022-23 school year, based on a \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">December 2022 survey of 1,000 schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority said they were delivering “standard” tutoring, such as once a week extra-help sessions after school. Only 37 percent said they were delivering “high-dosage” tutoring. Even among the 37 percent of schools that said they were delivering high-dosage tutoring, only 30 percent of the students were receiving it. This translates into an estimate of 10 percent of public school students nationwide who are receiving high-dosage tutoring – far less than the need. In the same survey, school principals estimated that half of their students were behind grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sixteen states are using $470 million of their federal pandemic recovery funds to launch large tutoring programs that will reach millions of children, according to a separate \u003c/span>\u003ca href=\"https://learning.ccsso.org/road-to-recovery-how-states-are-using-federal-relief-funding-to-scale-high-impact-tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">February 2023 report by the Council of Chief State School Officers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a group of public officials who head state education departments that oversee elementary, middle and high schools. Among them are Arkansas, Colorado, Louisiana and Tennessee. Another four states are sending more $200 million directly to families to hire their own tutors. Indiana, for example, gives families up to $1,000 per qualifying student to spend on high-impact tutoring. (Local school districts are spending much more than a total of $700 million on tutoring. The school officers’ report covers only direct state spending.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, tutoring this year is taking place virtually over screens instead of in person. Often, students are texting with tutors and not hearing or seeing one another – akin to a customer service chat session. But there are also tutoring companies that are trying to recreate an in-person tutoring experience through live video and audio. It feels more like a Zoom meeting with a shared whiteboard that both student and teacher can write on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It remains to be seen if the outsized academic gains from in-person tutoring can be replicated online. A \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study of low-income middle schoolers in Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was disappointing. The program was riddled with problems: poor attendance, technical glitches and slow recruitment of college student volunteers to serve as tutors. Students who were assigned tutoring didn’t catch up more than those who didn’t get that extra help. But there were some signs of hope, too. Kids who started the tutoring sooner made larger academic gains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai21-350\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">pandemic study of virtual tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for low-income immigrant middle schoolers in Italy yielded good results when students received four hours a week, but much worse results when they got only two hours a week. When the hours were halved, the academic gains dropped by more than half. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saga Education, an organization which has built an \u003c/span>\u003ca href=\"https://www.nber.org/papers/w28531?utm_campaign=ntwh&utm_medium=email&utm_source=ntwg3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">impressive track record with in-person tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is currently testing whether its high-dosage model works as well in the virtual world. I am eager to see their data when it comes out. Earlier this month I observed Saga’s virtual tutoring at a New York City high school, where the students sat in a classroom and connected to their algebra tutors through laptops. I noticed how much more engaged the students were with a tutor who was physically present. Many ninth graders weren’t keen to be seen on camera and angled their laptops away. It was harder to develop an easy, friendly rapport between student and tutor.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School administrators have told me that it is hard to squeeze in three or more tutoring sessions a week, or make sure that students log in when sessions are scheduled. No-shows are common.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased unlimited online tutoring from for-profit companies, such as Paper, Tutor.com and Varsity Tutors, where students can login anytime for homework help. Companies have marketed this voluntary 24/7 tutoring as high-dosage because, in theory, students could use it frequently. And it is much cheaper for schools; it can cost $40 per student instead of $4,000 for in-person, high-dosage tutoring. But several reports, such as \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">this one in Fairfax County, Virginia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find that students aren’t using it very much, and the students who need tutoring the most are the least likely to use these drop-in tutoring services. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Efforts by researchers to increase usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through text nudges convinced only 27 percent of the students at one charter school chain in California to try an online tutor even once. More than 70 percent of the students never logged into the tutoring platform. Among students who needed tutoring the most because they had failed a class with a D or an F, only 12 percent ever logged on. Just 26 of the 7,000 students in the charter network used it three times or more a week, which is what researchers are recommending.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though the services are marketed as one-to-one tutoring, some tutoring companies, such as Paper, have their tutors handling multiple students at once. Several tutors explained to me how challenging it is to juggle homework questions from different grades and different subjects simultaneously. Students sometimes have to wait patiently for their tutor to reply to a text while the tutor is texting with others. Relying on students’ homework questions, instead of using a structured tutoring curriculum, makes it hard to know if you’re teaching students the topics they need to catch up. Part of the magic of tutoring may be forming a long-term relationship with a caring adult. But tutors at several of these companies rarely see the same student twice. It’s no wonder that most students aren’t eager to log in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though there’s good evidence for the effectiveness of intensive tutoring, districts are struggling to build functional programs. The for-profit tutoring services many schools are buying in the meantime don’t make the grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Previous Proof Points columns on tutoring:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/61007/high-dosage-tutoring-is-the-best-known-strategy-for-learning-loss-recovery-is-it-actually-happening\" target=\"_blank\" rel=\"noopener\">High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60825/how-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How the life of an online tutor can resemble that of an assembly line worker\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://kqed.org/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Many schools are buying on-demand tutoring but a study finds that few students are using it\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/59635/early-data-on-high-dosage-tutoring-shows-schools-are-sometimes-finding-it-tough-to-deliver-even-low-doses\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Early data on 'high-dosage' tutoring shows schools are sometimes finding it tough to deliver even low doses\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-uncertain-evidence-for-online-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Uncertain evidence for online tutoring\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research evidence increases for intensive tutoring\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/even-older-teens-benefit-from-catch-up-classes/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Even older teens benefit from catch-up classes\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Takeaways from research on tutoring to address coronavirus learning loss\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/cheaper-human-tutors-can-be-highly-effective-studies-show/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Cheaper human tutors can be highly effective, studies show\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Hechinger coverage of tutoring:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58102/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How one district went all-in on a tutoring program to catch kids up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/the-science-of-catching-up/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The science of catching up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The simple intervention that could lift kids out of ‘Covid slide’\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/this-math-tutoring-program-gets-blockbuster-results-in-high-poverty-schools/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This math tutoring program gets ‘blockbuster’ results in high-poverty schools\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Related Proof Points columns on pandemic learning loss:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60912/federal-funds-to-combat-pandemic-learning-loss-dont-reflect-need\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Federal funds to combat pandemic learning loss don’t reflect need\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60585/third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Third graders struggling the most to recover in reading after the pandemic\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Several surprises in gloomy NAEP report\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Six puzzling questions from the disastrous NAEP results\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-pace-of-learning-back-to-normal-during-the-2021-22-pandemic-school-year-but-student-achievement-lags-far-behind-data-shows/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Pace of learning back to normal during the 2021-22 pandemic school year but student achievement lags far behind, data shows\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-more-studies-mark-the-pandemics-toll-on-student-achievement/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More studies mark the pandemic’s toll on student achievement\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-three-reports-on-student-achievement-during-the-pandemic/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Three reports on student achievement during the pandemic\u003c/span>\u003c/a>\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-taking-stock-of-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring research\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=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\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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"excerpt": "High-dosage tutoring can produce gains in reading and math. Schools are looking to tutoring to help students recover from COVID-19 learning loss.\r\n",
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"description": "Well before the pandemic, researchers were zeroing in on tutoring as a way to help children who were significantly behind grade level.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since the pandemic shut down schools almost three years ago, I’ve been writing about tutoring as the most promising way to help kids catch up academically. I often get questions about research on tutoring. How effective is tutoring? How many schools are doing it? How is it going so far? In this column, I’m recapping the evidence for tutoring and what we know now about pandemic tutoring. For those who want to learn more, there are links to sources throughout and at the end, a list of Hechinger Report stories on tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well before the pandemic, researchers were zeroing in on tutoring as a way to help children who were significantly behind grade level. Remedial classes had generally been a failure, and researchers often saw disappointing results from after-school and summer school programs because students didn’t show up or didn’t want to go to school during vacation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But evidence for tutoring has been building for more than 30 years, as tutoring organizations designed reading and math programs, partnered with schools and invited in researchers. The \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been striking. In almost \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">100 randomized controlled trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where students were randomly assigned to receive tutoring, the average gains were equivalent to moving an average child from the \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/publication/transformative-potential-tutoring-pre-k-12-learning-outcomes-lessons-randomized\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">50th percentile to the 66th percentile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In education, that’s a giant jump. One estimate equated the jump from tutoring to \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/tutoring-effective-strategy-our-troubled-times\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five months\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of learning beyond a student’s ordinary progress in a school year. There are no magic bullets in education, but tutoring comes as close to one as you get.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What researchers mean when they say “tutoring,” however, is not what many people might imagine. It’s not provided by the kind of tutors that well-to-do families might hire for their children at home. Studies have found that sessions once or twice a week \u003c/span>\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">haven’t boosted achievement much\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, nor has frequent after-school homework help. Instead, tutoring produces outsized gains in reading and math when it takes place daily, using paid, well-trained tutors who are following a proven curriculum or lesson plans that are linked to what the student is learning in class. Effective tutoring sessions are scheduled during the school day, when attendance is mandatory, not after school. Researchers call it “high-dosage” or “high-impact” tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it as the difference between outpatient visits and intensive care at a hospital. High-dosage tutoring is more like the latter. It’s expensive to hire and train tutors and this type of tutoring can cost schools $4,000 or more per student annually. (Surprisingly, the tutoring doesn’t have to be one-to-one; researchers have found that well-designed tutoring programs can be very effective when tutors work with two or three students.) \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 Biden administration has urged schools to use their \u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">$122 billion in pandemic recovery funds on tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But it’s been hard for schools to launch tutoring operations. For starters, it’s tough to hire tutors amid a strong labor market when there aren’t many people looking for work and “help wanted” signs are everywhere. The logistical issues are complex: tutor training, rescheduling the school day to make time for tutoring periods, finding physical space to hold tutoring sessions and figuring out how to allow a stream of adult tutors to flow in and out of school buildings all day. There are also tough decisions, such as which students should be tutored, and which curriculums to choose. Educators have to become operations experts and build a whole new organization amid everything else they’re juggling.