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"content": "\u003cp>Fourteen-year-old Caydden Zimmerman's school days start early and end late.\u003c/p>\n\u003cp>He has a 90-minute bus ride to get from the homeless shelter where he is staying in Boise, Idaho, to his middle school. He wakes up at 5:45 a.m., quickly brushes his teeth and smooths some gel in his hair, and then he dashes downstairs to catch his school bus.\u003c/p>\n\u003cp>About 2.5 million children in the U.S. \u003ca href=\"https://www.air.org/center/national-center-family-homelessness\">currently are homeless\u003c/a>, according to the National Center on Family Homelessness. That number is rising as house prices and rental costs continue to grow in cities large and small, and the trend is clearly visible in Boise — \u003ca href=\"http://www.boisestatepublicradio.org/post/boise-fastest-growing-city-2018-according-forbes#stream/0\">the fastest-growing city\u003c/a> in the nation.\u003c/p>\n\u003cp>Caydden has been living at City Light Home For Women and Children for a couple of months now with his 11-year-old brother, Keston, and his grandma, Pam Cantrell. Cantrell says they moved there after getting an eviction notice at their former duplex.\u003c/p>\n\u003cp>\"The landlord decided to sell the property, and we just could not find a place we could afford,\" Cantrell says. \"The more I looked, the more depressed I got. I just, I didn't know what to do.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Like Cantrell and her grandsons, many low-income families in Boise \u003ca href=\"http://www.boisestatepublicradio.org/post/child-homelessness-rise-idaho-region#stream/0\">struggle to find housing\u003c/a> they can afford. Cantrell gets a small disability stipend from the government, but that's nowhere near enough to cover rent and other expenses.\u003c/p>\n\u003cp>The boys' mother is addicted to drugs and struggles with mental illness, Cantrell says, which is why grandma is the boys' full-time caretaker now.\u003c/p>\n\u003cp>\"I grew up being alone, raised by my older brother and my grandma,\" Caydden says. \"She means everything. Without her I wouldn't be here. I'd probably be dead somewhere.\"\u003c/p>\n\u003cp>After three months of searching, the shelter became their only option. Cantrell is grateful to have a place to stay but says not having a permanent home is really hard on her grandsons.\u003c/p>\n\u003cp>\"My youngest one, he can be a little terror, because he's upset by it,\" Cantrell says. \"He gets angry, and he'll sit in the corner and say, 'I hate this place, I hate this place.' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's just an effort to try not to break down\"\u003c/strong>\u003c/p>\n\u003cp>It's difficult for Caydden too, but you wouldn't know it. Caydden is a social 14-year-old with a big smile. One of his favorite things about school is seeing his friends.\u003c/p>\n\u003cp>\"My friends know about it — me being homeless — they don't tease me on it,\" Caydden says. \"They just know that I'm doing it, I'm trying to work hard. And it's just an effort to try not to break down.\"\u003c/p>\n\u003cp>Homeless kids tend to score lower on standardized tests and have lower graduation rates. It's harder to concentrate when you're anxious and worried. And sometimes Caydden does break down with his friends.\u003c/p>\n\u003cp>\"They always bring me up when I'm feeling down,\" he says. \"They make me smile when I'm sad.\"\u003c/p>\n\u003cp>Caydden's grades have improved since he started at this alternative middle school for students who struggle in traditional academic settings. The school district received a grant to pay for a bus to transport homeless students who are scattered across the Boise area.\u003c/p>\n\u003cp>Homeless students often bounce around to different schools as their living situations change. That can make it nearly impossible to keep up, so Pathways Middle School Principal Eric Eschen wants to do everything he can to keep tabs on students like Caydden.\u003c/p>\n\u003cp>\"He's a very positive student, very giving, a very good friend,\" Eschen says. He points to a recent time when Caydden approached him to alert him that another student was making a mess with mustard in the bathroom. He took it as a sign that Caydden cares about the community and the school. For homeless kids, sometimes school can be a place of refuge and consistency in an otherwise hectic and messy world.\u003c/p>\n\u003cp>Eschen keeps an eye on Caydden because, \u003ca href=\"https://nche.ed.gov/downloads/briefs/chron-absent.pdf\">like a lot of students in his situation\u003c/a>, he struggled with absences last year.\u003c/p>\n\u003cp>\"That really affected him and affected his progress, so we've got some catch-up to do this year,\" Eschen says.\u003c/p>\n\u003cp>At the end of the school day, it's another 90-minute bus ride before Caydden meets his grandma on the steps of the homeless shelter. They wait outside for Caydden's brother to arrive on another bus. Meanwhile, Caydden checks in with Cantrell about the week's schedule.\u003c/p>\n\u003cp>\"Grandma, on Friday are you just going to go in and wait for me and Keston?\" he says. \"Cause you've got laundry.\"\u003c/p>\n\u003cp>\"Yeah, I probably will,\" Cantrell says. She has to keep Caydden apprised of her comings and goings at the shelter so that he won't worry.\u003c/p>\n\u003cp>\u003cstrong>Growing up fast\u003c/strong>\u003c/p>\n\u003cp>Caydden has had to grow up faster than your typical 14-year-old. With his dad out of the picture and his mom's drug addiction, he often had to be responsible for his little brother.\u003c/p>\n\u003cp>\"Help get him ready for school, I had to make sure Mom wasn't ... gone,\" Caydden says. \"I had to feed Keston when Mom was passed out for days. There was one time when we only had cereal for, like, two weeks.\"\u003c/p>\n\u003cp>Caydden has been trying to convince his grandma that she should let him get a job so he can help with rent. He'd like to earn money at a fast-food restaurant or, at the least, raking leaves and shoveling snow.\u003c/p>\n\u003cp>\"It's like something I want to do,\" Caydden says. \"I just want to help out.\"\u003c/p>\n\u003cp>But Cantrell, aware that her grandson has already been through more than most teenagers, won't have it.\u003c/p>\n\u003cp>\"You are not getting a job. You need to be a child as long as possible, Caydden,\" she says, patting his knee. \"You don't want to be in a big hurry to grow up, honey.\"\u003c/p>\n\u003cfigure id=\"attachment_52321\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52321\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/caydden-in-new-house-1-dfe5c6e1aca9b2a3e1d4f044c5df90ea4aa0bb25-1020x766.jpg\" alt=\"\" width=\"640\" height=\"481\">\u003cfigcaption class=\"wp-caption-text\">Caydden wakes up at 5:45 a.m., quickly brushes his teeth and smooths some gel in his hair, and then he dashes downstairs to ride 90 minutes in a school bus to get to class. \u003ccite>(Amanda Peacher/Boise State Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"This is home!\"\u003c/strong>\u003c/p>\n\u003cp>A few weeks later, there's good news in Caydden's world — they found a house. It's about 700 square feet that they share with another woman from the shelter. Caydden sleeps in the basement, in a tiny room with concrete walls and a small window. Cantrell and Keston sleep on inflatable mattresses in the living room.\u003c/p>\n\u003cp>\"It's not the greatest, but it's not the worst,\" Cantrell says. She's been working on sprucing up the place. She plans to brighten up the living room with fresh paint.\u003c/p>\n\u003cp>But for Caydden, it's a huge improvement.\u003c/p>\n\u003cp>\"I feel much more comfortable and safe,\" he says. He loves that the house is near Boise State University and has a weed-filled backyard that backs up to an alley. On football game days, he figured out that he can sell parking spots in the yard to game-goers.\u003c/p>\n\u003cp>\"Last weekend we made 90 bucks!\" Caydden says. He's scheming about trying to sell sodas on game day, too.\u003c/p>\n\u003cp>But probably most importantly, he can claim something he hasn't been able to for quite some time:\u003c/p>\n\u003cp>\"This is home!\" he says, smiling.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by the \u003c/em>\u003ca href=\"http://www.boisestatepublicradio.org/programs/mountain-west-news-bureau?page=12#stream/0\">\u003cem>Mountain West News Bureau.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 Boise State Public Radio. To see more, visit \u003ca href=\"http://www.boisestatepublicradio.org\">Boise State Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+Not+To+Break+Down+%E2%80%94+A+Homeless+Teen+Navigates+Middle+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fourteen-year-old Caydden Zimmerman's school days start early and end late.\u003c/p>\n\u003cp>He has a 90-minute bus ride to get from the homeless shelter where he is staying in Boise, Idaho, to his middle school. He wakes up at 5:45 a.m., quickly brushes his teeth and smooths some gel in his hair, and then he dashes downstairs to catch his school bus.\u003c/p>\n\u003cp>About 2.5 million children in the U.S. \u003ca href=\"https://www.air.org/center/national-center-family-homelessness\">currently are homeless\u003c/a>, according to the National Center on Family Homelessness. That number is rising as house prices and rental costs continue to grow in cities large and small, and the trend is clearly visible in Boise — \u003ca href=\"http://www.boisestatepublicradio.org/post/boise-fastest-growing-city-2018-according-forbes#stream/0\">the fastest-growing city\u003c/a> in the nation.\u003c/p>\n\u003cp>Caydden has been living at City Light Home For Women and Children for a couple of months now with his 11-year-old brother, Keston, and his grandma, Pam Cantrell. Cantrell says they moved there after getting an eviction notice at their former duplex.\u003c/p>\n\u003cp>\"The landlord decided to sell the property, and we just could not find a place we could afford,\" Cantrell says. \"The more I looked, the more depressed I got. I just, I didn't know what to do.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like Cantrell and her grandsons, many low-income families in Boise \u003ca href=\"http://www.boisestatepublicradio.org/post/child-homelessness-rise-idaho-region#stream/0\">struggle to find housing\u003c/a> they can afford. Cantrell gets a small disability stipend from the government, but that's nowhere near enough to cover rent and other expenses.\u003c/p>\n\u003cp>The boys' mother is addicted to drugs and struggles with mental illness, Cantrell says, which is why grandma is the boys' full-time caretaker now.\u003c/p>\n\u003cp>\"I grew up being alone, raised by my older brother and my grandma,\" Caydden says. \"She means everything. Without her I wouldn't be here. I'd probably be dead somewhere.\"\u003c/p>\n\u003cp>After three months of searching, the shelter became their only option. Cantrell is grateful to have a place to stay but says not having a permanent home is really hard on her grandsons.\u003c/p>\n\u003cp>\"My youngest one, he can be a little terror, because he's upset by it,\" Cantrell says. \"He gets angry, and he'll sit in the corner and say, 'I hate this place, I hate this place.' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's just an effort to try not to break down\"\u003c/strong>\u003c/p>\n\u003cp>It's difficult for Caydden too, but you wouldn't know it. Caydden is a social 14-year-old with a big smile. One of his favorite things about school is seeing his friends.\u003c/p>\n\u003cp>\"My friends know about it — me being homeless — they don't tease me on it,\" Caydden says. \"They just know that I'm doing it, I'm trying to work hard. And it's just an effort to try not to break down.\"\u003c/p>\n\u003cp>Homeless kids tend to score lower on standardized tests and have lower graduation rates. It's harder to concentrate when you're anxious and worried. And sometimes Caydden does break down with his friends.\u003c/p>\n\u003cp>\"They always bring me up when I'm feeling down,\" he says. \"They make me smile when I'm sad.\"\u003c/p>\n\u003cp>Caydden's grades have improved since he started at this alternative middle school for students who struggle in traditional academic settings. The school district received a grant to pay for a bus to transport homeless students who are scattered across the Boise area.\u003c/p>\n\u003cp>Homeless students often bounce around to different schools as their living situations change. That can make it nearly impossible to keep up, so Pathways Middle School Principal Eric Eschen wants to do everything he can to keep tabs on students like Caydden.