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far we have spotty data on how many schools have actually implemented tutoring. Among those who have, it’s unclear how many have launched good high-dosage programs and which students are getting it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The U.S. Department of Education estimates that more than four out of five schools were offering a version of tutoring to some of their students during the 2022-23 school year, based on a \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">December 2022 survey of 1,000 schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority said they were delivering “standard” tutoring, such as once a week extra-help sessions after school. Only 37 percent said they were delivering “high-dosage” tutoring. Even among the 37 percent of schools that said they were delivering high-dosage tutoring, only 30 percent of the students were receiving it. This translates into an estimate of 10 percent of public school students nationwide who are receiving high-dosage tutoring – far less than the need. In the same survey, school principals estimated that half of their students were behind grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sixteen states are using $470 million of their federal pandemic recovery funds to launch large tutoring programs that will reach millions of children, according to a separate \u003c/span>\u003ca href=\"https://learning.ccsso.org/road-to-recovery-how-states-are-using-federal-relief-funding-to-scale-high-impact-tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">February 2023 report by the Council of Chief State School Officers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a group of public officials who head state education departments that oversee elementary, middle and high schools. Among them are Arkansas, Colorado, Louisiana and Tennessee. Another four states are sending more $200 million directly to families to hire their own tutors. Indiana, for example, gives families up to $1,000 per qualifying student to spend on high-impact tutoring. (Local school districts are spending much more than a total of $700 million on tutoring. The school officers’ report covers only direct state spending.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In many cases, tutoring this year is taking place virtually over screens instead of in person. Often, students are texting with tutors and not hearing or seeing one another – akin to a customer service chat session. But there are also tutoring companies that are trying to recreate an in-person tutoring experience through live video and audio. It feels more like a Zoom meeting with a shared whiteboard that both student and teacher can write on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It remains to be seen if the outsized academic gains from in-person tutoring can be replicated online. A \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study of low-income middle schoolers in Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was disappointing. The program was riddled with problems: poor attendance, technical glitches and slow recruitment of college student volunteers to serve as tutors. Students who were assigned tutoring didn’t catch up more than those who didn’t get that extra help. But there were some signs of hope, too. Kids who started the tutoring sooner made larger academic gains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai21-350\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">pandemic study of virtual tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for low-income immigrant middle schoolers in Italy yielded good results when students received four hours a week, but much worse results when they got only two hours a week. When the hours were halved, the academic gains dropped by more than half. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saga Education, an organization which has built an \u003c/span>\u003ca href=\"https://www.nber.org/papers/w28531?utm_campaign=ntwh&utm_medium=email&utm_source=ntwg3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">impressive track record with in-person tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is currently testing whether its high-dosage model works as well in the virtual world. I am eager to see their data when it comes out. Earlier this month I observed Saga’s virtual tutoring at a New York City high school, where the students sat in a classroom and connected to their algebra tutors through laptops. I noticed how much more engaged the students were with a tutor who was physically present. Many ninth graders weren’t keen to be seen on camera and angled their laptops away. It was harder to develop an easy, friendly rapport between student and tutor.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School administrators have told me that it is hard to squeeze in three or more tutoring sessions a week, or make sure that students log in when sessions are scheduled. No-shows are common.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased unlimited online tutoring from for-profit companies, such as Paper, Tutor.com and Varsity Tutors, where students can login anytime for homework help. Companies have marketed this voluntary 24/7 tutoring as high-dosage because, in theory, students could use it frequently. And it is much cheaper for schools; it can cost $40 per student instead of $4,000 for in-person, high-dosage tutoring. But several reports, such as \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">this one in Fairfax County, Virginia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find that students aren’t using it very much, and the students who need tutoring the most are the least likely to use these drop-in tutoring services. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Efforts by researchers to increase usage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through text nudges convinced only 27 percent of the students at one charter school chain in California to try an online tutor even once. More than 70 percent of the students never logged into the tutoring platform. Among students who needed tutoring the most because they had failed a class with a D or an F, only 12 percent ever logged on. Just 26 of the 7,000 students in the charter network used it three times or more a week, which is what researchers are recommending.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though the services are marketed as one-to-one tutoring, some tutoring companies, such as Paper, have their tutors handling multiple students at once. Several tutors explained to me how challenging it is to juggle homework questions from different grades and different subjects simultaneously. Students sometimes have to wait patiently for their tutor to reply to a text while the tutor is texting with others. Relying on students’ homework questions, instead of using a structured tutoring curriculum, makes it hard to know if you’re teaching students the topics they need to catch up. Part of the magic of tutoring may be forming a long-term relationship with a caring adult. But tutors at several of these companies rarely see the same student twice. It’s no wonder that most students aren’t eager to log in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though there’s good evidence for the effectiveness of intensive tutoring, districts are struggling to build functional programs. The for-profit tutoring services many schools are buying in the meantime don’t make the grade.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Previous Proof Points columns on tutoring:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/61007/high-dosage-tutoring-is-the-best-known-strategy-for-learning-loss-recovery-is-it-actually-happening\" target=\"_blank\" rel=\"noopener\">High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60825/how-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How the life of an online tutor can resemble that of an assembly line worker\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://kqed.org/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Many schools are buying on-demand tutoring but a study finds that few students are using it\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/59635/early-data-on-high-dosage-tutoring-shows-schools-are-sometimes-finding-it-tough-to-deliver-even-low-doses\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Early data on 'high-dosage' tutoring shows schools are sometimes finding it tough to deliver even low doses\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-uncertain-evidence-for-online-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Uncertain evidence for online tutoring\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research evidence increases for intensive tutoring\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/even-older-teens-benefit-from-catch-up-classes/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Even older teens benefit from catch-up classes\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Takeaways from research on tutoring to address coronavirus learning loss\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/cheaper-human-tutors-can-be-highly-effective-studies-show/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Cheaper human tutors can be highly effective, studies show\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Hechinger coverage of tutoring:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58102/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">How one district went all-in on a tutoring program to catch kids up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/the-science-of-catching-up/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The science of catching up\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The simple intervention that could lift kids out of ‘Covid slide’\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/this-math-tutoring-program-gets-blockbuster-results-in-high-poverty-schools/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This math tutoring program gets ‘blockbuster’ results in high-poverty schools\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Related Proof Points columns on pandemic learning loss:\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60912/federal-funds-to-combat-pandemic-learning-loss-dont-reflect-need\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Federal funds to combat pandemic learning loss don’t reflect need\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60585/third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Third graders struggling the most to recover in reading after the pandemic\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Several surprises in gloomy NAEP report\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Six puzzling questions from the disastrous NAEP results\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-pace-of-learning-back-to-normal-during-the-2021-22-pandemic-school-year-but-student-achievement-lags-far-behind-data-shows/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Pace of learning back to normal during the 2021-22 pandemic school year but student achievement lags far behind, data shows\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-more-studies-mark-the-pandemics-toll-on-student-achievement/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More studies mark the pandemic’s toll on student achievement\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/proof-points-three-reports-on-student-achievement-during-the-pandemic/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Three reports on student achievement during the pandemic\u003c/span>\u003c/a>\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-taking-stock-of-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring research\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=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\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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"title": "How grown-ups can help kids transition to 'post-pandemic' school life",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>School counselor Meredith Draughn starts every day by greeting the students who fill her campus hallways, cup of coffee in hand. There are about 350 of them, and she knows all their names.\u003c/p>\n\u003cp>\"Kids want to feel known and want to feel loved. And greeting them by name is one way we can do that...\u003ca href=\"https://www.panoramaed.com/blog/student-sense-of-belonging\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> shows that that helps us build a positive culture and a welcoming culture.\"\u003c/p>\n\u003cp>Draughn works at B. Everett Jordan Elementary School in the rural town of Graham, N.C., and she was recently named 2023's School Counselor of the Year by the American School Counselor Association (ASCA). The selection committee praised Draughn's data-driven approach and passion for her students.\u003c/p>\n\u003cp>The award comes at a pivotal time for Draughn: in the middle of the most \"normal\" school year since the pandemic began. Masking is \u003ca href=\"https://about.burbio.com/school-mask-policy-tracker\" target=\"_blank\" rel=\"noopener\">optional in most schools\u003c/a>; quarantine regulations have been loosened; and in May, the Biden administration plans to \u003ca href=\"https://www.npr.org/2023/01/30/1152702709/covid-emergency-declarations-end-white-house\" target=\"_blank\" rel=\"noopener\">declare an end\u003c/a> to the COVID-19 public health emergency.\u003c/p>\n\u003cp>But children are still reeling from what they experienced during the pandemic. Many students have struggled with mental health, academics and a general lack of connection to their classroom. All things Draughn has seen in her school, too. But she says there is an upside to all those challenges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think a lot of people focus on trauma changing the brain...but what they miss is that\u003ca href=\"https://urldefense.com/v3/__https://www.frontiersin.org/articles/10.3389/fpsyt.2017.00085/full__;!!Iwwt!XObgxpw0S5sOzGGGs5wkqiSEwWsiUu_-7PdESFAefr1O4Q6ruw0KpnK-XVt1kKJRWHyDHwO7bH_FCCMbOg%24\" target=\"_blank\" rel=\"noopener\"> healing changes it \u003c/a>as well.\"\u003c/p>\n\u003cp>Draughn has this advice for how educators and families can support their students as they navigate the transition to \"post-pandemic\" life:\u003c/p>\n\u003ch3>Establish regular routines and a sense of control\u003c/h3>\n\u003cp>The pandemic disrupted everybody's daily routines, and that lack of structure was especially difficult for children. Draughn says rebuilding routine takes time and consistency.\u003c/p>\n\u003cp>One way she likes to build consistent habits for students is by setting goals, big or small, like being respectful or following directions. She begins the day with a \"check-in,\" where students share what they'd like to accomplish, and ends it with a \"check-out\" to see if they met their goals.\u003c/p>\n\u003cp>\"Those successes in small ways can lead to big impacts,\" she explains. \"You're creating a habit, ultimately.\"\u003c/p>\n\u003cp>And habits can help give students a sense of control. Pandemic or not, Draughn says, a lack of control is something young people often struggle with,, and it can lead to some \u003cem>big \u003c/em>feelings, even outbursts.\u003c/p>\n\u003cp>\"So it's just reteaching what we can do when we don't have control over something and how we regain control and regulation over our own feelings and emotions.\"\u003c/p>\n\u003cp>She uses exercises like the \u003ca href=\"https://www.youtube.com/watch?v=hirlvRC3Dxc\" target=\"_blank\" rel=\"noopener\">circles of control\u003c/a>, which asks students to distinguish between things that are outside their control, and things they have the power to change. If the source of frustration is outside a child's control, she redirects their focus to something else that \u003cem>is \u003c/em>in their control to help them feel empowered.\u003c/p>\n\u003cp>Draughn says reestablishing structure, and giving students a sense of control, can lead to better self-regulation and a host of other benefits, including the motivation to show up to school.\u003c/p>\n\u003cp>Like a number of districts across the country, Draughn says hers is continuing to combat elevated levels of \u003ca href=\"https://www.npr.org/sections/ed/2015/12/07/456208805/how-a-schools-attendance-number-hides-big-problems\" target=\"_blank\" rel=\"noopener\">chronic absenteeism\u003c/a>, which is when students miss 10% or more of the school year. She says reintroducing school as a part of the daily routine can help students feel more connected to the classroom. That, in turn, gives children a sense of belonging that can improve attendance and set them up for success in later grades.\u003c/p>\n\u003cp>\"Successful habits build a successful life,\" Draughn says.\u003c/p>\n\u003ch3>Every behavior communicates a need\u003c/h3>\n\u003cp>Children express themselves through behavior—that's nothing new. But Draughn says if educators or parents are dealing with particularly challenging behaviors, it's essential to pay attention to the story those actions might be telling.\u003c/p>\n\u003cp>\"All behaviors, at least in children, are communication.\"\u003c/p>\n\u003cp>Draughn points to an example of a child caught stealing food from another student. Rather than place blame, Draughn looks to what that behavior might tell her about the child's life outside of school.\u003c/p>\n\u003cp>\"What is that behavior indicating? Sometimes that is an indication that basic needs are not being met. That is our first question. Not, 'Why did you steal?' \"\u003c/p>\n\u003cp>Children often behave in attention-seeking ways, and that's also true when they're acting out. One way to encourage \u003cem>positive\u003c/em> behaviors is to consistently celebrate things like following directions or standing patiently in line.\u003c/p>\n\u003cp>\"If [attention] is really what they're craving, then they're probably going to do it again,\" Draughn says.\u003c/p>\n\u003cp>Recognizing and meeting a child's unique sensory needs is another way to reward them. Maybe they can't focus when a classmate taps a pencil against a desk, or when they're wearing an uncomfortable piece of clothing. Draughn once had a student who regularly acted out in P.E. – it turned out the seam at the toe-line of his socks was an uncomfortable sensory experience for him.\u003c/p>\n\u003cp>\"Your brain is gaining information from [all five] senses,\" she says. \"And when you're in sensory overload, your brain cannot gain new information.\"\u003c/p>\n\u003cp>To identify sensory-avoidant or sensory-seeking behavior, Draughn simply asks students about their preferences.\u003c/p>\n\u003cp>\"So you either tone down or give them that sensory input [they're looking for].\"\u003c/p>\n\u003cp>How did she help that P.E. student? \"We finally settled on Toms and a very sheer sock that he could take off right after P.E.\"\u003c/p>\n\u003ch3>Tools for helping kids cope with anxiety\u003c/h3>\n\u003cp>In October, a coalition of organizations, including the American Academy of Pediatrics and the Children's Hospital Association, \u003ca href=\"https://downloads.aap.org/DOFA/NED%20Anniversary%20Sign-on%20Letter%20to%20President%20Biden%20Final%2010-13-22.pdf\">called on\u003c/a> President Biden to declare \"a federal National Emergency in children's mental health.\" Their letter cites a \"troubling\" growth in the number of young children diagnosed with anxiety and other disorders.\u003c/p>\n\u003cp>Draughn says she's also seen a higher number of anxiety-related referrals since the pandemic began. But she thinks that's in part due to a heightened sense of awareness around mental health in her community. \"Students have always been anxious, now they just have a word to name it.\"\u003c/p>\n\u003cp>She says helping children understand what anxiety is, and how their body responds to it, is a good first step to addressing it. She tells them about physical symptoms like sweating, fidgeting and nervousness. Another tell-tale sign is a stomach-ache.\u003c/p>\n\u003cp>\"Anxiety is a natural body response to tell us something's wrong. ... When we recognize it early on, we can put strategies in place to deal with it.\"\u003c/p>\n\u003cp>When she's intervening with an anxious child, Draughn uses kid-friendly words to describe what they're experiencing, like \"extra energy.\" Then, she finds ways for her students to expend or redirect that energy, like through exercise or simply allowing them to fidget.\u003c/p>\n\u003cp>If children feel too anxious or uncomfortable to get up and move, she suggests slowing things down with breathing exercises. You can ask a child to breathe in as though they're smelling a flower, and breathe out as though they're blowing out a candle. Draughn also likes to use a method called \"\u003ca href=\"https://www.youtube.com/watch?v=CoGTlBkP3IU\" target=\"_blank\" rel=\"noopener\">4 x 4 breathing.\u003c/a>\" She asks students to envision a square and breathe along each of its lines: \"You're going to breathe for 4 seconds, hold for 4 seconds, breathe out through your mouth for 4 seconds, hold for four seconds. And you do that four times.\"\u003c/p>\n\u003cp>Another strategy for when life feels overwhelming to children is to make it feel more bite-sized. \"When we look at it as a whole day, or hour or a whole class, it can get really daunting,\" Draughn says. So instead, she asks students to choose an activity or task that feels achievable within a few minutes, like journaling.\u003c/p>\n\u003cp>And when all else fails, distractions, like playing games or drawing, can be a simple but powerful tool to redirect anxiety—for both kids and adults.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\" target=\"_blank\" rel=\"noopener\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cem>\u003cbr>\nVisual design and development by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348775569/la-johnson\" target=\"_blank\" rel=\"noopener\">\u003cem>LA Johnson\u003c/em>\u003c/a>\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=How+grown-ups+can+help+kids+transition+to+%27post-pandemic%27+school+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School counselor Meredith Draughn starts every day by greeting the students who fill her campus hallways, cup of coffee in hand. There are about 350 of them, and she knows all their names.\u003c/p>\n\u003cp>\"Kids want to feel known and want to feel loved. And greeting them by name is one way we can do that...\u003ca href=\"https://www.panoramaed.com/blog/student-sense-of-belonging\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> shows that that helps us build a positive culture and a welcoming culture.\"\u003c/p>\n\u003cp>Draughn works at B. Everett Jordan Elementary School in the rural town of Graham, N.C., and she was recently named 2023's School Counselor of the Year by the American School Counselor Association (ASCA). The selection committee praised Draughn's data-driven approach and passion for her students.\u003c/p>\n\u003cp>The award comes at a pivotal time for Draughn: in the middle of the most \"normal\" school year since the pandemic began. Masking is \u003ca href=\"https://about.burbio.com/school-mask-policy-tracker\" target=\"_blank\" rel=\"noopener\">optional in most schools\u003c/a>; quarantine regulations have been loosened; and in May, the Biden administration plans to \u003ca href=\"https://www.npr.org/2023/01/30/1152702709/covid-emergency-declarations-end-white-house\" target=\"_blank\" rel=\"noopener\">declare an end\u003c/a> to the COVID-19 public health emergency.\u003c/p>\n\u003cp>But children are still reeling from what they experienced during the pandemic. Many students have struggled with mental health, academics and a general lack of connection to their classroom. All things Draughn has seen in her school, too. But she says there is an upside to all those challenges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think a lot of people focus on trauma changing the brain...but what they miss is that\u003ca href=\"https://urldefense.com/v3/__https://www.frontiersin.org/articles/10.3389/fpsyt.2017.00085/full__;!!Iwwt!XObgxpw0S5sOzGGGs5wkqiSEwWsiUu_-7PdESFAefr1O4Q6ruw0KpnK-XVt1kKJRWHyDHwO7bH_FCCMbOg%24\" target=\"_blank\" rel=\"noopener\"> healing changes it \u003c/a>as well.\"\u003c/p>\n\u003cp>Draughn has this advice for how educators and families can support their students as they navigate the transition to \"post-pandemic\" life:\u003c/p>\n\u003ch3>Establish regular routines and a sense of control\u003c/h3>\n\u003cp>The pandemic disrupted everybody's daily routines, and that lack of structure was especially difficult for children. Draughn says rebuilding routine takes time and consistency.\u003c/p>\n\u003cp>One way she likes to build consistent habits for students is by setting goals, big or small, like being respectful or following directions. She begins the day with a \"check-in,\" where students share what they'd like to accomplish, and ends it with a \"check-out\" to see if they met their goals.\u003c/p>\n\u003cp>\"Those successes in small ways can lead to big impacts,\" she explains. \"You're creating a habit, ultimately.\"\u003c/p>\n\u003cp>And habits can help give students a sense of control. Pandemic or not, Draughn says, a lack of control is something young people often struggle with,, and it can lead to some \u003cem>big \u003c/em>feelings, even outbursts.\u003c/p>\n\u003cp>\"So it's just reteaching what we can do when we don't have control over something and how we regain control and regulation over our own feelings and emotions.\"\u003c/p>\n\u003cp>She uses exercises like the \u003ca href=\"https://www.youtube.com/watch?v=hirlvRC3Dxc\" target=\"_blank\" rel=\"noopener\">circles of control\u003c/a>, which asks students to distinguish between things that are outside their control, and things they have the power to change. If the source of frustration is outside a child's control, she redirects their focus to something else that \u003cem>is \u003c/em>in their control to help them feel empowered.\u003c/p>\n\u003cp>Draughn says reestablishing structure, and giving students a sense of control, can lead to better self-regulation and a host of other benefits, including the motivation to show up to school.\u003c/p>\n\u003cp>Like a number of districts across the country, Draughn says hers is continuing to combat elevated levels of \u003ca href=\"https://www.npr.org/sections/ed/2015/12/07/456208805/how-a-schools-attendance-number-hides-big-problems\" target=\"_blank\" rel=\"noopener\">chronic absenteeism\u003c/a>, which is when students miss 10% or more of the school year. She says reintroducing school as a part of the daily routine can help students feel more connected to the classroom. That, in turn, gives children a sense of belonging that can improve attendance and set them up for success in later grades.\u003c/p>\n\u003cp>\"Successful habits build a successful life,\" Draughn says.\u003c/p>\n\u003ch3>Every behavior communicates a need\u003c/h3>\n\u003cp>Children express themselves through behavior—that's nothing new. But Draughn says if educators or parents are dealing with particularly challenging behaviors, it's essential to pay attention to the story those actions might be telling.\u003c/p>\n\u003cp>\"All behaviors, at least in children, are communication.\"\u003c/p>\n\u003cp>Draughn points to an example of a child caught stealing food from another student. Rather than place blame, Draughn looks to what that behavior might tell her about the child's life outside of school.\u003c/p>\n\u003cp>\"What is that behavior indicating? Sometimes that is an indication that basic needs are not being met. That is our first question. Not, 'Why did you steal?' \"\u003c/p>\n\u003cp>Children often behave in attention-seeking ways, and that's also true when they're acting out. One way to encourage \u003cem>positive\u003c/em> behaviors is to consistently celebrate things like following directions or standing patiently in line.\u003c/p>\n\u003cp>\"If [attention] is really what they're craving, then they're probably going to do it again,\" Draughn says.\u003c/p>\n\u003cp>Recognizing and meeting a child's unique sensory needs is another way to reward them. Maybe they can't focus when a classmate taps a pencil against a desk, or when they're wearing an uncomfortable piece of clothing. Draughn once had a student who regularly acted out in P.E. – it turned out the seam at the toe-line of his socks was an uncomfortable sensory experience for him.\u003c/p>\n\u003cp>\"Your brain is gaining information from [all five] senses,\" she says. \"And when you're in sensory overload, your brain cannot gain new information.\"\u003c/p>\n\u003cp>To identify sensory-avoidant or sensory-seeking behavior, Draughn simply asks students about their preferences.\u003c/p>\n\u003cp>\"So you either tone down or give them that sensory input [they're looking for].\"\u003c/p>\n\u003cp>How did she help that P.E. student? \"We finally settled on Toms and a very sheer sock that he could take off right after P.E.\"\u003c/p>\n\u003ch3>Tools for helping kids cope with anxiety\u003c/h3>\n\u003cp>In October, a coalition of organizations, including the American Academy of Pediatrics and the Children's Hospital Association, \u003ca href=\"https://downloads.aap.org/DOFA/NED%20Anniversary%20Sign-on%20Letter%20to%20President%20Biden%20Final%2010-13-22.pdf\">called on\u003c/a> President Biden to declare \"a federal National Emergency in children's mental health.\" Their letter cites a \"troubling\" growth in the number of young children diagnosed with anxiety and other disorders.\u003c/p>\n\u003cp>Draughn says she's also seen a higher number of anxiety-related referrals since the pandemic began. But she thinks that's in part due to a heightened sense of awareness around mental health in her community. \"Students have always been anxious, now they just have a word to name it.\"\u003c/p>\n\u003cp>She says helping children understand what anxiety is, and how their body responds to it, is a good first step to addressing it. She tells them about physical symptoms like sweating, fidgeting and nervousness. Another tell-tale sign is a stomach-ache.\u003c/p>\n\u003cp>\"Anxiety is a natural body response to tell us something's wrong. ... When we recognize it early on, we can put strategies in place to deal with it.\"\u003c/p>\n\u003cp>When she's intervening with an anxious child, Draughn uses kid-friendly words to describe what they're experiencing, like \"extra energy.\" Then, she finds ways for her students to expend or redirect that energy, like through exercise or simply allowing them to fidget.\u003c/p>\n\u003cp>If children feel too anxious or uncomfortable to get up and move, she suggests slowing things down with breathing exercises. You can ask a child to breathe in as though they're smelling a flower, and breathe out as though they're blowing out a candle. Draughn also likes to use a method called \"\u003ca href=\"https://www.youtube.com/watch?v=CoGTlBkP3IU\" target=\"_blank\" rel=\"noopener\">4 x 4 breathing.\u003c/a>\" She asks students to envision a square and breathe along each of its lines: \"You're going to breathe for 4 seconds, hold for 4 seconds, breathe out through your mouth for 4 seconds, hold for four seconds. And you do that four times.\"\u003c/p>\n\u003cp>Another strategy for when life feels overwhelming to children is to make it feel more bite-sized. \"When we look at it as a whole day, or hour or a whole class, it can get really daunting,\" Draughn says. So instead, she asks students to choose an activity or task that feels achievable within a few minutes, like journaling.\u003c/p>\n\u003cp>And when all else fails, distractions, like playing games or drawing, can be a simple but powerful tool to redirect anxiety—for both kids and adults.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\" target=\"_blank\" rel=\"noopener\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cem>\u003cbr>\nVisual design and development by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348775569/la-johnson\" target=\"_blank\" rel=\"noopener\">\u003cem>LA Johnson\u003c/em>\u003c/a>\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=How+grown-ups+can+help+kids+transition+to+%27post-pandemic%27+school+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Free therapy for students: How Colorado is responding to the youth mental health crisis",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2023/2/1/23580869/consejeria-gratuita-terapia-adolescente-colorado-salud-mental-yo-importo\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cb>Leer en español.\u003c/b>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/1/19/23562860/colorado-youth-mental-health-free-therapy-i-matter-aurora-cherry-creek-summit-county\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Roxana Alvarado Martinéz, a high school sophomore, had told only close friends she was seeing a therapist to help her with anxiety and insomnia.\u003c/p>\n\u003cp>But that changed last month in the civics classroom where she serves as a teacher’s assistant. The teacher plucked slips of paper from the “Sol y Nubes” — sun and clouds — box, where students can anonymously share struggles or excitement.\u003c/p>\n\u003cp>That day, as the discussion touched on depression, bullying, and suicide, Roxana spoke up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There is no shame, absolutely no shame in you having a therapist or me having a therapist,” she told the class at Summit High School in Breckenridge. “I could help you get connected if that’s what you need.”\u003c/p>\n\u003cp>Roxana is part of a generation that has grappled with unprecedented mental health struggles over the last few years amid a pandemic that stoked stress, fear, and isolation for people young and old. She’s also one of thousands of Colorado youth taking advantage of a growing number of programs that aim to make mental health support more accessible and affordable for young people.\u003c/p>\n\u003cp>These programs include the state’s “I Matter” program, which provides six free telehealth or in-person counseling sessions to students in elementary through high school. So far, the program has served more than 5,600 students statewide.\u003c/p>\n\u003cp>There are a variety of local programs, too. Roxana, 16, received a scholarship to cover the cost of therapy from Building Hope Summit County, a mental health nonprofit. The \u003ca class=\"Link\" href=\"https://aurorak12.org/2022/01/11/free-mental-health-support-for-all-aps-students/\" target=\"_blank\" rel=\"noopener\">Aurora school district\u003c/a> east of Denver began offering students six free counseling sessions a year ago and the neighboring \u003ca class=\"Link\" href=\"https://www.cherrycreekschools.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=85&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=61891&PageID=1\" target=\"_blank\" rel=\"noopener\">Cherry Creek district began offering\u003c/a> eight to 10 free sessions to middle and high schoolers in December. Both districts contract with \u003ca class=\"Link\" href=\"https://www.hazel.co/\" target=\"_blank\" rel=\"noopener\">Hazel Health\u003c/a>, a telehealth company based in San Francisco.\u003c/p>\n\u003cp>It’s hard to know if Colorado youth are getting all the help they need. During the first nine months of 2022, mental health-related visits to emergency departments in the Children’s Hospital Colorado system were up 74% compared with the same period in 2019, according to a hospital spokeswoman.\u003c/p>\n\u003cp>That’s part of the reason why local and state leaders continue to push for easy-access mental health support for children and teens before a full-blown crisis hits.\u003c/p>\n\u003cp>Michelle Weinraub, Cherry Creek’s chief health officer, said the district’s free counseling program grew out of a mental health task force launched in early 2022. She recalled asking students at one meeting if they’d use free counseling sessions they could access on their phones after school or work.\u003c/p>\n\u003cp>A couple of them were so excited, they jumped out of their chairs, she said.