\u003c/p>\n\u003cp>\"He's a very positive student, very giving, a very good friend,\" Eschen says. He points to a recent time when Caydden approached him to alert him that another student was making a mess with mustard in the bathroom. He took it as a sign that Caydden cares about the community and the school. For homeless kids, sometimes school can be a place of refuge and consistency in an otherwise hectic and messy world.\u003c/p>\n\u003cp>Eschen keeps an eye on Caydden because, \u003ca href=\"https://nche.ed.gov/downloads/briefs/chron-absent.pdf\">like a lot of students in his situation\u003c/a>, he struggled with absences last year.\u003c/p>\n\u003cp>\"That really affected him and affected his progress, so we've got some catch-up to do this year,\" Eschen says.\u003c/p>\n\u003cp>At the end of the school day, it's another 90-minute bus ride before Caydden meets his grandma on the steps of the homeless shelter. They wait outside for Caydden's brother to arrive on another bus. Meanwhile, Caydden checks in with Cantrell about the week's schedule.\u003c/p>\n\u003cp>\"Grandma, on Friday are you just going to go in and wait for me and Keston?\" he says. \"Cause you've got laundry.\"\u003c/p>\n\u003cp>\"Yeah, I probably will,\" Cantrell says. She has to keep Caydden apprised of her comings and goings at the shelter so that he won't worry.\u003c/p>\n\u003cp>\u003cstrong>Growing up fast\u003c/strong>\u003c/p>\n\u003cp>Caydden has had to grow up faster than your typical 14-year-old. With his dad out of the picture and his mom's drug addiction, he often had to be responsible for his little brother.\u003c/p>\n\u003cp>\"Help get him ready for school, I had to make sure Mom wasn't ... gone,\" Caydden says. \"I had to feed Keston when Mom was passed out for days. There was one time when we only had cereal for, like, two weeks.\"\u003c/p>\n\u003cp>Caydden has been trying to convince his grandma that she should let him get a job so he can help with rent. He'd like to earn money at a fast-food restaurant or, at the least, raking leaves and shoveling snow.\u003c/p>\n\u003cp>\"It's like something I want to do,\" Caydden says. \"I just want to help out.\"\u003c/p>\n\u003cp>But Cantrell, aware that her grandson has already been through more than most teenagers, won't have it.\u003c/p>\n\u003cp>\"You are not getting a job. You need to be a child as long as possible, Caydden,\" she says, patting his knee. \"You don't want to be in a big hurry to grow up, honey.\"\u003c/p>\n\u003cfigure id=\"attachment_52321\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52321\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/caydden-in-new-house-1-dfe5c6e1aca9b2a3e1d4f044c5df90ea4aa0bb25-1020x766.jpg\" alt=\"\" width=\"640\" height=\"481\">\u003cfigcaption class=\"wp-caption-text\">Caydden wakes up at 5:45 a.m., quickly brushes his teeth and smooths some gel in his hair, and then he dashes downstairs to ride 90 minutes in a school bus to get to class. \u003ccite>(Amanda Peacher/Boise State Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"This is home!\"\u003c/strong>\u003c/p>\n\u003cp>A few weeks later, there's good news in Caydden's world — they found a house. It's about 700 square feet that they share with another woman from the shelter. Caydden sleeps in the basement, in a tiny room with concrete walls and a small window. Cantrell and Keston sleep on inflatable mattresses in the living room.\u003c/p>\n\u003cp>\"It's not the greatest, but it's not the worst,\" Cantrell says. She's been working on sprucing up the place. She plans to brighten up the living room with fresh paint.\u003c/p>\n\u003cp>But for Caydden, it's a huge improvement.\u003c/p>\n\u003cp>\"I feel much more comfortable and safe,\" he says. He loves that the house is near Boise State University and has a weed-filled backyard that backs up to an alley. On football game days, he figured out that he can sell parking spots in the yard to game-goers.\u003c/p>\n\u003cp>\"Last weekend we made 90 bucks!\" Caydden says. He's scheming about trying to sell sodas on game day, too.\u003c/p>\n\u003cp>But probably most importantly, he can claim something he hasn't been able to for quite some time:\u003c/p>\n\u003cp>\"This is home!\" he says, smiling.\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 was produced by the \u003c/em>\u003ca href=\"http://www.boisestatepublicradio.org/programs/mountain-west-news-bureau?page=12#stream/0\">\u003cem>Mountain West News Bureau.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 Boise State Public Radio. To see more, visit \u003ca href=\"http://www.boisestatepublicradio.org\">Boise State Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+Not+To+Break+Down+%E2%80%94+A+Homeless+Teen+Navigates+Middle+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Within three days of starting high school this year, my ninth-grader could not get into bed before 11 p.m. or wake up by 6 a.m. He complained he couldn't fall asleep but felt foggy during the school day and had to reread lessons a few times at night to finish his homework. And forget morning activities on the weekends — he was in bed.\u003c/p>\n\u003cp>We're not the only family struggling to get restful shut-eye.\u003c/p>\n\u003cp>\"What parents are sharing with us is that the 'normal life' of a typical American high schooler is interfering with sleep,\" says \u003ca href=\"https://chear.org/people/faculty-investigators/sarah-clark\">Sarah Clark\u003c/a>, co-director of C.S. Mott Children's Hospital \u003ca href=\"http://mottnpch.org/\">National Poll on Children's Health\u003c/a> at the University of Michigan.\u003c/p>\n\u003cp>In the \u003ca href=\"https://mottpoll.org/sites/default/files/documents/091718_Sleep.pdf\">poll\u003c/a> of 2,000 parents from various ethnic groups and backgrounds that Clark and her team published this month, 1 in 6 parents say their teen experiences frequent sleep problems — \"having trouble falling asleep or staying asleep 3 or more nights per week.\"\u003c/p>\n\u003cp>More than half the parents say it's because their teens won't get off their electronic devices, and 43 percent blame irregular schedules with homework and activities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A significant percentage of parents say their kids worry about school (31 percent), and 23 percent say their teens stay up worrying about their social lives.\u003c/p>\n\u003cp>It's likely that the numbers of teens who have trouble sleeping is even higher than the poll of parents suggests, Clark says, because kids can hide their nighttime electronics use and parents may not frequently check in on older children.\u003c/p>\n\u003cp>How can parents help? Start with knowing what kids need.\u003c/p>\n\u003cp>The average American teenager gets \u003ca href=\"https://www.nationwidechildrens.org/specialties/sleep-disorder-center/sleep-in-adolescents\">seven hours\u003c/a> of sleep a night, wedging it in between homework, outside activities, dinner and maybe a job. But research \u003ca href=\"https://www.npr.org/sections/health-shots/2012/02/14/146881838/how-much-sleep-do-kids-need-not-such-a-mystery-after-all\">suggests\u003c/a> teens need more like nine hours.\u003c/p>\n\u003cp>Unfortunately, even their bodies work against them, says \u003ca href=\"https://vivo.brown.edu/display/mcarskad\">Mary Carskadon\u003c/a>, a longtime sleep researcher and professor of psychiatry and human behavior at Brown University. As children grow into the middle and teen years, they are naturally inclined to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3130594/\">go to bed later\u003c/a> and sleep later in the morning. But an early school start time doesn't allow it.\u003c/p>\n\u003cp>\"If kids' body clocks are shifting later and the school is starting earlier, there's no time left to recover,\" Carskadon says.\u003c/p>\n\u003cp>She and Clark have evidence-based tips for weary teens and their parents:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Put electronics away and out of reach.\u003c/strong> Research has long shown that screen time interferes with good sleep because \u003ca href=\"https://www.npr.org/sections/health-shots/2016/11/19/502610055/heavy-screen-time-rewires-young-brains-for-better-and-worse\">it's stimulating\u003c/a>, and those \"\u003ca href=\"https://www.npr.org/2017/12/03/568133027/encore-blue-light-and-sleep\">blue light filters\u003c/a>\" that minimize the most troublesome part of the spectrum won't help much if you're stressed out. So do whatever it takes to make sleep hours electronics-free. \"If I were an entrepreneur, my get-rich-quick scheme would be the family tech lockbox,\" says Carskadon. (There are already a few \u003ca href=\"http://www.distractagone.com/\">phone lockers\u003c/a> in the works or \u003ca href=\"https://www.amazon.com/Mounted-Phone-Locker-Storage-Acrylic/dp/B0765C89CY\">on the market\u003c/a> that may do the trick.)\u003c/li>\n\u003cli>\u003cstrong>Instill a regular bedtime routine.\u003c/strong> Try to turn the lights out at around the same time and wake up at the same time, even on weekends, because the evidence shows you can't really \"make up\" missed sleep \u003ca href=\"https://www.npr.org/2018/07/20/630792401/sleep-scientist-warns-against-walking-through-life-in-an-underslept-state\">on the weekends\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>Sleep masks are useful, but avoid long naps. \u003c/strong>Sleep masks can help create an environment conducive to sleep, says Carskadon, as can trying to prevent sleepy kids from taking long, late afternoon naps. A 20-minute nap \u003ca href=\"https://www.npr.org/sections/health-shots/2017/05/15/527952956/stressed-out-high-schoolers-advised-to-take-a-nap-pod\">might be refreshing\u003c/a>, but longer sleep sessions during the day can make it harder to get good rest at night. \"The kids who struggle most at night are the ones who will be falling asleep in school, going to the nurse's office, and pouring a bowl of Cheerios and falling asleep in them,\" Carskadon says.\u003c/li>\n\u003cli>\u003cstrong>Limit caffeine — even more than you already do.\u003c/strong> After school, many teens grab a soda or an energy drink to power through the rest of the afternoon. But this just makes going to bed on time more difficult, which, in turn, makes the next day harder. The disruptions add up. In the Mott survey, 54 percent of parents had their teens limit caffeine in the evening, notes Clark, although she suggests cutting it back earlier in the day or even completely.\u003c/li>\n\u003cli>\u003cstrong>Pull back on the crammed schedule.\u003c/strong> This is antithetical to what many parents of high school students and some students themselves think they should do to get into college. But does your teen really need to star in the school play, run for student council and be the starting quarterback for the high school football team? \"Pick one,\" says Carskadon.\u003c/li>\n\u003cli>\u003cstrong>Teach time management.\u003c/strong> If you don't have four hours straight to get homework done at night, break it up into chunks. \"If you have 45 minutes before your activity, go to the library and get one or two subjects out of the way,\" Clark suggests.\u003c/li>\n\u003cli>\u003cstrong>Before trying a drugstore sleep aid, talk to your doctor.\u003c/strong> The Mott survey suggests parents frequently turn to remedies like melatonin and over-the-counter drugs like Tylenol PM or NyQuil. But Clark encourages parents and teens to discuss these with a physician first. Melatonin isn't always gentle or effective, and scientists still \u003ca href=\"https://nccih.nih.gov/health/melatonin\">don't know much\u003c/a> about its long-term effects, according to the National Institutes of Health. And the heavy use of OTC drugs can be habit-forming and \u003ca href=\"https://www.npr.org/templates/story/story.php?storyId=106167255\">hard on the liver\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>Pursue policy changes.\u003c/strong> Most sleep scientists say it would be healthier for older children to \u003ca href=\"https://www.nytimes.com/2018/09/20/opinion/sunday/sleep-school-start-time-screens-teenagers.html?action=click&module=MoreInSection&pgtype=Article®ion=Footer&contentCollection=Opinion\">start school later\u003c/a> in the morning than most U.S. school districts do. The California Legislature \u003ca href=\"http://www.latimes.com/politics/essential/la-pol-ca-essential-politics-may-2018-tired-teens-could-get-to-sleep-in-after-1535779353-htmlstory.html\">passed a bill\u003c/a> last month requiring most middle schools and high schools to start no earlier than 8:30 a.m. by 2021, but Gov. Jerry Brown vetoed it on Thursday. Such a change nationally won't come easily. \"The school start time issue is very fraught,\" Carskadon notes. Many teachers are fighting it, and working parents may not be able to shift their schedules and other child care obligations.