\u003c/p>\n\u003cp>“They were like, ‘Yes, that’s what we want,’” she said. Then the students started talking: “We can’t get an appointment unless we’re in crisis … My friend tried to call and they’re on a waitlist for six months. My friend wanted to see this person that they knew somebody else was seeing, but it doesn’t accept insurance.”\u003c/p>\n\u003cp>In May 2021, just over a year into the pandemic, leaders at Children’s Hospital Colorado sounded the alarm about the spike in serious mental health problems among children and teens, declaring \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2021/5/25/22453088/colorado-experts-declare-youth-mental-health-state-of-emergency\" target=\"_blank\" rel=\"noopener\">a youth mental health “state of emergency.\u003c/a>”\u003c/p>\n\u003cp>They pleaded for more funding as well as efforts to reduce bureaucratic constraints in the youth mental health system. Six months later the state launched \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2021/10/27/22749878/colorado-free-mental-health-therapy-session-teens-youth-i-matter\" target=\"_blank\" rel=\"noopener\">I Matter\u003c/a>.\u003c/p>\n\u003cp>The program isn’t meant to be the only “front door” to counseling, but rather to serve as one low-barrier option for any young person who needs someone to talk to, said Charlotte Whitney of the state’s Behavioral Health Administration, which runs I Matter. There’s no requirement to be extremely anxious or depressed.\u003c/p>\n\u003cp>Whitney said the model can help set kids up for improved mental health long term “because they know where to access services and they know the coping skills to get them through those really hard times.”\u003c/p>\n\u003cp>Students 12 and over can sign up for the therapy sessions by filling out \u003ca class=\"Link\" href=\"https://imattercolorado.org/?utm_source=google&utm_medium=branded&utm_campaign=bha_ymh_fy23&utm_content=search\" target=\"_blank\" rel=\"noopener\">a simple online form\u003c/a>. Children under 12 can use the service, but need a parent to do so. Whitney said generally students can get telehealth appointments within days.\u003c/p>\n\u003cp>Occasionally, she said, students wait longer if they’re looking for something specific — for example an in-person appointment in a rural community or a therapist that specializes in transgender issues.\u003c/p>\n\u003cp>In Aurora, about 230 students have been referred for counseling through the free Hazel Health program since the start of the school year. In Cherry Creek, which launched its program Dec. 5, about 200 students have been referred for help, often by their parents. Officials in both districts say there are no waiting lists for appointments.\u003c/p>\n\u003cp>Timothy Swanson, a social worker in Colorado Springs, is one of about 200 I Matter therapists statewide. He sees up to three students a week, mostly in person, through the program. Often, his clients open up first to his dog Smoke, a gentle pitbull mix who accompanies him to the office.\u003c/p>\n\u003cp>“They just love him. They just grab him and start talking to him,” said Swanson. “It really helps these kids because a lot of times they come in, they’re withdrawn, a little nervous, not sure what therapy’s about.”\u003c/p>\n\u003cp>Swanson, 63, said many young clients, whether they’ve come through I Matter or other avenues, struggle with anxiety, anger, or depression. Sometimes, it’s because of pandemic-related disruptions at school, the trickle-down effect of parent stress, or cruel behavior from classmates.\u003c/p>\n\u003cp>Some of his clients have been told by fellow students, “Well, if you feel that way, why don’t you just kill yourself?”\u003c/p>\n\u003cp>“It’s really damaging,” Swanson said. “I encourage them to talk to counselors, to me, to their parents, to teachers or whoever, to help them develop a support system ... a healthy one where they can get good answers.”\u003c/p>\n\u003cp>As with other free therapy programs, I Matter aims to connect youth to continued counseling if they want or need it after the free sessions. Swanson said 30% to 40% of his I Matter clients continue seeing him after the first six sessions, paying through health insurance or other means.\u003c/p>\n\u003cp>Weinraub, of the Cherry Creek district, said if needed, Hazel Health therapists work with students and families to connect them to a local therapist after the free telehealth sessions end.\u003c/p>\n\u003cp>Even before Roxana moved to the United State from Mexico at age 7, she was a top student. Her parents expected good grades and she delivered.\u003c/p>\n\u003cp>But her classes got harder in middle school. Then, in seventh grade, the pandemic hit. Roxana, once surrounded by friends, found herself spending long days alone in her bedroom.\u003c/p>\n\u003cp>Her father would say, “You have to come out and at least eat something, drink some water,” Roxana said. “I started getting to the point where I was drowning myself in all my work.”\u003c/p>\n\u003cp>She felt claustrophobic, exhausted, and worried about her mother, who worked as a nurse in Mexico. Eventually, Roxana tried counseling but it didn’t go well. She said the therapist told her, “It’s only in your head. You’re just pretending.”\u003c/p>\n\u003cp>By the middle of her freshman year in high school, her struggles spiraled. She was skipping classes and nearly failing courses for the first time in her life. She ended up in the hospital.\u003c/p>\n\u003cp>Today, Roxana is doing better. She’s seeing a therapist she relates to — one who is Latina and a native Spanish-speaker like herself — and she’s let go of her drive for perfect grades. She’s also trying to tackle the stigma around seeking mental health help, something she’s felt as part of the Latino community.\u003c/p>\n\u003cp>“We have this big, big culture of what happens in our family stays in our family and you’re not going to tell our family business around,” she said.\u003c/p>\n\u003cp>But Roxana knows there are other students like her at school, silently struggling with their painful realities. That’s why she decided to say something during the recent civics class, stuttering a bit as she shared her story.\u003c/p>\n\u003cp>“If I don’t speak out, other people won’t either,” she said.\u003c/p>\n\u003cp>\u003ci>Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/1/19/23562860/colorado-youth-mental-health-free-therapy-i-matter-aurora-cherry-creek-summit-county\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering public education.\u003c/p>\n\n",
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"excerpt": "In 2021, leaders at Children’s Hospital Colorado declared a youth mental health emergency. Six months later the state launched the “I Matter” program, which provides six free counseling sessions to kids and teens. Over 5,600 young people have been served.",
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"title": "Free therapy for students: How Colorado is responding to the youth mental health crisis | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2023/2/1/23580869/consejeria-gratuita-terapia-adolescente-colorado-salud-mental-yo-importo\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cb>Leer en español.\u003c/b>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/1/19/23562860/colorado-youth-mental-health-free-therapy-i-matter-aurora-cherry-creek-summit-county\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Roxana Alvarado Martinéz, a high school sophomore, had told only close friends she was seeing a therapist to help her with anxiety and insomnia.\u003c/p>\n\u003cp>But that changed last month in the civics classroom where she serves as a teacher’s assistant. The teacher plucked slips of paper from the “Sol y Nubes” — sun and clouds — box, where students can anonymously share struggles or excitement.\u003c/p>\n\u003cp>That day, as the discussion touched on depression, bullying, and suicide, Roxana spoke up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There is no shame, absolutely no shame in you having a therapist or me having a therapist,” she told the class at Summit High School in Breckenridge. “I could help you get connected if that’s what you need.”\u003c/p>\n\u003cp>Roxana is part of a generation that has grappled with unprecedented mental health struggles over the last few years amid a pandemic that stoked stress, fear, and isolation for people young and old. She’s also one of thousands of Colorado youth taking advantage of a growing number of programs that aim to make mental health support more accessible and affordable for young people.\u003c/p>\n\u003cp>These programs include the state’s “I Matter” program, which provides six free telehealth or in-person counseling sessions to students in elementary through high school. So far, the program has served more than 5,600 students statewide.\u003c/p>\n\u003cp>There are a variety of local programs, too. Roxana, 16, received a scholarship to cover the cost of therapy from Building Hope Summit County, a mental health nonprofit. The \u003ca class=\"Link\" href=\"https://aurorak12.org/2022/01/11/free-mental-health-support-for-all-aps-students/\" target=\"_blank\" rel=\"noopener\">Aurora school district\u003c/a> east of Denver began offering students six free counseling sessions a year ago and the neighboring \u003ca class=\"Link\" href=\"https://www.cherrycreekschools.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=85&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=61891&PageID=1\" target=\"_blank\" rel=\"noopener\">Cherry Creek district began offering\u003c/a> eight to 10 free sessions to middle and high schoolers in December. Both districts contract with \u003ca class=\"Link\" href=\"https://www.hazel.co/\" target=\"_blank\" rel=\"noopener\">Hazel Health\u003c/a>, a telehealth company based in San Francisco.\u003c/p>\n\u003cp>It’s hard to know if Colorado youth are getting all the help they need. During the first nine months of 2022, mental health-related visits to emergency departments in the Children’s Hospital Colorado system were up 74% compared with the same period in 2019, according to a hospital spokeswoman.\u003c/p>\n\u003cp>That’s part of the reason why local and state leaders continue to push for easy-access mental health support for children and teens before a full-blown crisis hits.\u003c/p>\n\u003cp>Michelle Weinraub, Cherry Creek’s chief health officer, said the district’s free counseling program grew out of a mental health task force launched in early 2022. She recalled asking students at one meeting if they’d use free counseling sessions they could access on their phones after school or work.\u003c/p>\n\u003cp>A couple of them were so excited, they jumped out of their chairs, she said.\u003c/p>\n\u003cp>“They were like, ‘Yes, that’s what we want,’” she said. Then the students started talking: “We can’t get an appointment unless we’re in crisis … My friend tried to call and they’re on a waitlist for six months. My friend wanted to see this person that they knew somebody else was seeing, but it doesn’t accept insurance.”\u003c/p>\n\u003cp>In May 2021, just over a year into the pandemic, leaders at Children’s Hospital Colorado sounded the alarm about the spike in serious mental health problems among children and teens, declaring \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2021/5/25/22453088/colorado-experts-declare-youth-mental-health-state-of-emergency\" target=\"_blank\" rel=\"noopener\">a youth mental health “state of emergency.\u003c/a>”\u003c/p>\n\u003cp>They pleaded for more funding as well as efforts to reduce bureaucratic constraints in the youth mental health system. Six months later the state launched \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2021/10/27/22749878/colorado-free-mental-health-therapy-session-teens-youth-i-matter\" target=\"_blank\" rel=\"noopener\">I Matter\u003c/a>.\u003c/p>\n\u003cp>The program isn’t meant to be the only “front door” to counseling, but rather to serve as one low-barrier option for any young person who needs someone to talk to, said Charlotte Whitney of the state’s Behavioral Health Administration, which runs I Matter. There’s no requirement to be extremely anxious or depressed.\u003c/p>\n\u003cp>Whitney said the model can help set kids up for improved mental health long term “because they know where to access services and they know the coping skills to get them through those really hard times.”\u003c/p>\n\u003cp>Students 12 and over can sign up for the therapy sessions by filling out \u003ca class=\"Link\" href=\"https://imattercolorado.org/?utm_source=google&utm_medium=branded&utm_campaign=bha_ymh_fy23&utm_content=search\" target=\"_blank\" rel=\"noopener\">a simple online form\u003c/a>. Children under 12 can use the service, but need a parent to do so. Whitney said generally students can get telehealth appointments within days.\u003c/p>\n\u003cp>Occasionally, she said, students wait longer if they’re looking for something specific — for example an in-person appointment in a rural community or a therapist that specializes in transgender issues.\u003c/p>\n\u003cp>In Aurora, about 230 students have been referred for counseling through the free Hazel Health program since the start of the school year. In Cherry Creek, which launched its program Dec. 5, about 200 students have been referred for help, often by their parents. Officials in both districts say there are no waiting lists for appointments.\u003c/p>\n\u003cp>Timothy Swanson, a social worker in Colorado Springs, is one of about 200 I Matter therapists statewide. He sees up to three students a week, mostly in person, through the program. Often, his clients open up first to his dog Smoke, a gentle pitbull mix who accompanies him to the office.\u003c/p>\n\u003cp>“They just love him. They just grab him and start talking to him,” said Swanson. “It really helps these kids because a lot of times they come in, they’re withdrawn, a little nervous, not sure what therapy’s about.”\u003c/p>\n\u003cp>Swanson, 63, said many young clients, whether they’ve come through I Matter or other avenues, struggle with anxiety, anger, or depression. Sometimes, it’s because of pandemic-related disruptions at school, the trickle-down effect of parent stress, or cruel behavior from classmates.\u003c/p>\n\u003cp>Some of his clients have been told by fellow students, “Well, if you feel that way, why don’t you just kill yourself?”\u003c/p>\n\u003cp>“It’s really damaging,” Swanson said. “I encourage them to talk to counselors, to me, to their parents, to teachers or whoever, to help them develop a support system ... a healthy one where they can get good answers.”\u003c/p>\n\u003cp>As with other free therapy programs, I Matter aims to connect youth to continued counseling if they want or need it after the free sessions. Swanson said 30% to 40% of his I Matter clients continue seeing him after the first six sessions, paying through health insurance or other means.\u003c/p>\n\u003cp>Weinraub, of the Cherry Creek district, said if needed, Hazel Health therapists work with students and families to connect them to a local therapist after the free telehealth sessions end.\u003c/p>\n\u003cp>Even before Roxana moved to the United State from Mexico at age 7, she was a top student. Her parents expected good grades and she delivered.\u003c/p>\n\u003cp>But her classes got harder in middle school. Then, in seventh grade, the pandemic hit. Roxana, once surrounded by friends, found herself spending long days alone in her bedroom.\u003c/p>\n\u003cp>Her father would say, “You have to come out and at least eat something, drink some water,” Roxana said. “I started getting to the point where I was drowning myself in all my work.”\u003c/p>\n\u003cp>She felt claustrophobic, exhausted, and worried about her mother, who worked as a nurse in Mexico. Eventually, Roxana tried counseling but it didn’t go well. She said the therapist told her, “It’s only in your head. You’re just pretending.”\u003c/p>\n\u003cp>By the middle of her freshman year in high school, her struggles spiraled. She was skipping classes and nearly failing courses for the first time in her life. She ended up in the hospital.\u003c/p>\n\u003cp>Today, Roxana is doing better. She’s seeing a therapist she relates to — one who is Latina and a native Spanish-speaker like herself — and she’s let go of her drive for perfect grades. She’s also trying to tackle the stigma around seeking mental health help, something she’s felt as part of the Latino community.\u003c/p>\n\u003cp>“We have this big, big culture of what happens in our family stays in our family and you’re not going to tell our family business around,” she said.\u003c/p>\n\u003cp>But Roxana knows there are other students like her at school, silently struggling with their painful realities. That’s why she decided to say something during the recent civics class, stuttering a bit as she shared her story.\u003c/p>\n\u003cp>“If I don’t speak out, other people won’t either,” she said.\u003c/p>\n\u003cp>\u003ci>Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/1/19/23562860/colorado-youth-mental-health-free-therapy-i-matter-aurora-cherry-creek-summit-county\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering public education.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "High-dosage tutoring is the best known strategy for learning loss recovery. Is it actually happening?