\u003c/li>\n\u003c/ul>\n\u003cp>Meanwhile, Clark and Carskadon say, the most effective thing we parents can do is listen to our kids — talk with them about their sleep challenges and help them set a regular sleep schedule. It's never to early (or too late) to find healthy ways to relieve \u003ca href=\"https://www.npr.org/sections/health-shots/2014/07/17/332058265/skimping-on-sleep-can-stress-body-and-brain\">daytime stresses\u003c/a> that can disrupt sleep at night, whatever your age.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=qVvpLzO6ZMw&feature=youtu.be\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Best idea yet, parents: We can set a good example, by putting our own electronics away — really away — at bedtime.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teens+Sleeping+Too+Much%2C+Or+Not+Enough%3F+Parents+Can+Help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Within three days of starting high school this year, my ninth-grader could not get into bed before 11 p.m. or wake up by 6 a.m. He complained he couldn't fall asleep but felt foggy during the school day and had to reread lessons a few times at night to finish his homework. And forget morning activities on the weekends — he was in bed.\u003c/p>\n\u003cp>We're not the only family struggling to get restful shut-eye.\u003c/p>\n\u003cp>\"What parents are sharing with us is that the 'normal life' of a typical American high schooler is interfering with sleep,\" says \u003ca href=\"https://chear.org/people/faculty-investigators/sarah-clark\">Sarah Clark\u003c/a>, co-director of C.S. Mott Children's Hospital \u003ca href=\"http://mottnpch.org/\">National Poll on Children's Health\u003c/a> at the University of Michigan.\u003c/p>\n\u003cp>In the \u003ca href=\"https://mottpoll.org/sites/default/files/documents/091718_Sleep.pdf\">poll\u003c/a> of 2,000 parents from various ethnic groups and backgrounds that Clark and her team published this month, 1 in 6 parents say their teen experiences frequent sleep problems — \"having trouble falling asleep or staying asleep 3 or more nights per week.\"\u003c/p>\n\u003cp>More than half the parents say it's because their teens won't get off their electronic devices, and 43 percent blame irregular schedules with homework and activities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A significant percentage of parents say their kids worry about school (31 percent), and 23 percent say their teens stay up worrying about their social lives.\u003c/p>\n\u003cp>It's likely that the numbers of teens who have trouble sleeping is even higher than the poll of parents suggests, Clark says, because kids can hide their nighttime electronics use and parents may not frequently check in on older children.\u003c/p>\n\u003cp>How can parents help? Start with knowing what kids need.\u003c/p>\n\u003cp>The average American teenager gets \u003ca href=\"https://www.nationwidechildrens.org/specialties/sleep-disorder-center/sleep-in-adolescents\">seven hours\u003c/a> of sleep a night, wedging it in between homework, outside activities, dinner and maybe a job. But research \u003ca href=\"https://www.npr.org/sections/health-shots/2012/02/14/146881838/how-much-sleep-do-kids-need-not-such-a-mystery-after-all\">suggests\u003c/a> teens need more like nine hours.\u003c/p>\n\u003cp>Unfortunately, even their bodies work against them, says \u003ca href=\"https://vivo.brown.edu/display/mcarskad\">Mary Carskadon\u003c/a>, a longtime sleep researcher and professor of psychiatry and human behavior at Brown University. As children grow into the middle and teen years, they are naturally inclined to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3130594/\">go to bed later\u003c/a> and sleep later in the morning. But an early school start time doesn't allow it.\u003c/p>\n\u003cp>\"If kids' body clocks are shifting later and the school is starting earlier, there's no time left to recover,\" Carskadon says.\u003c/p>\n\u003cp>She and Clark have evidence-based tips for weary teens and their parents:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Put electronics away and out of reach.\u003c/strong> Research has long shown that screen time interferes with good sleep because \u003ca href=\"https://www.npr.org/sections/health-shots/2016/11/19/502610055/heavy-screen-time-rewires-young-brains-for-better-and-worse\">it's stimulating\u003c/a>, and those \"\u003ca href=\"https://www.npr.org/2017/12/03/568133027/encore-blue-light-and-sleep\">blue light filters\u003c/a>\" that minimize the most troublesome part of the spectrum won't help much if you're stressed out. So do whatever it takes to make sleep hours electronics-free. \"If I were an entrepreneur, my get-rich-quick scheme would be the family tech lockbox,\" says Carskadon. (There are already a few \u003ca href=\"http://www.distractagone.com/\">phone lockers\u003c/a> in the works or \u003ca href=\"https://www.amazon.com/Mounted-Phone-Locker-Storage-Acrylic/dp/B0765C89CY\">on the market\u003c/a> that may do the trick.)\u003c/li>\n\u003cli>\u003cstrong>Instill a regular bedtime routine.\u003c/strong> Try to turn the lights out at around the same time and wake up at the same time, even on weekends, because the evidence shows you can't really \"make up\" missed sleep \u003ca href=\"https://www.npr.org/2018/07/20/630792401/sleep-scientist-warns-against-walking-through-life-in-an-underslept-state\">on the weekends\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>Sleep masks are useful, but avoid long naps. \u003c/strong>Sleep masks can help create an environment conducive to sleep, says Carskadon, as can trying to prevent sleepy kids from taking long, late afternoon naps. A 20-minute nap \u003ca href=\"https://www.npr.org/sections/health-shots/2017/05/15/527952956/stressed-out-high-schoolers-advised-to-take-a-nap-pod\">might be refreshing\u003c/a>, but longer sleep sessions during the day can make it harder to get good rest at night. \"The kids who struggle most at night are the ones who will be falling asleep in school, going to the nurse's office, and pouring a bowl of Cheerios and falling asleep in them,\" Carskadon says.\u003c/li>\n\u003cli>\u003cstrong>Limit caffeine — even more than you already do.\u003c/strong> After school, many teens grab a soda or an energy drink to power through the rest of the afternoon. But this just makes going to bed on time more difficult, which, in turn, makes the next day harder. The disruptions add up. In the Mott survey, 54 percent of parents had their teens limit caffeine in the evening, notes Clark, although she suggests cutting it back earlier in the day or even completely.\u003c/li>\n\u003cli>\u003cstrong>Pull back on the crammed schedule.\u003c/strong> This is antithetical to what many parents of high school students and some students themselves think they should do to get into college. But does your teen really need to star in the school play, run for student council and be the starting quarterback for the high school football team? \"Pick one,\" says Carskadon.\u003c/li>\n\u003cli>\u003cstrong>Teach time management.\u003c/strong> If you don't have four hours straight to get homework done at night, break it up into chunks. \"If you have 45 minutes before your activity, go to the library and get one or two subjects out of the way,\" Clark suggests.\u003c/li>\n\u003cli>\u003cstrong>Before trying a drugstore sleep aid, talk to your doctor.\u003c/strong> The Mott survey suggests parents frequently turn to remedies like melatonin and over-the-counter drugs like Tylenol PM or NyQuil. But Clark encourages parents and teens to discuss these with a physician first. Melatonin isn't always gentle or effective, and scientists still \u003ca href=\"https://nccih.nih.gov/health/melatonin\">don't know much\u003c/a> about its long-term effects, according to the National Institutes of Health. And the heavy use of OTC drugs can be habit-forming and \u003ca href=\"https://www.npr.org/templates/story/story.php?storyId=106167255\">hard on the liver\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>Pursue policy changes.\u003c/strong> Most sleep scientists say it would be healthier for older children to \u003ca href=\"https://www.nytimes.com/2018/09/20/opinion/sunday/sleep-school-start-time-screens-teenagers.html?action=click&module=MoreInSection&pgtype=Article®ion=Footer&contentCollection=Opinion\">start school later\u003c/a> in the morning than most U.S. school districts do. The California Legislature \u003ca href=\"http://www.latimes.com/politics/essential/la-pol-ca-essential-politics-may-2018-tired-teens-could-get-to-sleep-in-after-1535779353-htmlstory.html\">passed a bill\u003c/a> last month requiring most middle schools and high schools to start no earlier than 8:30 a.m. by 2021, but Gov. Jerry Brown vetoed it on Thursday. Such a change nationally won't come easily. \"The school start time issue is very fraught,\" Carskadon notes. Many teachers are fighting it, and working parents may not be able to shift their schedules and other child care obligations.\u003c/li>\n\u003c/ul>\n\u003cp>Meanwhile, Clark and Carskadon say, the most effective thing we parents can do is listen to our kids — talk with them about their sleep challenges and help them set a regular sleep schedule. It's never to early (or too late) to find healthy ways to relieve \u003ca href=\"https://www.npr.org/sections/health-shots/2014/07/17/332058265/skimping-on-sleep-can-stress-body-and-brain\">daytime stresses\u003c/a> that can disrupt sleep at night, whatever your age.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/qVvpLzO6ZMw'\n title='//www.youtube.com/embed/qVvpLzO6ZMw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How To Talk To Young People About The Kavanaugh Story",
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"content": "\u003cp>Young people around the country are among those joining the debate over Christine Blasey Ford's accusation of sexual assault against Judge Brett Kavanaugh in 1982, when both were teenagers.\u003c/p>\n\u003cp>What are teens learning from all this? And how should adults be handling this conversation?\u003c/p>\n\u003cp>One night during the summer of 2017, a teenager named Francesca in Virginia was assaulted by a classmate: \"I was pinned down and he fondled my breasts and sexually assaulted me.\" We're only using her first name because she's 15 years old.\u003c/p>\n\u003cp>Francesca says she struggled at first with coming forward, but eventually became an activist and public speaker on consent and survivors' rights.\u003c/p>\n\u003cp>Jules Spector, meanwhile, is an 18-year-old graduate of a private high school in Brooklyn, now taking a gap year before attending Wellesley College.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Spector is also a survivor of sexual assault, and it took her years to come forward. She says she's willing to use her full name because she is a feminist activist who feels the importance of raising public awareness.\u003c/p>\n\u003cp>The accusations against Judge Kavanaugh have reminded her of parties she's attended, and boys she knew in high school.\u003c/p>\n\u003cp>\"A lot of boys that I've grown up around have the thought that they can do anything,\" Spector says. \"And these decisions that they make, whether inebriated or not, won't follow them later in life because they can just forget about the horrors that they caused people and move on with their lives and become successful.\u003cem>\" \u003c/em>\u003c/p>\n\u003cp>She says she admires Christine Blasey Ford for confronting the issue.\u003c/p>\n\u003cp>\"The amount of strength it takes to come forward is unparalleled. And no one does it for attention, because it's the most painful thing you could possibly do, but also the strongest thing you could possibly do.\"\u003c/p>\n\u003cp>For too many young people like Spector and Francesca listening to the news right now, they're not learning about sexual violation — because that's already happened, if not to them then to someone they know.\u003c/p>\n\u003cp>What they \u003cem>are\u003c/em> learning, educators say, is whether the adults in power will take these claims seriously, and whether speaking up results in harsher consequences for survivors or for those accused.\u003c/p>\n\u003cp>So how are we supposed to talk to our children about all this? Here's some guidance from experts:\u003c/p>\n\u003cp>\u003cstrong>1. It's your job. \u003c/strong>\u003c/p>\n\u003cp>\"As parents, you are the primary sexuality educator of your children — whether you're saying anything or not,\" says Debra Hauser, the president of Advocates for Youth, a national nonprofit that works for honest sexual health education. Francesca works with the organization.\u003c/p>\n\u003cp>When something like this is in the news, as it has been all too often lately, Hauser adds, it's \"a great teachable moment.\" Talking about a situation that doesn't personally affect your kids or someone they know can be a less threatening way to open up the topic.\u003c/p>\n\u003cp>\u003cstrong>2. It's not too soon.\u003c/strong>\u003c/p>\n\u003cp>Hauser says conversations about consent and bodily autonomy can — and should — predate any discussion of the mechanics of sex.\u003c/p>\n\u003cp>\"You see two 4- or 5-year-olds, where one wants to borrow the other one's crayon and they just grab it,\" she explains. \"And the response that you have is, 'You have to ask for it. And if that other child says no, you have to respect that and find another way to get a crayon.' That's the very beginning of consent education right there.\"\u003c/p>\n\u003cp>\u003cstrong>3. Give them the information.\u003c/strong>\u003c/p>\n\u003cp>Karen Rayne is a sex educator with a nonprofit called UnHushed. She also has a daughter in middle school and one in high school. She says giving kids the facts they need is especially crucial for younger teens. \"They're going to hear whispers and not really have access to full information or the skill set to find that information.\"\u003c/p>\n\u003cp>\u003cstrong>4. Be the \"askable\" parent.\u003c/strong>\u003c/p>\n\u003cp>In other words, Hauser explains, be the one that your children can come to with questions. She says that, by bringing up tough topics even when they make you uncomfortable, you increase the likelihood that your child will do the same.\u003c/p>\n\u003cp>Francesca says she confided first in her friends about her assault. It took her awhile to share the story with her mother.\u003c/p>\n\u003cp>\"My mom was surprised and very upset as any mother would be, but she was very very helpful,\" Francesca says. Her mother, sadly, had her own experience of sexual violence to draw on. \"She knew the process and the importance of reporting the crime to the police.\"\u003c/p>\n\u003cp>\u003cstrong>5. Or designate someone else they can talk with.\u003c/strong>\u003c/p>\n\u003cp>Each year, on their birthdays, Hauser would tell each of her children (who are now grown) to name a trusted adult outside of the family to share hard things with. Things they might be tempted to keep secret because of a fear of punishment, a fear of disappointing a parent, or for any other reason.\u003c/p>\n\u003cp>\" 'Let's agree on a couple other adults that you respect that you could go and talk to,' \" she told them. \" 'And we'll go together and tell them that we have this agreement.' \"\u003c/p>\n\u003cp>\u003cstrong>6. Talk to potential perpetrators, not just potential survivors.\u003c/strong>\u003c/p>\n\u003cp>When talking about sexual assault and consent, we often focus on victims, and primarily on girls.\u003c/p>\n\u003cp>But, \"it's the people who are doing the sexual assaulting that need a different kind of education and a different kind of support starting from a very young age,\" says Rayne. \"About things like [what to do] when they're attracted to someone or interested in someone and that person rejects them\u003cem>.\" \u003c/em>\u003c/p>\n\u003cp>With the right education, says Rayne, a young man might be able to say, \" 'Oh, you know what? I've been drinking too much and I feel like my capacity to make wise decisions is failing me.' Or, 'Hey, you know, when someone's trying to push me off of them, that's something that I should take as a cue to get off.' \"\u003c/p>\n\u003cp>Hauser says the landscape of consent is shifting for this generation, and not only with the #MeToo movement. Guidance issued under President Obama has led to \u003ca href=\"https://www.npr.org/2014/08/12/339822696/how-campus-sexual-assaults-came-to-command-new-attention\">a greater emphasis on sexual misconduct \u003c/a>prevention and enforcement on campuses under Title IX. And, several states are working towards adding consent to their high school sex education standards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But, Hauser and Rayne say, there's a lot more work to do.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+To+Young+People+About+The+Kavanaugh+Story&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Young people around the country are among those joining the debate over Christine Blasey Ford's accusation of sexual assault against Judge Brett Kavanaugh in 1982, when both were teenagers.\u003c/p>\n\u003cp>What are teens learning from all this? And how should adults be handling this conversation?\u003c/p>\n\u003cp>One night during the summer of 2017, a teenager named Francesca in Virginia was assaulted by a classmate: \"I was pinned down and he fondled my breasts and sexually assaulted me.\" We're only using her first name because she's 15 years old.\u003c/p>\n\u003cp>Francesca says she struggled at first with coming forward, but eventually became an activist and public speaker on consent and survivors' rights.\u003c/p>\n\u003cp>Jules Spector, meanwhile, is an 18-year-old graduate of a private high school in Brooklyn, now taking a gap year before attending Wellesley College.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Spector is also a survivor of sexual assault, and it took her years to come forward. She says she's willing to use her full name because she is a feminist activist who feels the importance of raising public awareness.\u003c/p>\n\u003cp>The accusations against Judge Kavanaugh have reminded her of parties she's attended, and boys she knew in high school.\u003c/p>\n\u003cp>\"A lot of boys that I've grown up around have the thought that they can do anything,\" Spector says. \"And these decisions that they make, whether inebriated or not, won't follow them later in life because they can just forget about the horrors that they caused people and move on with their lives and become successful.\u003cem>\" \u003c/em>\u003c/p>\n\u003cp>She says she admires Christine Blasey Ford for confronting the issue.\u003c/p>\n\u003cp>\"The amount of strength it takes to come forward is unparalleled. And no one does it for attention, because it's the most painful thing you could possibly do, but also the strongest thing you could possibly do.\"\u003c/p>\n\u003cp>For too many young people like Spector and Francesca listening to the news right now, they're not learning about sexual violation — because that's already happened, if not to them then to someone they know.\u003c/p>\n\u003cp>What they \u003cem>are\u003c/em> learning, educators say, is whether the adults in power will take these claims seriously, and whether speaking up results in harsher consequences for survivors or for those accused.\u003c/p>\n\u003cp>So how are we supposed to talk to our children about all this? Here's some guidance from experts:\u003c/p>\n\u003cp>\u003cstrong>1. It's your job. \u003c/strong>\u003c/p>\n\u003cp>\"As parents, you are the primary sexuality educator of your children — whether you're saying anything or not,\" says Debra Hauser, the president of Advocates for Youth, a national nonprofit that works for honest sexual health education. Francesca works with the organization.\u003c/p>\n\u003cp>When something like this is in the news, as it has been all too often lately, Hauser adds, it's \"a great teachable moment.\" Talking about a situation that doesn't personally affect your kids or someone they know can be a less threatening way to open up the topic.\u003c/p>\n\u003cp>\u003cstrong>2. It's not too soon.\u003c/strong>\u003c/p>\n\u003cp>Hauser says conversations about consent and bodily autonomy can — and should — predate any discussion of the mechanics of sex.\u003c/p>\n\u003cp>\"You see two 4- or 5-year-olds, where one wants to borrow the other one's crayon and they just grab it,\" she explains. \"And the response that you have is, 'You have to ask for it. And if that other child says no, you have to respect that and find another way to get a crayon.' That's the very beginning of consent education right there.\"\u003c/p>\n\u003cp>\u003cstrong>3. Give them the information.\u003c/strong>\u003c/p>\n\u003cp>Karen Rayne is a sex educator with a nonprofit called UnHushed. She also has a daughter in middle school and one in high school. She says giving kids the facts they need is especially crucial for younger teens. \"They're going to hear whispers and not really have access to full information or the skill set to find that information.\"\u003c/p>\n\u003cp>\u003cstrong>4. Be the \"askable\" parent.\u003c/strong>\u003c/p>\n\u003cp>In other words, Hauser explains, be the one that your children can come to with questions. She says that, by bringing up tough topics even when they make you uncomfortable, you increase the likelihood that your child will do the same.\u003c/p>\n\u003cp>Francesca says she confided first in her friends about her assault. It took her awhile to share the story with her mother.\u003c/p>\n\u003cp>\"My mom was surprised and very upset as any mother would be, but she was very very helpful,\" Francesca says. Her mother, sadly, had her own experience of sexual violence to draw on. \"She knew the process and the importance of reporting the crime to the police.\"\u003c/p>\n\u003cp>\u003cstrong>5. Or designate someone else they can talk with.\u003c/strong>\u003c/p>\n\u003cp>Each year, on their birthdays, Hauser would tell each of her children (who are now grown) to name a trusted adult outside of the family to share hard things with. Things they might be tempted to keep secret because of a fear of punishment, a fear of disappointing a parent, or for any other reason.\u003c/p>\n\u003cp>\" 'Let's agree on a couple other adults that you respect that you could go and talk to,' \" she told them. \" 'And we'll go together and tell them that we have this agreement.' \"\u003c/p>\n\u003cp>\u003cstrong>6. Talk to potential perpetrators, not just potential survivors.\u003c/strong>\u003c/p>\n\u003cp>When talking about sexual assault and consent, we often focus on victims, and primarily on girls.\u003c/p>\n\u003cp>But, \"it's the people who are doing the sexual assaulting that need a different kind of education and a different kind of support starting from a very young age,\" says Rayne. \"About things like [what to do] when they're attracted to someone or interested in someone and that person rejects them\u003cem>.\" \u003c/em>\u003c/p>\n\u003cp>With the right education, says Rayne, a young man might be able to say, \" 'Oh, you know what? I've been drinking too much and I feel like my capacity to make wise decisions is failing me.' Or, 'Hey, you know, when someone's trying to push me off of them, that's something that I should take as a cue to get off.' \"\u003c/p>\n\u003cp>Hauser says the landscape of consent is shifting for this generation, and not only with the #MeToo movement. Guidance issued under President Obama has led to \u003ca href=\"https://www.npr.org/2014/08/12/339822696/how-campus-sexual-assaults-came-to-command-new-attention\">a greater emphasis on sexual misconduct \u003c/a>prevention and enforcement on campuses under Title IX. And, several states are working towards adding consent to their high school sex education standards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But, Hauser and Rayne say, there's a lot more work to do.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+To+Young+People+About+The+Kavanaugh+Story&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "From Poverty To Rocket Scientist To CEO, A Girl Scout's Inspiring Story",