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Throughout 2022, the Biden administration urged schools to spend their $122 billion in federal recovery funds on tutoring to help students catch up from pandemic learning losses. Education Secretary Miguel Cardona said students who had fallen behind should receive at least 90 minutes of tutoring a week. Last summer, the White House put even more muscle behind the rhetoric and launched a “\u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Partnership for Student Success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” with the goal of providing students with 250,000 more tutors over three years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This federal tutoring campaign is based on some of the \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">best evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that education researchers have ever found for helping students who are behind grade level. What researchers have in mind, however, is not what many people might imagine. Studies have found that sessions once or twice a week \u003c/span>\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">haven’t boosted achievement much\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, nor has frequent after-school homework help. Instead, tutoring produces outsized gains in reading and math – making up for \u003c/span>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five months of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a year by one estimate – when it takes place daily, using paid, well-trained tutors who are following a good curriculum or lesson plans that are linked to what the student is learning in class. Effective tutoring sessions are scheduled during the school day, when attendance is mandatory, not after school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it as the difference between outpatient visits and intensive care at a hospital. So called “high-dosage tutoring” is more like the latter. It’s expensive to hire and train tutors and this type of tutoring can cost schools $4,000 or more per student annually. (Surprisingly, the tutoring doesn’t have to be one-to-one; researchers have found that well-designed tutoring programs can be very effective when tutors work with pairs of students or in very small groups of three.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But little is known about how many schools have actually taken up the tutoring cause. And among those who have, it’s unclear exactly what kinds of tutoring programs they have launched and which students are being tutored. The Department of Education provided some answers last week with the release of a national survey conducted in December 2022 of 1,000 schools, from elementary to high school. This \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">School Pulse Panel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is far from an ideal survey; the slightly more than 1,000 respondents represent fewer than half of the 2,400 schools that federal authorities surveyed, and some of the responses are inconsistent and confusing. But it’s the best snapshot of the recovery that we have so far. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than four out of five schools said they were offering at least one version of tutoring this 2022-23 school year, ranging from traditional after-school homework help to intensive tutoring. But the modes varied: 37 percent said they were giving students high-dosage tutoring; 59 percent said they were administering standard tutoring; 22 percent said they were offering self–paced tutoring, and 5 percent said they were doing other types of tutoring. The numbers exceed 100 percent because some schools are offering several types of tutoring at the same time, administering different kinds to different students in different subjects. (For more details on how each mode of tutoring was defined, here is that \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/02/Tutoring-modes-survey.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">question in the survey\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\">Tutoring is an expensive catch-up strategy and not every student in each school gets it. Even among the 37 percent of schools that said they were delivering high-dosage tutoring, only 30 percent of their students were receiving it. This translates into an estimate of 10 percent of public school students nationwide who are receiving high-dosage tutoring. Most schools said they were relying on diagnostic assessments and teacher referrals to determine which students were the most behind and should be assigned high-dosage tutoring, but some were also giving it to children whose parents had requested it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Greater numbers of students nationwide were estimated to be receiving standard tutoring (14 percent) and self-paced tutoring (19 percent), both of which are much less costly to implement, but do not have as strong an evidence base. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It remains unclear how much of the tutoring takes place in person and how much is delivered online. Self-paced tutoring is conducted through online software that mixes instruction with practice questions. But both standard and high-dosage tutoring can be done in-person or virtually. And both can be conducted during the school day or after school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased unlimited online tutoring from for-profit companies, such as Paper, Tutor.com and Varsity Tutors, where students can login anytime for homework help. Companies have marketed this voluntary 24/7 tutoring as high-dosage because, in theory, students could use it frequently. Rachel Hansen, a statistician at the National Center for Education Statistics who oversees the survey, said it’s possible that some schools believed their unlimited online tutoring services were a version of high-dosage tutoring and checked that box on the survey, even though it does not meet the Department of Education’s \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/02/Tutoring-modes-survey.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">definition of high dosage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I wonder if far fewer than 10 percent of students are actually getting high-quality tutoring three times or more per week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason to be cautious about this data is that 13 percent of the schools that were offering high-dosage tutoring also said that their students were receiving it only once or twice a week. That is below the survey’s definition of high-dosage tutoring, which is supposed to take place at least three times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Institute of Education Sciences, the research and data unit inside the Department of Education, launched the \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">School Pulse Panel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic to track how teaching and learning is changing. Each month, the survey focuses on a different topic, from remote instruction and quarantines to learning lags. This December survey focused on tutoring and it is the final survey for this group of 2,400 schools during the 2022-23 school year. The department plans to begin surveying a new cohort of schools in the fall of 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing from the current survey that’s clear is that principals believe half of the students in their schools – 49 percent – were behind grade level, far higher than before the pandemic, when 36 percent were behind. Even if effective tutoring really is reaching 10 percent of students (which I doubt), it doesn’t come close to reaching all students who need help.\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-new-federal-survey-estimates-one-out-of-10-public-school-students-get-high-dosage-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">high-dosage 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>\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=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\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\">Throughout 2022, the Biden administration urged schools to spend their $122 billion in federal recovery funds on tutoring to help students catch up from pandemic learning losses. Education Secretary Miguel Cardona said students who had fallen behind should receive at least 90 minutes of tutoring a week. Last summer, the White House put even more muscle behind the rhetoric and launched a “\u003c/span>\u003ca href=\"https://www.whitehouse.gov/briefing-room/statements-releases/2022/07/05/fact-sheet-biden-harris-administration-launches-national-effort-to-support-student-success/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Partnership for Student Success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” with the goal of providing students with 250,000 more tutors over three years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This federal tutoring campaign is based on some of the \u003c/span>\u003ca href=\"https://www.povertyactionlab.org/tutoring\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">best evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that education researchers have ever found for helping students who are behind grade level. What researchers have in mind, however, is not what many people might imagine. Studies have found that sessions once or twice a week \u003c/span>\u003ca href=\"https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_1.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">haven’t boosted achievement much\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, nor has frequent after-school homework help. Instead, tutoring produces outsized gains in reading and math – making up for \u003c/span>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five months of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a year by one estimate – when it takes place daily, using paid, well-trained tutors who are following a good curriculum or lesson plans that are linked to what the student is learning in class. Effective tutoring sessions are scheduled during the school day, when attendance is mandatory, not after school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of it as the difference between outpatient visits and intensive care at a hospital. So called “high-dosage tutoring” is more like the latter. It’s expensive to hire and train tutors and this type of tutoring can cost schools $4,000 or more per student annually. (Surprisingly, the tutoring doesn’t have to be one-to-one; researchers have found that well-designed tutoring programs can be very effective when tutors work with pairs of students or in very small groups of three.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But little is known about how many schools have actually taken up the tutoring cause. And among those who have, it’s unclear exactly what kinds of tutoring programs they have launched and which students are being tutored. The Department of Education provided some answers last week with the release of a national survey conducted in December 2022 of 1,000 schools, from elementary to high school. This \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">School Pulse Panel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is far from an ideal survey; the slightly more than 1,000 respondents represent fewer than half of the 2,400 schools that federal authorities surveyed, and some of the responses are inconsistent and confusing. But it’s the best snapshot of the recovery that we have so far. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than four out of five schools said they were offering at least one version of tutoring this 2022-23 school year, ranging from traditional after-school homework help to intensive tutoring. But the modes varied: 37 percent said they were giving students high-dosage tutoring; 59 percent said they were administering standard tutoring; 22 percent said they were offering self–paced tutoring, and 5 percent said they were doing other types of tutoring. The numbers exceed 100 percent because some schools are offering several types of tutoring at the same time, administering different kinds to different students in different subjects. (For more details on how each mode of tutoring was defined, here is that \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/02/Tutoring-modes-survey.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">question in the survey\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\">Tutoring is an expensive catch-up strategy and not every student in each school gets it. Even among the 37 percent of schools that said they were delivering high-dosage tutoring, only 30 percent of their students were receiving it. This translates into an estimate of 10 percent of public school students nationwide who are receiving high-dosage tutoring. Most schools said they were relying on diagnostic assessments and teacher referrals to determine which students were the most behind and should be assigned high-dosage tutoring, but some were also giving it to children whose parents had requested it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Greater numbers of students nationwide were estimated to be receiving standard tutoring (14 percent) and self-paced tutoring (19 percent), both of which are much less costly to implement, but do not have as strong an evidence base. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It remains unclear how much of the tutoring takes place in person and how much is delivered online. Self-paced tutoring is conducted through online software that mixes instruction with practice questions. But both standard and high-dosage tutoring can be done in-person or virtually. And both can be conducted during the school day or after school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many schools have purchased unlimited online tutoring from for-profit companies, such as Paper, Tutor.com and Varsity Tutors, where students can login anytime for homework help. Companies have marketed this voluntary 24/7 tutoring as high-dosage because, in theory, students could use it frequently. Rachel Hansen, a statistician at the National Center for Education Statistics who oversees the survey, said it’s possible that some schools believed their unlimited online tutoring services were a version of high-dosage tutoring and checked that box on the survey, even though it does not meet the Department of Education’s \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/02/Tutoring-modes-survey.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">definition of high dosage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I wonder if far fewer than 10 percent of students are actually getting high-quality tutoring three times or more per week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason to be cautious about this data is that 13 percent of the schools that were offering high-dosage tutoring also said that their students were receiving it only once or twice a week. That is below the survey’s definition of high-dosage tutoring, which is supposed to take place at least three times a week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Institute of Education Sciences, the research and data unit inside the Department of Education, launched the \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">School Pulse Panel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic to track how teaching and learning is changing. Each month, the survey focuses on a different topic, from remote instruction and quarantines to learning lags. This December survey focused on tutoring and it is the final survey for this group of 2,400 schools during the 2022-23 school year. The department plans to begin surveying a new cohort of schools in the fall of 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing from the current survey that’s clear is that principals believe half of the students in their schools – 49 percent – were behind grade level, far higher than before the pandemic, when 36 percent were behind. Even if effective tutoring really is reaching 10 percent of students (which I doubt), it doesn’t come close to reaching all students who need 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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-new-federal-survey-estimates-one-out-of-10-public-school-students-get-high-dosage-tutoring/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">high-dosage 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>\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=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\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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"title": "Federal funds to combat pandemic learning loss don't reflect need",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Why is it that some states, like Alabama, have more than $1,000 to spend on each student for each week of pandemic learning loss, and other states, such as Massachusetts, have only $165?\u003c/p>\n\u003cp>The answer, according to a \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-learning-delay-and-recovery-where-do-us-states-stand\" target=\"_blank\" rel=\"noopener\">January 2023 report\u003c/a> by the consulting firm McKinsey & Company, is that $122 billion in federal pandemic recovery money has been allocated to schools based on the percentages of children from low-income families even though there’s not a tight correlation between the level of academic disruption and poverty. In some states, students are only six weeks behind where they were before the pandemic. In other states, children are almost a year behind. But the amount of catch-up money each state gets doesn’t reflect this disparity.