"title": "From Poverty To Rocket Scientist To CEO, A Girl Scout's Inspiring Story",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Sylvia Acevedo grew up on a dirt road in New Mexico. Her family was poor, living \"paycheck to paycheck.\"\u003c/p>\n\u003cp>After a meningitis outbreak in her Las Cruces neighborhood nearly killed her younger sister, her mother moved the family to a different neighborhood. At her new school, young Acevedo knew no one. Until a classmate convinced her to become a Brownie Girl Scout.\u003c/p>\n\u003cp>And from that moment, she says, her life took on a new path.\u003c/p>\n\u003cp>On one camping trip, Acevedo's troop leader saw her looking up at the stars.\u003c/p>\n\u003cp>\"I didn't know that there were planets,\" Acevedo remembers, \"I didn't know there were constellations.\" Her troop leader pointed out the Big Dipper, the Little Dipper and a few planets. Later, when the girls were earning badges, Acevedo's leader remembered her fascination with the stars and suggested she try for her science badge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/644912699/path-to-the-stars-my-journey-from-girl-scout-to-rocket-scientist\">\u003cimg class=\"alignright wp-image-52110\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/Acevedo.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/Acevedo.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/Acevedo-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/Acevedo-240x360.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Acevedo writes about this pivotal moment in her new memoir, \u003cem>Path to the Stars.\u003c/em>\u003c/p>\n\u003cp>She went on to get a master's in engineering from Stanford University, then became a rocket scientist with NASA, and then, in 2016, was tapped to head the Girl Scouts.\u003c/p>\n\u003cp>She was in Washington, D.C., recently, where I spoke with her about her new book and the relevance of Girl Scouts in an era of declining membership but also national concern about the education of girls.\u003c/p>\n\u003cp>Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>In the book, you talk a lot about perseverance. Can you give an example of something you overcame? \u003c/strong>\u003c/p>\n\u003cp>I'll tell you about my high school counselor. When she looked at me she saw a female, but she saw a Hispanic girl. And so she said, \"girls like you don't go to college.\" But you know what? Water off a duck's back! I showed her.\u003c/p>\n\u003cp>So don't let anyone dissuade you with words. Don't let anyone say you don't belong. Don't let anyone do that. Being a rocket scientist was my dream, but everyone has their own dream. I hope girls read this book and get the message, you can live your dreams.\u003c/p>\n\u003cp>\u003cstrong>Now that \u003ca href=\"https://www.npr.org/sections/thetwo-way/2017/10/11/557144847/in-major-shift-boy-scouts-says-it-will-begin-allowing-girls-to-join\">Boy Scouts have allowed girls\u003c/a>, are Girl Scouts still relevant?\u003c/strong>\u003c/p>\n\u003cp>Because it's a girl-only environment, it's safe. We know how girls learn and lead. We're the experts in that.\u003c/p>\n\u003cp>\u003cstrong>The book is being published in Spanish and English. Why Spanish? \u003c/strong>\u003c/p>\n\u003cp>In my family we spoke Spanish, so I wanted to make sure that girls from families that spoke Spanish would understand the advantages that Girl Scouts give them.\u003c/p>\n\u003cfigure id=\"attachment_52108\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52108\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/undefined_custom-e1dfc65d211b921aeb8bd0d848a91694c70f5639.jpe\" alt=\"\" width=\"200\" height=\"266\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/undefined_custom-e1dfc65d211b921aeb8bd0d848a91694c70f5639.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/undefined_custom-e1dfc65d211b921aeb8bd0d848a91694c70f5639-160x213.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Sylvia Acevedo as a young girl scout. \u003ccite>(Courtesy of Sylvia Acevedo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>When folks think of Girl Scouts, they often just think of cookies. \u003c/strong>\u003c/p>\n\u003cp>You know we're incredibly proud of our cookie program. It really is the best entrepreneur program for girls and it's an amazing financial literacy program. I meet women constantly in the financial sector that told me they got their start through the great cookie program. So we're very proud of it. It allows us to be independent as well because the money stays local to drive girl projects and also their local councils. But you're right. You know a lot of folks don't know about our STEM [science, technology, engineering and math]. We are helping girls learn about cybersecurity, coding and programming.\u003c/p>\n\u003cp>\u003cstrong>Did you sell cookies when you were a Girl Scout? \u003c/strong>\u003c/p>\n\u003cp>I was there going door-to-door — to all my neighbors. I was really excited because we were able to make our goal and do all the fun activities. There's a famous sales technique that my troop leader gave me: She taught me that you never leave the side of a sale until you've heard \"no\" three times, and to this day I live by that. What it taught me was persistence, determination and resilience and I've kept that lesson in my life ever since.\u003c/p>\n\u003cp>\u003cstrong>Favorite cookie? \u003c/strong>\u003c/p>\n\u003cp>Thin Mints. I love opening a sleeve of Girl Scout cookies. It's like aroma therapy for me, just smelling that thin mint. I just feel calm.\u003c/p>\n\u003cp>\u003cstrong>What are some things you're hoping to bring to the Girl Scouts? What does the future look like? \u003c/strong>\u003c/p>\n\u003cp>Well, when girls are earning different badges they have all those job skills that are tied directly to what they've learned. So imagine, as you earn those badges, that a digital resume is created. So that when you're going to an employer that you're able to present your Girl Scout experience in a way that can get you hired. You've run your own business, you have made a budget, have great customer service.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We're also really excited about re-imagining how girls represent their affiliation with Girl Scouts. So we don't even want to define ourselves by uniform. And right now there is a revolution going on in fashion and clothing and wearables. Imagine if we have technology embedded in a shirt. And when you came to another girl that was a Girl Scout that it would identify them. It's such a great time to be a Girl Scout.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+Poverty+To+Rocket+Scientist+To+CEO%2C+A+Girl+Scout%27s+Inspiring+Story+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "When she was a Brownie, Sylvia Acevedo was inspired to earn her science badge. In her new memoir, the Girl Scouts CEO says this experience led directly to her career at NASA.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sylvia Acevedo grew up on a dirt road in New Mexico. Her family was poor, living \"paycheck to paycheck.\"\u003c/p>\n\u003cp>After a meningitis outbreak in her Las Cruces neighborhood nearly killed her younger sister, her mother moved the family to a different neighborhood. At her new school, young Acevedo knew no one. Until a classmate convinced her to become a Brownie Girl Scout.\u003c/p>\n\u003cp>And from that moment, she says, her life took on a new path.\u003c/p>\n\u003cp>On one camping trip, Acevedo's troop leader saw her looking up at the stars.\u003c/p>\n\u003cp>\"I didn't know that there were planets,\" Acevedo remembers, \"I didn't know there were constellations.\" Her troop leader pointed out the Big Dipper, the Little Dipper and a few planets. Later, when the girls were earning badges, Acevedo's leader remembered her fascination with the stars and suggested she try for her science badge.\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.npr.org/books/titles/644912699/path-to-the-stars-my-journey-from-girl-scout-to-rocket-scientist\">\u003cimg class=\"alignright wp-image-52110\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/Acevedo.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/Acevedo.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/Acevedo-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/Acevedo-240x360.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Acevedo writes about this pivotal moment in her new memoir, \u003cem>Path to the Stars.\u003c/em>\u003c/p>\n\u003cp>She went on to get a master's in engineering from Stanford University, then became a rocket scientist with NASA, and then, in 2016, was tapped to head the Girl Scouts.\u003c/p>\n\u003cp>She was in Washington, D.C., recently, where I spoke with her about her new book and the relevance of Girl Scouts in an era of declining membership but also national concern about the education of girls.\u003c/p>\n\u003cp>Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>In the book, you talk a lot about perseverance. Can you give an example of something you overcame? \u003c/strong>\u003c/p>\n\u003cp>I'll tell you about my high school counselor. When she looked at me she saw a female, but she saw a Hispanic girl. And so she said, \"girls like you don't go to college.\" But you know what? Water off a duck's back! I showed her.\u003c/p>\n\u003cp>So don't let anyone dissuade you with words. Don't let anyone say you don't belong. Don't let anyone do that. Being a rocket scientist was my dream, but everyone has their own dream. I hope girls read this book and get the message, you can live your dreams.\u003c/p>\n\u003cp>\u003cstrong>Now that \u003ca href=\"https://www.npr.org/sections/thetwo-way/2017/10/11/557144847/in-major-shift-boy-scouts-says-it-will-begin-allowing-girls-to-join\">Boy Scouts have allowed girls\u003c/a>, are Girl Scouts still relevant?\u003c/strong>\u003c/p>\n\u003cp>Because it's a girl-only environment, it's safe. We know how girls learn and lead. We're the experts in that.\u003c/p>\n\u003cp>\u003cstrong>The book is being published in Spanish and English. Why Spanish? \u003c/strong>\u003c/p>\n\u003cp>In my family we spoke Spanish, so I wanted to make sure that girls from families that spoke Spanish would understand the advantages that Girl Scouts give them.\u003c/p>\n\u003cfigure id=\"attachment_52108\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52108\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/undefined_custom-e1dfc65d211b921aeb8bd0d848a91694c70f5639.jpe\" alt=\"\" width=\"200\" height=\"266\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/undefined_custom-e1dfc65d211b921aeb8bd0d848a91694c70f5639.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/undefined_custom-e1dfc65d211b921aeb8bd0d848a91694c70f5639-160x213.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Sylvia Acevedo as a young girl scout. \u003ccite>(Courtesy of Sylvia Acevedo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>When folks think of Girl Scouts, they often just think of cookies. \u003c/strong>\u003c/p>\n\u003cp>You know we're incredibly proud of our cookie program. It really is the best entrepreneur program for girls and it's an amazing financial literacy program. I meet women constantly in the financial sector that told me they got their start through the great cookie program. So we're very proud of it. It allows us to be independent as well because the money stays local to drive girl projects and also their local councils. But you're right. You know a lot of folks don't know about our STEM [science, technology, engineering and math]. We are helping girls learn about cybersecurity, coding and programming.\u003c/p>\n\u003cp>\u003cstrong>Did you sell cookies when you were a Girl Scout? \u003c/strong>\u003c/p>\n\u003cp>I was there going door-to-door — to all my neighbors. I was really excited because we were able to make our goal and do all the fun activities. There's a famous sales technique that my troop leader gave me: She taught me that you never leave the side of a sale until you've heard \"no\" three times, and to this day I live by that. What it taught me was persistence, determination and resilience and I've kept that lesson in my life ever since.\u003c/p>\n\u003cp>\u003cstrong>Favorite cookie? \u003c/strong>\u003c/p>\n\u003cp>Thin Mints. I love opening a sleeve of Girl Scout cookies. It's like aroma therapy for me, just smelling that thin mint. I just feel calm.\u003c/p>\n\u003cp>\u003cstrong>What are some things you're hoping to bring to the Girl Scouts? What does the future look like? \u003c/strong>\u003c/p>\n\u003cp>Well, when girls are earning different badges they have all those job skills that are tied directly to what they've learned. So imagine, as you earn those badges, that a digital resume is created. So that when you're going to an employer that you're able to present your Girl Scout experience in a way that can get you hired. You've run your own business, you have made a budget, have great customer service.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We're also really excited about re-imagining how girls represent their affiliation with Girl Scouts. So we don't even want to define ourselves by uniform. And right now there is a revolution going on in fashion and clothing and wearables. Imagine if we have technology embedded in a shirt. And when you came to another girl that was a Girl Scout that it would identify them. It's such a great time to be a Girl Scout.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=From+Poverty+To+Rocket+Scientist+To+CEO%2C+A+Girl+Scout%27s+Inspiring+Story+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow'",
"title": "To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow'",
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"content": "\u003cp>Walking through the woods alone can be a scary prospect for a kid, but not for 7-year-old Matthew of Portland, Oregon. He doesn't have much of a backyard at his condo, so the woods behind his house essentially serve the same purpose. He spends hours out there: swinging on a tire swing, tromping across the ravine to a friend's house, and using garden shears to cut a path. He lays down sticks to form a bridge across the small stream that flows in the winter.\u003c/p>\n\u003cp>And he does all of this without any adult supervision.\u003c/p>\n\u003cp>Matthew's mom, Laura Randall, wants her son to gain the sort of skills and confidence that only come with doing things yourself. But she didn't just toss her 7-year-old out the door with some hiking boots and garden shears one day. They worked up to it gradually with what Randall calls \"experiments in independence.\"\u003c/p>\n\u003cp>\"Just those moments, incrementally bigger moments, where he can choose to be on his own,\" Randall explains. Randall knows this isn't the norm for today's parenting style, where kids are shuttled from one supervised, structured activity to another. Gone are the days where kids ride their bikes alone until the streetlights come on.\u003c/p>\n\u003cp>And Randall has encountered people who think she's a bad parent — like the man who identified himself as an off-duty police officer, and started yelling at her when she left Matthew alone in the car for a few minutes while she ran into the pharmacy to pick up a prescription.\u003c/p>\n\u003cfigure id=\"attachment_52066\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101757-5e5e84ec07de7b7e8a2af7607a79dc8ef8206daf-5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Matthew makes a transaction at the counter of a local market in his neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Randall knows that parents in several states have \u003ca href=\"https://www.npr.org/2018/08/27/641351421/raising-kids-in-an-age-of-fear-results-in-impossible-choices-for-parents\">been arrested for leaving kids unattended\u003c/a>, for letting them walk to the park on their own, or even allowing them walk to school. And so she was worried about what this man might do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"[H]e ... says, 'Do you know how many kids go missing a year?' And I said 'By coincidence, I think I do know, and it's very small!' \"\u003c/p>\n\u003cp>They talked it out, and the man eventually threw up his hands and walked away. Randall's heart was pounding, but she felt confident defending her parenting — partly because she had connected with a group called Free Range Kids, which promotes childhood independence, and gives families the information they need to push back against a culture of overprotection. Its founder is Lenore Skenazy.\u003c/p>\n\u003cp>\"This very pessimistic, fearful way of looking at childhood isn't based in reality,\" Skenazy explains. \"It is something that we have been taught.\"\u003c/p>\n\u003cp>For years, Skenazy sought to correct the \u003ca href=\"https://letgrow.org/resources/really/\">misconception of childhood dangers\u003c/a> — telling parents that childhood abductions and murders are at \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2015/04/14/theres-never-been-a-safer-time-to-be-a-kid-in-america/?utm_term=.91947bf92bc6\">record lows\u003c/a>, even as \u003ca href=\"http://www.freerangekids.com/crime-statistics/\">perceptions of danger\u003c/a> have risen.\u003c/p>\n\u003cfigure id=\"attachment_52067\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101759_enl-0988e941800002033784ab9a5051ff79e4700680-5-800x527.jpg\" alt=\"\" width=\"800\" height=\"527\">\u003cfigcaption class=\"wp-caption-text\">Laura Randall and her son, Matthew, 7, toast each other with pizza on a recent weeknight in their neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But even as she talked about the benefits of giving kids independence, of free time, and of self-directed play, she realized that addressing the individual parents was only half the battle. Because even if they have the facts, parents could still feel uncomfortable if they're the only ones affording their kids these freedoms. Also, it could get lonely being the only kid riding your bike down the street.\u003c/p>\n\u003cp>\"You send your kid outside and there's nobody out there for them to play with — they're gonna come right back in,\" Skenazy laughs. \"Because there is somebody to play with if they're online.\"\u003c/p>\n\u003cp>Skenazy set out not just to change parents' minds, but the culture at large. And founded a project called \u003ca href=\"http://letgrow.org/\">Let Grow\u003c/a>.\u003c/p>\n\u003cp>While its goal is a cultural shift, its methods are almost laughably simple. Let Grow is reaching out to elementary schools across the country to assign kids the Let Grow project as homework. Participating kids decide to do something on their own that they haven't done before — whether it's walking the dog around the block, or making dinner, or walking a few aisles over in the supermarket to get some eggs. The schools also set up \"Let Grow play clubs\" — mixed ages, no structure, and no adult direction. Just free, child-led play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pmschools.org/domain/931\">Lori Koerner\u003c/a> is the principal at Tremont Elementary in Long Island, one of a dozen New York schools piloting the project. She said that they saw a direct effect in the classroom. \"The children were just more self-assured, and confident.\"\u003c/p>\n\u003cfigure id=\"attachment_52068\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101771_enl-a0ad81cb3858136498b352788203ae52ab3b1356-5-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">At the park, Matthew went off on his own, and encountered two men and their dogs. He asked the men if he could play with them and they said yes. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Koerner says with Let Grow, kids discover skills and abilities they didn't know they had. And they also discover what it's like to fail. While on the surface might not sound all that appealing, failure is how kids learn how to overcome obstacles, try out new ideas, and become \u003ca href=\"https://hbr.org/2015/01/what-resilience-means-and-why-it-matters\">resilient\u003c/a>. It's also \u003ca href=\"https://www.forbes.com/sites/amymorin/2014/12/14/5-ways-resilient-people-use-failure-to-their-advantage/#a6e6acb10f8b\">how adults learn as well\u003c/a> — ask any CEO.)\u003c/p>\n\u003cp>\"If we don't offer them these opportunities to communicate, to collaborate, to problem-solve, then how can they be successful in a global society?\" Koerner asks.\u003c/p>\n\u003cp>According to psychologists, that's an important question. \u003ca href=\"https://www.bc.edu/bc-web/schools/mcas/departments/psychology/people/faculty-directory/peter-gray.html\">Dr. Peter Gray\u003c/a>, research professor at Boston College who focuses on child play, says that erring on the side of caution isn't helping children. By trying to give kids a leg up, scheduling every free minute with karate or Little League or music lessons, parents are in fact doing them enormous harm.\u003c/p>\n\u003cp>Gray says that over the past 50 years, as we've seen a \u003ca href=\"https://www.psychologytoday.com/files/attachments/1195/ajp-decline-play-published.pdf\">decline in children's freedom\u003c/a>, we've seen an increase in responses on standardized questionnaires that indicate both depression and anxiety disorders. Specifically, an eight-fold increase on depression, and five-to-ten-fold increase on generalized anxiety disorder. Gray notes that this is just a correlation, and he's looked at many possible explanations.\u003c/p>\n\u003cp>\"It doesn't correlate with economic cycles, wars, or divorce rates. But it correlates very well with the decline of children's freedom to play.\"\u003c/p>\n\u003cp>To Gray, this makes perfect sense. Especially when you consider that not having control of their decisions and life creates an external rather than internal \u003ca href=\"https://www.psychologytoday.com/us/blog/moments-matter/201708/locus-control\">locus of control\u003c/a>.\u003c/p>\n\u003cp>Internal locus of control is \"the degree to which you feel that you're in control of your own life, versus the degree you feel you're a victim of fate and circumstance and powerful other people,\" he says. \"Every decade, young people report less internal locus of control, more external locus of control.\"\u003c/p>\n\u003cp>Putting kids in control helps them learn to solve problems, and cope better in new environments. Gray says \u003ca href=\"http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-1-article-how-play-makes-for-a-more-adaptable-brain.pdf\">animal studies\u003c/a> even indicate that free play can promote pathways in the prefrontal cortex, strengthening control over the emotion-eliciting areas of the limbic system.\u003c/p>\n\u003cp>For parents, like Laura Randall, it's all part of the goal of parenting.\u003c/p>\n\u003cp>\"There's the short game, where you're sort of doing the best you can in the moment,\" Randall explains. \"But there's the long game. And there's paying attention to allowing a little risk, because it will pay off in the long run.\"\u003c/p>\n\u003cp>Randall understands that life has real risks. But so does getting in a car. And most of us still do it every day, because that's how to get where we want to go. For her son Matthew to become a confident, competent adult, Randall wants him to go outside, make his own mistakes, and figure things out. And she hopes he won't be the only kid out there doing it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walking through the woods alone can be a scary prospect for a kid, but not for 7-year-old Matthew of Portland, Oregon. He doesn't have much of a backyard at his condo, so the woods behind his house essentially serve the same purpose. He spends hours out there: swinging on a tire swing, tromping across the ravine to a friend's house, and using garden shears to cut a path. He lays down sticks to form a bridge across the small stream that flows in the winter.\u003c/p>\n\u003cp>And he does all of this without any adult supervision.\u003c/p>\n\u003cp>Matthew's mom, Laura Randall, wants her son to gain the sort of skills and confidence that only come with doing things yourself. But she didn't just toss her 7-year-old out the door with some hiking boots and garden shears one day. They worked up to it gradually with what Randall calls \"experiments in independence.\"\u003c/p>\n\u003cp>\"Just those moments, incrementally bigger moments, where he can choose to be on his own,\" Randall explains. Randall knows this isn't the norm for today's parenting style, where kids are shuttled from one supervised, structured activity to another. Gone are the days where kids ride their bikes alone until the streetlights come on.\u003c/p>\n\u003cp>And Randall has encountered people who think she's a bad parent — like the man who identified himself as an off-duty police officer, and started yelling at her when she left Matthew alone in the car for a few minutes while she ran into the pharmacy to pick up a prescription.\u003c/p>\n\u003cfigure id=\"attachment_52066\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101757-5e5e84ec07de7b7e8a2af7607a79dc8ef8206daf-5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Matthew makes a transaction at the counter of a local market in his neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Randall knows that parents in several states have \u003ca href=\"https://www.npr.org/2018/08/27/641351421/raising-kids-in-an-age-of-fear-results-in-impossible-choices-for-parents\">been arrested for leaving kids unattended\u003c/a>, for letting them walk to the park on their own, or even allowing them walk to school. And so she was worried about what this man might do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"[H]e ... says, 'Do you know how many kids go missing a year?' And I said 'By coincidence, I think I do know, and it's very small!' \"\u003c/p>\n\u003cp>They talked it out, and the man eventually threw up his hands and walked away. Randall's heart was pounding, but she felt confident defending her parenting — partly because she had connected with a group called Free Range Kids, which promotes childhood independence, and gives families the information they need to push back against a culture of overprotection. Its founder is Lenore Skenazy.\u003c/p>\n\u003cp>\"This very pessimistic, fearful way of looking at childhood isn't based in reality,\" Skenazy explains. \"It is something that we have been taught.\"\u003c/p>\n\u003cp>For years, Skenazy sought to correct the \u003ca href=\"https://letgrow.org/resources/really/\">misconception of childhood dangers\u003c/a> — telling parents that childhood abductions and murders are at \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2015/04/14/theres-never-been-a-safer-time-to-be-a-kid-in-america/?utm_term=.91947bf92bc6\">record lows\u003c/a>, even as \u003ca href=\"http://www.freerangekids.com/crime-statistics/\">perceptions of danger\u003c/a> have risen.\u003c/p>\n\u003cfigure id=\"attachment_52067\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101759_enl-0988e941800002033784ab9a5051ff79e4700680-5-800x527.jpg\" alt=\"\" width=\"800\" height=\"527\">\u003cfigcaption class=\"wp-caption-text\">Laura Randall and her son, Matthew, 7, toast each other with pizza on a recent weeknight in their neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But even as she talked about the benefits of giving kids independence, of free time, and of self-directed play, she realized that addressing the individual parents was only half the battle. Because even if they have the facts, parents could still feel uncomfortable if they're the only ones affording their kids these freedoms. Also, it could get lonely being the only kid riding your bike down the street.