\u003c/p>\n\u003cp>Understanding why pandemic learning loss varies so much around the nation is admittedly a “head scratcher,” said Emma Dorn, a co-author of the McKinsey report. Some states that resumed in-person schooling quickly, such as Florida, are behind states that relied more on remote schooling, such as Illinois. Minnesota, historically one of the higher performing states in the nation (it ranked \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile?chort=1&sub=MAT&sj=AL&sfj=NP&st=MN&year=2019R3\" target=\"_blank\" rel=\"noopener\">first in fourth grade math\u003c/a> in 2019) is now one of the furthest behind its pre-pandemic achievement levels with 24 weeks of learning loss. Meanwhile, students in Alabama, which ranked 50th in fourth grade math before the pandemic, are only three weeks off of their 2019 achievement level.\u003c/p>\n\u003cfigure id=\"attachment_60915\" class=\"wp-caption aligncenter\" style=\"max-width: 624px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60915\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/cartogram.png\" alt=\"\" width=\"624\" height=\"499\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/cartogram.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/cartogram-160x128.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">Nationally, the 2022 NAEP assessments showed an average drop of four points compared with 2019. McKinsey & Company estimates that four-point drop is the equivalent of 12 weeks of learning delay, or about a third of a typical school year. Source: \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-learning-delay-and-recovery-where-do-us-states-stand\">“COVID-19 learning delay and recovery: Where do US states stand?”\u003c/a> McKinsey & Company (2023).\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s not the chart you’re used to seeing,” said Dorn. “When you look at the leading U.S. states in education, everything is kind of a little bit upside down. Many of the states who are historically really strong performers have really suffered in the pandemic.”\u003c/p>\n\u003cp>Time spent in remote learning, Dorn said, is only part of the puzzle. Remote learning itself varied wildly. Some schools set up effective Zoom instruction within days while others struggled for months to distribute computers. Even among schools that resumed in-person learning quickly, strict quarantine policies often sent students and teachers back home again. Other communities allowed classmates to remain in school. Many families chose not to send their kids back into school buildings even when the option was available. Finally, \u003ca href=\"https://hechingerreport.org/proof-points-a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says/\" target=\"_blank\" rel=\"noopener\">absenteeism has doubled \u003c/a>and many students haven’t been in school regularly. All of these factors led to different learning outcomes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other educational reforms – such as teacher training and curriculum changes – may have tamped learning loss in some states. “You didn’t see as much learning delay in Louisiana,” said Dorn. “In fact, fourth grade reading continued to improve there. They were following what I call the Mississippi playbook of high-quality instructional materials aligned to the science of reading with professional development and teacher coaches. So when schools did go remote, there was still a playbook.”\u003c/p>\n\u003cp>Learning loss also varies within states. In Virginia, for example, the average learning loss was about 23 weeks, but there’s an extremely wide range between the highest and lowest performing students. The top quartile of students lost only 13 weeks of learning while the bottom quartile lost almost a year. New Mexico also racked up 23 weeks of learning loss, but both top and bottom performing students suffered similarly. There wasn’t a big discrepancy.\u003c/p>\n\u003cp>Different learning loss problems require different solutions, Dorn said. “In somewhere like Virginia, you might want to be thinking about high dosage tutoring targeting the kids who need it most,” she said. “In somewhere like in New Mexico, where all students have a similar kind of delay, maybe you want to double down on interventions that can be rolled out across all students: high-quality instructional materials with really effective professional development and teacher coaching.” (\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\" target=\"_blank\" rel=\"noopener\">High dosage tutoring\u003c/a> refers to a particular version of tutoring that has successfully helped struggling students catch up in rigorous research studies conducted before the pandemic; it involves daily tutoring with trained tutors using a set curriculum.)\u003c/p>\n\u003cp>McKinsey’s calculations are based on the 2022 scores from a federal test called the National Assessment of Educational Progress or NAEP. Math and reading assessments were administered to a representative sample of fourth and eighth graders in all 50 states. Biden administration officials described the test score drops from 2019, which ranged from three to eight points, as “appalling” and “troubling.”\u003c/p>\n\u003cp>What does the loss of a point mean in the real world? That’s also still not clear. McKinsey consulted with Harvard University professor Andrew Ho, an expert on education testing, and settled upon a calculation that equated each NAEP point with three weeks of learning. Then McKinsey averaged the results for fourth graders and eighth graders in both subjects, reading and math. That added up to an average of 12 weeks of learning loss across the nation. In other words, students in 2022 were three months behind students in 2019 at each grade level.\u003c/p>\n\u003cp>“We’re trying to get this message out to a broad audience so people understand what’s really happening,” said Dorn.\u003c/p>\n\u003cp>Three months might not sound gargantuan, but Ho warned that it will take much longer than three months to recover. “The key misconception to combat is that ‘time’ represents the time it takes to catch up,” said Ho. “If you’re three months behind a pre-pandemic cohort, it will take much longer than three months and at unprecedented rates of learning to catch up. If you’re running a race and you’re 10 seconds behind your friend, you can’t catch up in 10 seconds unless the other friend is standing still. You need to accelerate to catch up.”\u003c/p>\n\u003cp>Indeed, McKinsey calculated that it would take 28 years for eighth graders to return to pre- pandemic achievement levels based on the actual pace of academic progress in the previous 20 years.\u003c/p>\n\u003cp>McKinsey is hoping to persuade parents to pay attention. “As a parent, I have no idea if my kids are at grade level or not,” said Dorn. “I don’t know if they are ahead or behind from the pandemic. I can tell the impact on their emotions. I can tell the impact on their well-being. That is really obvious as a parent, and it was pretty hard. But with academics, it’s really hard to know.”\u003c/p>\n\u003cp>Even students with A’s and B’s on their report cards may have significant learning gaps. “I think the message is, be aware that there may be hidden learning delays,” Dorn said. “Your kids might have gaps. Listen to the school district, listen to the data that they’re sending, listen to the interventions that they’re suggesting.”\u003c/p>\n\u003cp>Understanding the extent of learning loss is just the first step. Schools have to decide which interventions to invest in and then embark upon the difficult task of building new programs. Spending recovery money is slow because even the process of obtaining bids and selecting outside vendors is highly regulated and complex. Hiring trained tutors and social workers can take many months. And millions of children are still waiting for help.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-federal-funds-to-combat-pandemic-learning-loss-dont-reflect-need/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>learning loss funding\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Why is it that some states, like Alabama, have more than $1,000 to spend on each student for each week of pandemic learning loss, and other states, such as Massachusetts, have only $165?\u003c/p>\n\u003cp>The answer, according to a \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-learning-delay-and-recovery-where-do-us-states-stand\" target=\"_blank\" rel=\"noopener\">January 2023 report\u003c/a> by the consulting firm McKinsey & Company, is that $122 billion in federal pandemic recovery money has been allocated to schools based on the percentages of children from low-income families even though there’s not a tight correlation between the level of academic disruption and poverty. In some states, students are only six weeks behind where they were before the pandemic. In other states, children are almost a year behind. But the amount of catch-up money each state gets doesn’t reflect this disparity.\u003c/p>\n\u003cp>Understanding why pandemic learning loss varies so much around the nation is admittedly a “head scratcher,” said Emma Dorn, a co-author of the McKinsey report. Some states that resumed in-person schooling quickly, such as Florida, are behind states that relied more on remote schooling, such as Illinois. Minnesota, historically one of the higher performing states in the nation (it ranked \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile?chort=1&sub=MAT&sj=AL&sfj=NP&st=MN&year=2019R3\" target=\"_blank\" rel=\"noopener\">first in fourth grade math\u003c/a> in 2019) is now one of the furthest behind its pre-pandemic achievement levels with 24 weeks of learning loss. Meanwhile, students in Alabama, which ranked 50th in fourth grade math before the pandemic, are only three weeks off of their 2019 achievement level.\u003c/p>\n\u003cfigure id=\"attachment_60915\" class=\"wp-caption aligncenter\" style=\"max-width: 624px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60915\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/cartogram.png\" alt=\"\" width=\"624\" height=\"499\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/cartogram.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/cartogram-160x128.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">Nationally, the 2022 NAEP assessments showed an average drop of four points compared with 2019. McKinsey & Company estimates that four-point drop is the equivalent of 12 weeks of learning delay, or about a third of a typical school year. Source: \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-learning-delay-and-recovery-where-do-us-states-stand\">“COVID-19 learning delay and recovery: Where do US states stand?”\u003c/a> McKinsey & Company (2023).\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s not the chart you’re used to seeing,” said Dorn. “When you look at the leading U.S. states in education, everything is kind of a little bit upside down. Many of the states who are historically really strong performers have really suffered in the pandemic.”\u003c/p>\n\u003cp>Time spent in remote learning, Dorn said, is only part of the puzzle. Remote learning itself varied wildly. Some schools set up effective Zoom instruction within days while others struggled for months to distribute computers. Even among schools that resumed in-person learning quickly, strict quarantine policies often sent students and teachers back home again. Other communities allowed classmates to remain in school. Many families chose not to send their kids back into school buildings even when the option was available. Finally, \u003ca href=\"https://hechingerreport.org/proof-points-a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says/\" target=\"_blank\" rel=\"noopener\">absenteeism has doubled \u003c/a>and many students haven’t been in school regularly. All of these factors led to different learning outcomes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other educational reforms – such as teacher training and curriculum changes – may have tamped learning loss in some states. “You didn’t see as much learning delay in Louisiana,” said Dorn. “In fact, fourth grade reading continued to improve there. They were following what I call the Mississippi playbook of high-quality instructional materials aligned to the science of reading with professional development and teacher coaches. So when schools did go remote, there was still a playbook.”\u003c/p>\n\u003cp>Learning loss also varies within states. In Virginia, for example, the average learning loss was about 23 weeks, but there’s an extremely wide range between the highest and lowest performing students. The top quartile of students lost only 13 weeks of learning while the bottom quartile lost almost a year. New Mexico also racked up 23 weeks of learning loss, but both top and bottom performing students suffered similarly. There wasn’t a big discrepancy.\u003c/p>\n\u003cp>Different learning loss problems require different solutions, Dorn said. “In somewhere like Virginia, you might want to be thinking about high dosage tutoring targeting the kids who need it most,” she said. “In somewhere like in New Mexico, where all students have a similar kind of delay, maybe you want to double down on interventions that can be rolled out across all students: high-quality instructional materials with really effective professional development and teacher coaching.” (\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\" target=\"_blank\" rel=\"noopener\">High dosage tutoring\u003c/a> refers to a particular version of tutoring that has successfully helped struggling students catch up in rigorous research studies conducted before the pandemic; it involves daily tutoring with trained tutors using a set curriculum.)\u003c/p>\n\u003cp>McKinsey’s calculations are based on the 2022 scores from a federal test called the National Assessment of Educational Progress or NAEP. Math and reading assessments were administered to a representative sample of fourth and eighth graders in all 50 states. Biden administration officials described the test score drops from 2019, which ranged from three to eight points, as “appalling” and “troubling.”\u003c/p>\n\u003cp>What does the loss of a point mean in the real world? That’s also still not clear. McKinsey consulted with Harvard University professor Andrew Ho, an expert on education testing, and settled upon a calculation that equated each NAEP point with three weeks of learning. Then McKinsey averaged the results for fourth graders and eighth graders in both subjects, reading and math. That added up to an average of 12 weeks of learning loss across the nation. In other words, students in 2022 were three months behind students in 2019 at each grade level.\u003c/p>\n\u003cp>“We’re trying to get this message out to a broad audience so people understand what’s really happening,” said Dorn.\u003c/p>\n\u003cp>Three months might not sound gargantuan, but Ho warned that it will take much longer than three months to recover. “The key misconception to combat is that ‘time’ represents the time it takes to catch up,” said Ho. “If you’re three months behind a pre-pandemic cohort, it will take much longer than three months and at unprecedented rates of learning to catch up. If you’re running a race and you’re 10 seconds behind your friend, you can’t catch up in 10 seconds unless the other friend is standing still. You need to accelerate to catch up.”\u003c/p>\n\u003cp>Indeed, McKinsey calculated that it would take 28 years for eighth graders to return to pre- pandemic achievement levels based on the actual pace of academic progress in the previous 20 years.\u003c/p>\n\u003cp>McKinsey is hoping to persuade parents to pay attention. “As a parent, I have no idea if my kids are at grade level or not,” said Dorn. “I don’t know if they are ahead or behind from the pandemic. I can tell the impact on their emotions. I can tell the impact on their well-being. That is really obvious as a parent, and it was pretty hard. But with academics, it’s really hard to know.”\u003c/p>\n\u003cp>Even students with A’s and B’s on their report cards may have significant learning gaps. “I think the message is, be aware that there may be hidden learning delays,” Dorn said. “Your kids might have gaps. Listen to the school district, listen to the data that they’re sending, listen to the interventions that they’re suggesting.”\u003c/p>\n\u003cp>Understanding the extent of learning loss is just the first step. Schools have to decide which interventions to invest in and then embark upon the difficult task of building new programs. Spending recovery money is slow because even the process of obtaining bids and selecting outside vendors is highly regulated and complex. Hiring trained tutors and social workers can take many months. And millions of children are still waiting for help.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-federal-funds-to-combat-pandemic-learning-loss-dont-reflect-need/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>learning loss funding\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Leo Salvatore graduated from college in May 2022 and dreams of becoming a philosopher. While he applies to graduate school, the affable 23-year-old holds a part-time job that barely existed before the pandemic: online tutor. From his home in Baltimore, Maryland, Salvatore logs in for one of his four-hour shifts three times a week and earns $20.25 an hour. Often, he has two or three students in different grades simultaneously text chatting with him about different homework assignments. It might be a fourth grader in Los Angeles struggling with English, an eighth grader in Palm Beach, Florida, asking about history and a 10th grader in Las Vegas needing help with French verb conjugations.