\u003c/p>\n\u003cp>\"You send your kid outside and there's nobody out there for them to play with — they're gonna come right back in,\" Skenazy laughs. \"Because there is somebody to play with if they're online.\"\u003c/p>\n\u003cp>Skenazy set out not just to change parents' minds, but the culture at large. And founded a project called \u003ca href=\"http://letgrow.org/\">Let Grow\u003c/a>.\u003c/p>\n\u003cp>While its goal is a cultural shift, its methods are almost laughably simple. Let Grow is reaching out to elementary schools across the country to assign kids the Let Grow project as homework. Participating kids decide to do something on their own that they haven't done before — whether it's walking the dog around the block, or making dinner, or walking a few aisles over in the supermarket to get some eggs. The schools also set up \"Let Grow play clubs\" — mixed ages, no structure, and no adult direction. Just free, child-led play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pmschools.org/domain/931\">Lori Koerner\u003c/a> is the principal at Tremont Elementary in Long Island, one of a dozen New York schools piloting the project. She said that they saw a direct effect in the classroom. \"The children were just more self-assured, and confident.\"\u003c/p>\n\u003cfigure id=\"attachment_52068\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101771_enl-a0ad81cb3858136498b352788203ae52ab3b1356-5-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">At the park, Matthew went off on his own, and encountered two men and their dogs. He asked the men if he could play with them and they said yes. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Koerner says with Let Grow, kids discover skills and abilities they didn't know they had. And they also discover what it's like to fail. While on the surface might not sound all that appealing, failure is how kids learn how to overcome obstacles, try out new ideas, and become \u003ca href=\"https://hbr.org/2015/01/what-resilience-means-and-why-it-matters\">resilient\u003c/a>. It's also \u003ca href=\"https://www.forbes.com/sites/amymorin/2014/12/14/5-ways-resilient-people-use-failure-to-their-advantage/#a6e6acb10f8b\">how adults learn as well\u003c/a> — ask any CEO.)\u003c/p>\n\u003cp>\"If we don't offer them these opportunities to communicate, to collaborate, to problem-solve, then how can they be successful in a global society?\" Koerner asks.\u003c/p>\n\u003cp>According to psychologists, that's an important question. \u003ca href=\"https://www.bc.edu/bc-web/schools/mcas/departments/psychology/people/faculty-directory/peter-gray.html\">Dr. Peter Gray\u003c/a>, research professor at Boston College who focuses on child play, says that erring on the side of caution isn't helping children. By trying to give kids a leg up, scheduling every free minute with karate or Little League or music lessons, parents are in fact doing them enormous harm.\u003c/p>\n\u003cp>Gray says that over the past 50 years, as we've seen a \u003ca href=\"https://www.psychologytoday.com/files/attachments/1195/ajp-decline-play-published.pdf\">decline in children's freedom\u003c/a>, we've seen an increase in responses on standardized questionnaires that indicate both depression and anxiety disorders. Specifically, an eight-fold increase on depression, and five-to-ten-fold increase on generalized anxiety disorder. Gray notes that this is just a correlation, and he's looked at many possible explanations.\u003c/p>\n\u003cp>\"It doesn't correlate with economic cycles, wars, or divorce rates. But it correlates very well with the decline of children's freedom to play.\"\u003c/p>\n\u003cp>To Gray, this makes perfect sense. Especially when you consider that not having control of their decisions and life creates an external rather than internal \u003ca href=\"https://www.psychologytoday.com/us/blog/moments-matter/201708/locus-control\">locus of control\u003c/a>.\u003c/p>\n\u003cp>Internal locus of control is \"the degree to which you feel that you're in control of your own life, versus the degree you feel you're a victim of fate and circumstance and powerful other people,\" he says. \"Every decade, young people report less internal locus of control, more external locus of control.\"\u003c/p>\n\u003cp>Putting kids in control helps them learn to solve problems, and cope better in new environments. Gray says \u003ca href=\"http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-1-article-how-play-makes-for-a-more-adaptable-brain.pdf\">animal studies\u003c/a> even indicate that free play can promote pathways in the prefrontal cortex, strengthening control over the emotion-eliciting areas of the limbic system.\u003c/p>\n\u003cp>For parents, like Laura Randall, it's all part of the goal of parenting.\u003c/p>\n\u003cp>\"There's the short game, where you're sort of doing the best you can in the moment,\" Randall explains. \"But there's the long game. And there's paying attention to allowing a little risk, because it will pay off in the long run.\"\u003c/p>\n\u003cp>Randall understands that life has real risks. But so does getting in a car. And most of us still do it every day, because that's how to get where we want to go. For her son Matthew to become a confident, competent adult, Randall wants him to go outside, make his own mistakes, and figure things out. And she hopes he won't be the only kid out there doing it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Transparent is School Data When Parents Can’t Find it or Understand it?",
"title": "How Transparent is School Data When Parents Can’t Find it or Understand it?",
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"content": "\u003cp>When Mosi Zuberi learned that his 18-year-old son, Kaja, might not graduate from McClymonds High School in Oakland, he anguished over his parenting missteps, wondering where he had gone wrong. Yet, after seeing data from the \u003ca href=\"https://caschooldashboard.org/#/ReportDetail/01612590110189/3/4\">California School Dashboard\u003c/a> and learning that close to one-fifth of McClymonds’ students were not graduating, he mentally shifted some accountability to the school, seeing a systemic failure to meet the needs of all students.\u003c/p>\n\u003cp>Zuberi, like many parents across the country, felt he could have been a better advocate for his child had data about the school been more explicit and easier to find.\u003c/p>\n\u003cp>Data has become particularly relevant for parents whose children attend low-performing schools. It can answer questions about school safety, disciplinary actions taken against certain student groups, graduation rates, attendance and academic performance. Several parents with children in low-performing schools view a child’s academic struggles as an individual responsibility — their child’s fault, or their own — but access to and understanding of school data can help them identify broader problems. For example, is only their child reading below grade-level or are a majority of the students? With better understanding, they can take action — invest in a tutor if the problem is isolated, for example, or demand that their district spend more on reading programs if the issue is widespread.\u003c/p>\n\u003cp>Many parents, however, experience educational, technological and language barriers to accessing and understanding data, limiting their ability to make informed decisions about their children.\u003c/p>\n\u003cp>To address this problem, grassroots parent-networks have been sprouting up to give parents the tools they need to make use of public data systems. In addition, federal and many local governments are advocating for policies that would make educational data — similar to what Zuberi saw on the California School Dashboard — more accessible, transparent and helpful to parents. In January 2017, the Department of Education issued \u003ca href=\"https://www2.ed.gov/policy/elsec/leg/essa/essastatereportcard.pdf\">guidance\u003c/a> informing local education officials about the need to produce public “report cards,” with data about student achievement, graduation rates and other indicators in concise “language that parents can understand.” These changes could offer parents like Zuberi a deeper understanding of the educational systems in their communities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Zuberi admits that he was not aware of McClymonds’ negative indicators on school climate and graduation rates before school officials called him and Kaja in to tell them that Kaja would not graduate. He described that January 2017 meeting as “emasculating,” saying that a teacher seemed to ignore him as she told Kaja he would fail her course and offered no options to change the situation.\u003c/p>\n\u003cp>“I was going through the meeting like, ‘don’t break down, stay strong,’ and I heard my son call out to me and say, ‘What do I do?’” Zuberi recounted. “I have been misled. I misled my son, sending him to that school saying it was a place he should go, but it wasn’t.”\u003c/p>\n\u003cp>Soon after that, Zuberi pulled Kaja out of the school to complete his final courses online, so that he could graduate on time. But the experience left him uneasy about his younger children, still in district schools.\u003c/p>\n\u003cp>In a search for answers, Zuberi came across and joined \u003ca href=\"https://www.facebook.com/theoaklandreach\">The Oakland REACH\u003c/a>\u003cu>,\u003c/u> a grass-roots parent organization started in 2016 that canvasses in high-needs areas in the city. The organization goes school-to-school and door-to-door to provide parents with tools to help them access, understand and use school data to hold officials accountable for academic outcomes.\u003c/p>\n\u003cfigure id=\"attachment_51523\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51523 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Jenny-Abamu-Abamu-Nondata-parents-2-e1529992627262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Hakeem Bey’s laminated list of Oakland schools’ achievement data, which he uses while canvassing for Oakland REACH. \u003ccite>(Jenny Abamu for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When parents see the data about their schools, they give us this look like, ‘This can’t be right,’ ” explained Hakeem Bey, a parent-leader who canvasses for the organization, pointing to a laminated paper list of school achievement data he takes around with him. “Then they don’t want us to leave because they wonder, ‘What can I do now?’”\u003c/p>\n\u003cp>Canvassers like Bey use that opportunity to invite parents to be learn about and apply to their fellowship program, a ten-session course that provides $200 vouchers for refurbished laptops (through its partnership with the nonprofit Tech Exchange), teaches parents digital literacy and shows them how to access and understand school data. “Everything is online now,” Bey said. Parents also learn how to use that data to advocate for change at school board meetings and with high-power community officials. On top of that, Oakland REACH gives parents a $500 stipend upon course completion.\u003c/p>\n\u003cp>Such efforts are critical, as an estimated 22.8 percent of households in Oakland don’t have a desktop or laptop at home, and 18.9 percent of households don’t have internet subscriptions, according to the 2016 American Community Survey conducted by the \u003ca href=\"https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml\">U.S. Census Bureau\u003c/a>. (In neighboring Berkeley, the survey reports that only an estimated 8.1 percent of households lack a desktop or laptop, and just 10.3 percent of homes don’t have internet subscriptions.) Families who don’t have access to the internet at home, due to a lack of hardware or broadband availability, often use their phones to access websites. Smartphones, however, offer limited access because several school data systems are more difficult to navigate on mobile devices.\u003c/p>\n\u003cp>Bey said that as Zuberi goes through the course, things will begin to change for him, the same way they did for Bey when he first joined the program.\u003c/p>\n\u003cp>Bey went through the fellowship program in 2017, and the data he saw showed him that, although his four children were in schools in a safe neighborhood in Oakland, a majority of students at the school his two elder children attended did not perform well on math and reading state exams.\u003c/p>\n\u003cp>After going through the fellowship, he moved his eldest son, a 10th-grader, to a higher-performing charter school. He wanted to send his eighth-grade daughter there, too, but transferring to another school isn’t always easy: She is no. 126 on the waiting list.