\u003c/p>\n\u003cp>“It can be overwhelming,” Salvatore said in an interview, describing his life as an online tutor in the time of coronavirus.\u003c/p>\n\u003cp>A couple of times, Salvatore recalled, he tutored as many as seven students at once. Keeping track of students’ questions and chatting with them in real time can feel more like being a short-order cook during the breakfast rush than an educator. At least his commute to work is great.\u003c/p>\n\u003cp>Salvatore’s employer is Paper, which is based in Montreal, Canada and says it is the largest online tutoring company in the United States. The company is fueled by more than $120 billion that Uncle Sam has pumped into educational recovery after the pandemic, when students lost months of instruction and fell behind. Schools are required to spend at least 20% of these federal funds on academic catch up programs for students, and the U.S. Department of Education is encouraging schools to use “high dosage tutoring,” which has produced impressive learning gains in rigorous studies where students work closely with an in-person tutor every day using prepared lessons.\u003c/p>\n\u003cp>Paper has had impressive success marketing its online model of tutoring as a version of high dosage tutoring. Students at schools that pay Paper between $40 and $80 per pupil are entitled to unlimited on-demand tutoring at any hour of the day. More than 300 school districts across the country, serving more than 3 million students, have bought it. Paper has also landed statewide deals with Mississippi, New Mexico and Tennessee, serving millions more students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The company has hired 3,000 tutors — and says that only 4% of those who apply make the cut. Its tutors all have a college degree or are completing college and have at least a year of experience teaching or tutoring.\u003c/p>\n\u003cp>“Education and experience aside, what we are looking for in our tutors is their ability to approach our students with warmth, positivity and patience, while being able to adapt to each student’s unique needs,” said Philip Cutler, Paper’s CEO, in an emailed statement.\u003c/p>\n\u003cp>As Paper has grown, so have its services. In addition to unlimited homework help, its tutors give feedback on essays that students upload. Salvatore is spending most of his time on these lately. The pace is grueling. The company expects him to review an essay of 500 words in 20-25 minutes, and gives him only slightly longer, 35 minutes, for 750 words. During that time, tutors are supposed to not only read but also write a paragraph of overall comments, highlighting strengths and weaknesses, plus make five specific notes per page.\u003c/p>\n\u003cp>“It’s challenging,” said Salvatore. “We get lots of topics. Sometimes I go from an essay about George Bush’s speech after 9/11, to an essay about Lord of the Flies and Piggy’s demise. So it’s also kind of a brainstorm – in the negative sense.”\u003c/p>\n\u003cp>Nonetheless, Salvatore says he enjoys the work. Reviewing essays has helped him improve his own writing. “It’s very fulfilling and, I hope, also helpful,” he said.\u003c/p>\n\u003cp>Salvatore was born in Italy and immigrated to the United States when he was 15 in 2014. He has a flair for languages and worked as a part-time French tutor in college at Soka University of America in Orange County, California. There, he tutored fellow undergraduates the old-fashioned way, in person, in the library.\u003c/p>\n\u003cp>Then, in the spring of 2020 when the pandemic erupted, Soka sent students home. Salvatore moved in with his mom in Brooklyn, New York. An elementary school teacher, she was suddenly teaching five-year-olds online.\u003c/p>\n\u003cp>“She was Zooming every day with these little kids in their homes, with some of them with parents behind them, some of them alone,” said Salvatore. “It was a very serious situation. I remember witnessing all that firsthand. It was pretty intense.”\u003c/p>\n\u003cp>Back on campus during his senior year in January 2022, Salvatore noticed a recruiting ad on LinkedIn for online tutors with Paper. Given his experience as a tutor and the memory of watching his mom struggle with children on Zoom, he was inspired to help and applied. He said he passed a test for job applicants, clicked his way through a short e-learning training module and was directly tutoring students within a month.\u003c/p>\n\u003cp>The first few weeks were nerve-racking, he said, while he got the hang of keeping students engaged and thinking what to type next in the chat screen. “I remember I was panicking,” he said. “I think the training had been somewhat effective. But when you’re facing the screen in the first couple of sessions, at least for me, all the concepts can flow away.”\u003c/p>\n\u003cp>Salvatore has deep-set eyes, close shaven hair and a trim dark brown beard. When I interviewed him on Zoom in December 2022, he exuded the inner calm of a yoga instructor. But his students never see his face or hear his voice. On the Paper website where students and tutors connect, there is no video or audio. The only communication is through text chatting and a whiteboard where students and tutors can draw and write numbers.\u003c/p>\n\u003cp>Paper tutors are trained not to give students the answers, but to use the Socratic method to help students find the answers themselves. When a student shares a homework problem, Salvatore begins by asking what the student already knows. “Do you have any resources that you looked at in class? And from there, I would say, well, let’s look at some examples,” he said.\u003c/p>\n\u003cp>Direct teaching “from scratch,” he said, is discouraged. But Salvatore is finding that so many students lack basic background knowledge that he sometimes teaches a mini lesson from instructional materials that he discovers online.\u003c/p>\n\u003cp>By contrast, the kind of high dosage tutoring that’s shown great results in studies includes structured lesson plans. Tutors aren’t making it up on the fly. The same tutor meets with the same student at least three times a week. In the year that Salvatore worked as an online tutor, he says he’s only met with the same student twice a handful of times. Each was by chance.\u003c/p>\n\u003cp>I was surprised to learn that tutors are frequently handling multiple students at once, even though the service is marketed as one-to-one tutoring. An algorithm matches students with a tutor within 30 seconds, according to the company’s marketing materials, with no scheduling required. Salvatore doesn’t tutor math, for example, so he wouldn’t be matched with a student who has an algebra question. Even if all the tutors are busy, the algorithm will keep adding students who log in to the system into each tutor’s screen. The tutor toggles among them, but all the student sees is a photograph of his or her one tutor, not the other students. Students may have no idea that their tutor is helping others, too.\u003c/p>\n\u003cp>It’s similar to text chatting with a customer service representative online. You get your individual question answered, but behind the scenes, the representative is chatting with several customers at once. Often customers wait several minutes between questions and replies. That can happen with online tutoring too. I watched one video of a tutoring session, where it seemed to take 30 seconds or more for the tutor to reply to each text that a student typed. I was impatient just watching it.\u003c/p>\n\u003cp>Students can log in any time of day, but tutors aren’t expected to be on call at all hours. Tutors submit their availability to Paper and an algorithm determines the schedule, based on expected student demand. Salvatore has never requested a 3 a.m. graveyard shift. “No, I like my sleep schedule,” he said.\u003c/p>\n\u003cp>The research critique of this kind of 24/7 online tutoring is that \u003ca href=\"https://www.kqed.org/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it\" target=\"_blank\" rel=\"noopener noreferrer\">very few students are motivated to take advantage of it\u003c/a>. Fewer than 30% of students even tried it once in one study and students who used it regularly, as recommended, were rare. Researchers say it’s not reaching the students who need tutoring the most; the students at risk of failing were the least likely to try it.\u003c/p>\n\u003cp>Salvatore is just one of 3,000 online tutors employed by Paper. Others may have different experiences. But dozens of tutors describe \u003ca href=\"https://www.reddit.com/r/Paper_Tutors/comments/ujqf2h/rpaper_tutors_lounge/\" target=\"_blank\" rel=\"noopener noreferrer\">similar stories on a Reddit discussion board\u003c/a>, complaining about time constraints and low pay. (Starting wages were recently increased to $18 an hour.) Some disgruntled tutors describe a sweatshop-like atmosphere where tutors quickly burn out and are fired.\u003c/p>\n\u003cp>Salvatore is not disgruntled, but his experience shows the pressures that online tutors are operating under, and make it seem unlikely that quick homework help like this can effectively help students fill large holes of instruction that they missed.\u003c/p>\n\u003cp>Not all online tutoring companies are the same. Some like Paper focus on drop-in homework help, but others make an effort to replicate an in-person tutoring experience over video with certified teachers or specially trained tutors in frequent, scheduled sessions. That model is far more expensive to deliver, and I plan to continue writing about the \u003ca href=\"https://hechingerreport.org/proof-points-uncertain-evidence-for-online-tutoring/\" target=\"_blank\" rel=\"noopener noreferrer\">experiences of these kinds of tutors\u003c/a> too.\u003c/p>\n\u003cp>Salvatore is also interested in exploring other types of tutoring. He misses the camaraderie that developed when he was an in-person tutor. “The more I did it,” he said, “the more I realized that it was a very, very meaningful way to help people, with their academics, but also to connect with them and have a conversation and make learning a bit more informal and fun.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about an \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>online tutor\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Leo Salvatore graduated from college in May 2022 and dreams of becoming a philosopher. While he applies to graduate school, the affable 23-year-old holds a part-time job that barely existed before the pandemic: online tutor. From his home in Baltimore, Maryland, Salvatore logs in for one of his four-hour shifts three times a week and earns $20.25 an hour. Often, he has two or three students in different grades simultaneously text chatting with him about different homework assignments. It might be a fourth grader in Los Angeles struggling with English, an eighth grader in Palm Beach, Florida, asking about history and a 10th grader in Las Vegas needing help with French verb conjugations.\u003c/p>\n\u003cp>“It can be overwhelming,” Salvatore said in an interview, describing his life as an online tutor in the time of coronavirus.\u003c/p>\n\u003cp>A couple of times, Salvatore recalled, he tutored as many as seven students at once. Keeping track of students’ questions and chatting with them in real time can feel more like being a short-order cook during the breakfast rush than an educator. At least his commute to work is great.\u003c/p>\n\u003cp>Salvatore’s employer is Paper, which is based in Montreal, Canada and says it is the largest online tutoring company in the United States. The company is fueled by more than $120 billion that Uncle Sam has pumped into educational recovery after the pandemic, when students lost months of instruction and fell behind. Schools are required to spend at least 20% of these federal funds on academic catch up programs for students, and the U.S. Department of Education is encouraging schools to use “high dosage tutoring,” which has produced impressive learning gains in rigorous studies where students work closely with an in-person tutor every day using prepared lessons.\u003c/p>\n\u003cp>Paper has had impressive success marketing its online model of tutoring as a version of high dosage tutoring. Students at schools that pay Paper between $40 and $80 per pupil are entitled to unlimited on-demand tutoring at any hour of the day. More than 300 school districts across the country, serving more than 3 million students, have bought it. Paper has also landed statewide deals with Mississippi, New Mexico and Tennessee, serving millions more students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The company has hired 3,000 tutors — and says that only 4% of those who apply make the cut. Its tutors all have a college degree or are completing college and have at least a year of experience teaching or tutoring.\u003c/p>\n\u003cp>“Education and experience aside, what we are looking for in our tutors is their ability to approach our students with warmth, positivity and patience, while being able to adapt to each student’s unique needs,” said Philip Cutler, Paper’s CEO, in an emailed statement.\u003c/p>\n\u003cp>As Paper has grown, so have its services. In addition to unlimited homework help, its tutors give feedback on essays that students upload. Salvatore is spending most of his time on these lately. The pace is grueling. The company expects him to review an essay of 500 words in 20-25 minutes, and gives him only slightly longer, 35 minutes, for 750 words. During that time, tutors are supposed to not only read but also write a paragraph of overall comments, highlighting strengths and weaknesses, plus make five specific notes per page.\u003c/p>\n\u003cp>“It’s challenging,” said Salvatore. “We get lots of topics. Sometimes I go from an essay about George Bush’s speech after 9/11, to an essay about Lord of the Flies and Piggy’s demise. So it’s also kind of a brainstorm – in the negative sense.”\u003c/p>\n\u003cp>Nonetheless, Salvatore says he enjoys the work. Reviewing essays has helped him improve his own writing. “It’s very fulfilling and, I hope, also helpful,” he said.\u003c/p>\n\u003cp>Salvatore was born in Italy and immigrated to the United States when he was 15 in 2014. He has a flair for languages and worked as a part-time French tutor in college at Soka University of America in Orange County, California. There, he tutored fellow undergraduates the old-fashioned way, in person, in the library.\u003c/p>\n\u003cp>Then, in the spring of 2020 when the pandemic erupted, Soka sent students home. Salvatore moved in with his mom in Brooklyn, New York. An elementary school teacher, she was suddenly teaching five-year-olds online.\u003c/p>\n\u003cp>“She was Zooming every day with these little kids in their homes, with some of them with parents behind them, some of them alone,” said Salvatore. “It was a very serious situation. I remember witnessing all that firsthand. It was pretty intense.”\u003c/p>\n\u003cp>Back on campus during his senior year in January 2022, Salvatore noticed a recruiting ad on LinkedIn for online tutors with Paper. Given his experience as a tutor and the memory of watching his mom struggle with children on Zoom, he was inspired to help and applied. He said he passed a test for job applicants, clicked his way through a short e-learning training module and was directly tutoring students within a month.\u003c/p>\n\u003cp>The first few weeks were nerve-racking, he said, while he got the hang of keeping students engaged and thinking what to type next in the chat screen. “I remember I was panicking,” he said. “I think the training had been somewhat effective. But when you’re facing the screen in the first couple of sessions, at least for me, all the concepts can flow away.”\u003c/p>\n\u003cp>Salvatore has deep-set eyes, close shaven hair and a trim dark brown beard. When I interviewed him on Zoom in December 2022, he exuded the inner calm of a yoga instructor. But his students never see his face or hear his voice. On the Paper website where students and tutors connect, there is no video or audio. The only communication is through text chatting and a whiteboard where students and tutors can draw and write numbers.\u003c/p>\n\u003cp>Paper tutors are trained not to give students the answers, but to use the Socratic method to help students find the answers themselves. When a student shares a homework problem, Salvatore begins by asking what the student already knows. “Do you have any resources that you looked at in class? And from there, I would say, well, let’s look at some examples,” he said.\u003c/p>\n\u003cp>Direct teaching “from scratch,” he said, is discouraged. But Salvatore is finding that so many students lack basic background knowledge that he sometimes teaches a mini lesson from instructional materials that he discovers online.\u003c/p>\n\u003cp>By contrast, the kind of high dosage tutoring that’s shown great results in studies includes structured lesson plans. Tutors aren’t making it up on the fly. The same tutor meets with the same student at least three times a week. In the year that Salvatore worked as an online tutor, he says he’s only met with the same student twice a handful of times. Each was by chance.\u003c/p>\n\u003cp>I was surprised to learn that tutors are frequently handling multiple students at once, even though the service is marketed as one-to-one tutoring. An algorithm matches students with a tutor within 30 seconds, according to the company’s marketing materials, with no scheduling required. Salvatore doesn’t tutor math, for example, so he wouldn’t be matched with a student who has an algebra question. Even if all the tutors are busy, the algorithm will keep adding students who log in to the system into each tutor’s screen. The tutor toggles among them, but all the student sees is a photograph of his or her one tutor, not the other students. Students may have no idea that their tutor is helping others, too.\u003c/p>\n\u003cp>It’s similar to text chatting with a customer service representative online. You get your individual question answered, but behind the scenes, the representative is chatting with several customers at once. Often customers wait several minutes between questions and replies. That can happen with online tutoring too. I watched one video of a tutoring session, where it seemed to take 30 seconds or more for the tutor to reply to each text that a student typed. I was impatient just watching it.\u003c/p>\n\u003cp>Students can log in any time of day, but tutors aren’t expected to be on call at all hours. Tutors submit their availability to Paper and an algorithm determines the schedule, based on expected student demand. Salvatore has never requested a 3 a.m. graveyard shift. “No, I like my sleep schedule,” he said.\u003c/p>\n\u003cp>The research critique of this kind of 24/7 online tutoring is that \u003ca href=\"https://www.kqed.org/mindshift/60129/many-schools-are-buying-on-demand-tutoring-but-a-study-finds-that-few-students-are-using-it\" target=\"_blank\" rel=\"noopener noreferrer\">very few students are motivated to take advantage of it\u003c/a>. Fewer than 30% of students even tried it once in one study and students who used it regularly, as recommended, were rare. Researchers say it’s not reaching the students who need tutoring the most; the students at risk of failing were the least likely to try it.\u003c/p>\n\u003cp>Salvatore is just one of 3,000 online tutors employed by Paper. Others may have different experiences. But dozens of tutors describe \u003ca href=\"https://www.reddit.com/r/Paper_Tutors/comments/ujqf2h/rpaper_tutors_lounge/\" target=\"_blank\" rel=\"noopener noreferrer\">similar stories on a Reddit discussion board\u003c/a>, complaining about time constraints and low pay. (Starting wages were recently increased to $18 an hour.) Some disgruntled tutors describe a sweatshop-like atmosphere where tutors quickly burn out and are fired.\u003c/p>\n\u003cp>Salvatore is not disgruntled, but his experience shows the pressures that online tutors are operating under, and make it seem unlikely that quick homework help like this can effectively help students fill large holes of instruction that they missed.\u003c/p>\n\u003cp>Not all online tutoring companies are the same. Some like Paper focus on drop-in homework help, but others make an effort to replicate an in-person tutoring experience over video with certified teachers or specially trained tutors in frequent, scheduled sessions. That model is far more expensive to deliver, and I plan to continue writing about the \u003ca href=\"https://hechingerreport.org/proof-points-uncertain-evidence-for-online-tutoring/\" target=\"_blank\" rel=\"noopener noreferrer\">experiences of these kinds of tutors\u003c/a> too.\u003c/p>\n\u003cp>Salvatore is also interested in exploring other types of tutoring. He misses the camaraderie that developed when he was an in-person tutor. “The more I did it,” he said, “the more I realized that it was a very, very meaningful way to help people, with their academics, but also to connect with them and have a conversation and make learning a bit more informal and fun.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about an \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-life-of-an-online-tutor-can-resemble-that-of-an-assembly-line-worker/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>online tutor\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "3 Things We Get Wrong in Responding to Child Grief — And How to Do Better",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to rattle off the visible effects the covid-19 pandemic has had on schools, starting with school closures in 2020 and continuing through mask debates, teacher burnout and ongoing behavioral challenges. One of the less visible effects of the pandemic is the number of grieving students now populating American schools. \u003c/span>\u003ca href=\"https://www.covidcollaborative.us/initiatives/hidden-pain\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">More than 200,000 children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under 18 lost a parent or in-home caregiver to coronavirus, according to COVID Collaborative, a coalition of experts in education, the economy and health that released \u003c/span>\u003ca href=\"https://www.covidcollaborative.us/assets/uploads/img/HIDDEN-PAIN-FINAL.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">a report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the subject last December.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those kids, along with those who lost other relatives, are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">carrying their grief with them into classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unacknowledged and unaddressed, it can hurt their ability to learn and engage with school. But most adults in schools aren’t specifically trained to respond to child grief. School counselor \u003ca href=\"https://twitter.com/g28nelson\" target=\"_blank\" rel=\"noopener noreferrer\">Gen Nelson\u003c/a> said that’s what led her to current work supporting grieving kids and raising awareness about their needs. In her first year working at a middle school, she had a high number of students who’d experienced the death of a parent or sibling. “I didn’t have much for resources, but I knew I needed to do something to help them,” she told MindShift. She started a grief group for the students and began educating herself. As she learned more, she presented at conferences and ran more grief groups. This past summer she left her school counseling job to become the program director at the \u003c/span>\u003ca href=\"https://lostandfoundozarks.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Lost & Found Grief Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Springfield, Missouri. At the American School Counselors Association national conference in July, she discussed some of the things we get wrong in responding to child grief and how we can better help students navigate the challenges of loss.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">1. Using vague language\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“His aunt died.” “Her father is dead.” Nelson said adults need to get comfortable using direct language when discussing death. Vague terms, such as “passed away” and “lost,” can confuse young children and layer unnecessary fears onto their grief. “Sometimes it feels harsh to use the word ‘died’ or ‘dead,’ but it’s important to use those concrete terms,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nelson also said to eliminate the phrase “committed suicide,” which connotes crime or sin and can create shame for family members. “It doesn’t seem like a big deal, but I’ve had many, many, many conversations with teens who have been left behind by a parent that died by suicide. And that word matters,” Nelson said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">2. Trying to fix it\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s natural to want to fix or solve a problem when we see a young person in pain, especially for adults who have devoted their careers to helping kids. But there’s no solution to the loss of a loved one. “There is no fix. You just have to bear witness,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attempting to fix grief often can come in the form of well-meaning platitudes. When Nelson asks bereaved students what things people have said that bothered them, the most common responses include sentiments like, “It’s going to be okay,” “Everything happens for a reason,” and “They’re in a better place now.” These messages are invalidating, Nelson said, because “the implied second half of the sentence is, ‘So stop feeling so bad.’” When she asks kids what did feel helpful, the responses are straightforward: Someone who was present. Someone who let them cry. Someone who saw their pain and made space for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to listening, teachers can make space for grief by allowing flexibility in how those students complete assignments, Nelson said. And they can encourage students to reach out when they’re having tough days and need more grace or care.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">3. Avoiding discussions about loss\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with other grown-ups, adults in the U.S. tend to be uncomfortable or clumsy when acknowledging someone else’s grief. “It’s very difficult for us to sit and be truly empathetic with someone in grief,” Nelson said. “That’s what’s needed, but it’s very difficult because it makes it feel too close to us.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how to talk about it? Ask questions about the person who died. Say their name. Be cognizant of major life events, including holidays, birthdays and death anniversaries. Check in with students at those times. “For someone who is grieving, it is a gift to hear their loved one’s name and memories aloud,” Nelson said. Remember that loss still hurts after the first anniversary, and healing isn’t linear. Teachers should avoid assignments and events focused specifically around a mother or father role, as that can “trigger a fresh wave of grief for students,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make space for grief and the sharing of memories, but also recognize — and teach students — that there’s no right way to grieve or to feel. Some kids may be angry. Some may be sad. Some kids may have had a complicated relationship with the person who died. “Grief doesn’t mean that you’re just glamorizing the person that died and everything’s wonderful and they were just the best person ever. Maybe they weren’t. And that’s okay. We have to honor that,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nelson told MindShift that teachers and school counselors can work together to support bereaved students by keeping an open line of communication. Teachers can have eyes and ears in places counselors can’t be, she said. Counselors, in turn, “can help teachers know when certain triggering dates or events happen so teachers can treat the student with the extra level of care they may need.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to rattle off the visible effects the covid-19 pandemic has had on schools, starting with school closures in 2020 and continuing through mask debates, teacher burnout and ongoing behavioral challenges. One of the less visible effects of the pandemic is the number of grieving students now populating American schools. \u003c/span>\u003ca href=\"https://www.covidcollaborative.us/initiatives/hidden-pain\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">More than 200,000 children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under 18 lost a parent or in-home caregiver to coronavirus, according to COVID Collaborative, a coalition of experts in education, the economy and health that released \u003c/span>\u003ca href=\"https://www.covidcollaborative.us/assets/uploads/img/HIDDEN-PAIN-FINAL.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">a report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the subject last December.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those kids, along with those who lost other relatives, are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">carrying their grief with them into classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unacknowledged and unaddressed, it can hurt their ability to learn and engage with school. But most adults in schools aren’t specifically trained to respond to child grief. School counselor \u003ca href=\"https://twitter.com/g28nelson\" target=\"_blank\" rel=\"noopener noreferrer\">Gen Nelson\u003c/a> said that’s what led her to current work supporting grieving kids and raising awareness about their needs. In her first year working at a middle school, she had a high number of students who’d experienced the death of a parent or sibling. “I didn’t have much for resources, but I knew I needed to do something to help them,” she told MindShift. She started a grief group for the students and began educating herself. As she learned more, she presented at conferences and ran more grief groups. This past summer she left her school counseling job to become the program director at the \u003c/span>\u003ca href=\"https://lostandfoundozarks.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Lost & Found Grief Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Springfield, Missouri. At the American School Counselors Association national conference in July, she discussed some of the things we get wrong in responding to child grief and how we can better help students navigate the challenges of loss.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">1. Using vague language\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“His aunt died.” “Her father is dead.” Nelson said adults need to get comfortable using direct language when discussing death. Vague terms, such as “passed away” and “lost,” can confuse young children and layer unnecessary fears onto their grief. “Sometimes it feels harsh to use the word ‘died’ or ‘dead,’ but it’s important to use those concrete terms,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nelson also said to eliminate the phrase “committed suicide,” which connotes crime or sin and can create shame for family members. “It doesn’t seem like a big deal, but I’ve had many, many, many conversations with teens who have been left behind by a parent that died by suicide. And that word matters,” Nelson said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">2. Trying to fix it\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s natural to want to fix or solve a problem when we see a young person in pain, especially for adults who have devoted their careers to helping kids. But there’s no solution to the loss of a loved one. “There is no fix. You just have to bear witness,” Nelson said.\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\">Attempting to fix grief often can come in the form of well-meaning platitudes. When Nelson asks bereaved students what things people have said that bothered them, the most common responses include sentiments like, “It’s going to be okay,” “Everything happens for a reason,” and “They’re in a better place now.” These messages are invalidating, Nelson said, because “the implied second half of the sentence is, ‘So stop feeling so bad.’” When she asks kids what did feel helpful, the responses are straightforward: Someone who was present. Someone who let them cry. Someone who saw their pain and made space for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to listening, teachers can make space for grief by allowing flexibility in how those students complete assignments, Nelson said. And they can encourage students to reach out when they’re having tough days and need more grace or care.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold\">3. Avoiding discussions about loss\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with other grown-ups, adults in the U.S. tend to be uncomfortable or clumsy when acknowledging someone else’s grief. “It’s very difficult for us to sit and be truly empathetic with someone in grief,” Nelson said. “That’s what’s needed, but it’s very difficult because it makes it feel too close to us.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how to talk about it? Ask questions about the person who died. Say their name. Be cognizant of major life events, including holidays, birthdays and death anniversaries. Check in with students at those times. “For someone who is grieving, it is a gift to hear their loved one’s name and memories aloud,” Nelson said. Remember that loss still hurts after the first anniversary, and healing isn’t linear. Teachers should avoid assignments and events focused specifically around a mother or father role, as that can “trigger a fresh wave of grief for students,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Make space for grief and the sharing of memories, but also recognize — and teach students — that there’s no right way to grieve or to feel. Some kids may be angry. Some may be sad. Some kids may have had a complicated relationship with the person who died. “Grief doesn’t mean that you’re just glamorizing the person that died and everything’s wonderful and they were just the best person ever. Maybe they weren’t. And that’s okay. We have to honor that,” Nelson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nelson told MindShift that teachers and school counselors can work together to support bereaved students by keeping an open line of communication. Teachers can have eyes and ears in places counselors can’t be, she said. Counselors, in turn, “can help teachers know when certain triggering dates or events happen so teachers can treat the student with the extra level of care they may need.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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.",
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"soldout": {
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"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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