\u003c/p>\n\u003cp>This situation still makes Bey anxious. He regularly checks data on academic achievement and outcomes at his daughter’s school, and those numbers haven’t improved to his satisfaction. Despite the fact that Bey’s children are doing well individually, he remains worried.\u003c/p>\n\u003cp>“Every [school] break, they have some summer reading program, because I am just trying to do extra on my end,” Bey said about his children. “I feel like their grades are all great, but my mindset is like, ‘you are giving me A’s and B’s but are they actually getting grade-level work if the whole school is behind?’ That’s what scares me.” Bey says such thinking reflects analytic skills taught during his fellowship experience.\u003c/p>\n\u003cp>Learning about and logging into data systems is only part of the struggle for parents. District data portals frequently go through iterations, changing the way indicators are calculated and the jargon used to describe them. After each change, parents must relearn how to interpret the data, which can be a disincentive for parents who work many hours to make ends meet.\u003c/p>\n\u003cfigure id=\"attachment_51524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51524 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Jenny-Abamu-Abamu-Nondata-parents-3-e1529992743574.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Shoniqua Kemp, left, and her friend LaTonya Peterson inside the Detroit Parent Network building. \u003ccite>(Jenny Abamu for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Detroit, Shoniqua Kemp, a low-income single parent, has struggled to stay informed about her children’s education. After multiple suspensions, Kemp’s son dropped out of high school during his junior year. Concerned about her younger, 17-year-old daughter, Kemp joined the Detroit Parent Network, a nonprofit organization. In addition to encouraging community engagement, the group shed light on something Kemp hadn’t thought much about during her son’s experience: school data.\u003c/p>\n\u003cp>Unlike Bey, Kemp has had poor experiences with charter schools, so she plans to keep her daughter in Osborn Academy of Mathematics, her district-run neighborhood school. She hopes the teen will have a more promising academic trajectory than her brother did and will get into and graduate from college.\u003c/p>\n\u003cp>Yet most of the data coming out of Osborn brings Kemp more stress and frustration rather than a sense of empowerment. According to the \u003ca href=\"https://www.mischooldata.org/SchoolIndex/SchoolOverview.aspx\">state data dashboard\u003c/a>, only 7.98 percent of students met proficiency targets on math and English language arts exams during the 2016-17 school year and only 8.38 percent of students showed academic growth.\u003c/p>\n\u003cp>Asked if she was concerned about the poor performance of the school, Kemp broke out in tears, saying she had spoken with teachers and the school principal about academic achievement, school attendance and graduation rates — but still sees no improvement.\u003c/p>\n\u003cp>Kemp also said that frequent changes to the \u003ca href=\"https://www.mischooldata.org/ParentDashboard\">MI School Data Parent Dashboard For School Transparency\u003c/a> website — a report card launched last year by the Michigan State Department of Education (MDE) — have made it difficult for her to understand and interpret.\u003c/p>\n\u003cp>“The state of Michigan has recently revamped that system, and for me, as a parent who understood it prior to them changing it, it’s horrible,” said Kemp, noting that she was trained by the Detroit Parent Network to read the previous MDE system and has difficulty with the new platform’s jargon. “I don’t even go to it anymore. I can’t understand it.”\u003c/p>\n\u003cp>Researchers tracking state and local district data say Kemp’s situation is not unusual. They often see data portals that claim to be designed for parents but are filled with professional jargon and lack contextual meaning.\u003c/p>\n\u003cp>Using an app called Hemingway, the Data Quality Campaign, a Washington, D.C.-based nonprofit that \u003ca href=\"https://dataqualitycampaign.org/showmethedata/\">reviews\u003c/a> the accessibility and usefulness of public school data, analyzed the language on so-called state report cards in 17 states in September 2017. They found that in 11 out of 17 states, the language was equivalent to a college sophomore’s reading level — or higher.\u003c/p>\n\u003cp>By comparison, most public presidential addresses are on a sixth- to eighth-grade reading level, according to \u003ca href=\"https://www.cmu.edu/news/stories/archives/2016/march/speechifying.html\">research\u003c/a> from Carnegie Mellon University.\u003c/p>\n\u003cp>“When we make [report cards] difficult to access and use, we are in a sense obscuring our ability to understand how schools and students are performing,” said Paige Kowalski, the executive vice president of the Data Quality Campaign.\u003c/p>\n\u003cp>Even her team, which includes people with master’s degrees, has difficulty understanding student reports and data, she said: “People who are fluent in English, well-educated and seeking degrees in education policy struggle with this, too.”\u003c/p>\n\u003cp>Kowalski also notes that parents of English language learners are often shut out from understanding school data because it appears only in English. She is hoping to see a change from state and local governments.\u003c/p>\n\u003cp>Kemp hopes these changes can be done, to help other parents like her who want to help their children get a better education, but are often thwarted by barriers to data.\u003c/p>\n\u003cp>“My consistent prayer is that people will become more aware of the pertinent data that they need to serve their purpose, and what it is going to take to bring all of our children to success,” said Kemp. “At some point, we will move together on one accord for our children’s future aspirations. I do believe it. It might be far-fetched, but I believe.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about education data for parents was produced by \u003ca href=\"http://hechingerreport.org/\">The\u003c/a> \u003ca href=\"http://hechingerreport.org/\">Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our newsletter\u003c/em>\u003cem>.\u003c/em> \u003cem>Jenny Abamu is a reporter for \u003ca href=\"https://www.edsurge.com/\">EdSurge\u003c/a>, a c\u003c/em>\u003cem>ompany that reports on education technology through newsletters, research and news. \u003c/em>\u003c/p>\n\n",
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"headline": "How Transparent is School Data When Parents Can’t Find it or Understand it?",
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"nprByline": "\u003ca href=\"https://twitter.com/jennyabamu\">Jenny Abamu\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Mosi Zuberi learned that his 18-year-old son, Kaja, might not graduate from McClymonds High School in Oakland, he anguished over his parenting missteps, wondering where he had gone wrong. Yet, after seeing data from the \u003ca href=\"https://caschooldashboard.org/#/ReportDetail/01612590110189/3/4\">California School Dashboard\u003c/a> and learning that close to one-fifth of McClymonds’ students were not graduating, he mentally shifted some accountability to the school, seeing a systemic failure to meet the needs of all students.\u003c/p>\n\u003cp>Zuberi, like many parents across the country, felt he could have been a better advocate for his child had data about the school been more explicit and easier to find.\u003c/p>\n\u003cp>Data has become particularly relevant for parents whose children attend low-performing schools. It can answer questions about school safety, disciplinary actions taken against certain student groups, graduation rates, attendance and academic performance. Several parents with children in low-performing schools view a child’s academic struggles as an individual responsibility — their child’s fault, or their own — but access to and understanding of school data can help them identify broader problems. For example, is only their child reading below grade-level or are a majority of the students? With better understanding, they can take action — invest in a tutor if the problem is isolated, for example, or demand that their district spend more on reading programs if the issue is widespread.\u003c/p>\n\u003cp>Many parents, however, experience educational, technological and language barriers to accessing and understanding data, limiting their ability to make informed decisions about their children.\u003c/p>\n\u003cp>To address this problem, grassroots parent-networks have been sprouting up to give parents the tools they need to make use of public data systems. In addition, federal and many local governments are advocating for policies that would make educational data — similar to what Zuberi saw on the California School Dashboard — more accessible, transparent and helpful to parents. In January 2017, the Department of Education issued \u003ca href=\"https://www2.ed.gov/policy/elsec/leg/essa/essastatereportcard.pdf\">guidance\u003c/a> informing local education officials about the need to produce public “report cards,” with data about student achievement, graduation rates and other indicators in concise “language that parents can understand.” These changes could offer parents like Zuberi a deeper understanding of the educational systems in their communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zuberi admits that he was not aware of McClymonds’ negative indicators on school climate and graduation rates before school officials called him and Kaja in to tell them that Kaja would not graduate. He described that January 2017 meeting as “emasculating,” saying that a teacher seemed to ignore him as she told Kaja he would fail her course and offered no options to change the situation.\u003c/p>\n\u003cp>“I was going through the meeting like, ‘don’t break down, stay strong,’ and I heard my son call out to me and say, ‘What do I do?’” Zuberi recounted. “I have been misled. I misled my son, sending him to that school saying it was a place he should go, but it wasn’t.”\u003c/p>\n\u003cp>Soon after that, Zuberi pulled Kaja out of the school to complete his final courses online, so that he could graduate on time. But the experience left him uneasy about his younger children, still in district schools.\u003c/p>\n\u003cp>In a search for answers, Zuberi came across and joined \u003ca href=\"https://www.facebook.com/theoaklandreach\">The Oakland REACH\u003c/a>\u003cu>,\u003c/u> a grass-roots parent organization started in 2016 that canvasses in high-needs areas in the city. The organization goes school-to-school and door-to-door to provide parents with tools to help them access, understand and use school data to hold officials accountable for academic outcomes.\u003c/p>\n\u003cfigure id=\"attachment_51523\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51523 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Jenny-Abamu-Abamu-Nondata-parents-2-e1529992627262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Hakeem Bey’s laminated list of Oakland schools’ achievement data, which he uses while canvassing for Oakland REACH. \u003ccite>(Jenny Abamu for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When parents see the data about their schools, they give us this look like, ‘This can’t be right,’ ” explained Hakeem Bey, a parent-leader who canvasses for the organization, pointing to a laminated paper list of school achievement data he takes around with him. “Then they don’t want us to leave because they wonder, ‘What can I do now?’”\u003c/p>\n\u003cp>Canvassers like Bey use that opportunity to invite parents to be learn about and apply to their fellowship program, a ten-session course that provides $200 vouchers for refurbished laptops (through its partnership with the nonprofit Tech Exchange), teaches parents digital literacy and shows them how to access and understand school data. “Everything is online now,” Bey said. Parents also learn how to use that data to advocate for change at school board meetings and with high-power community officials. On top of that, Oakland REACH gives parents a $500 stipend upon course completion.\u003c/p>\n\u003cp>Such efforts are critical, as an estimated 22.8 percent of households in Oakland don’t have a desktop or laptop at home, and 18.9 percent of households don’t have internet subscriptions, according to the 2016 American Community Survey conducted by the \u003ca href=\"https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml\">U.S. Census Bureau\u003c/a>. (In neighboring Berkeley, the survey reports that only an estimated 8.1 percent of households lack a desktop or laptop, and just 10.3 percent of homes don’t have internet subscriptions.) Families who don’t have access to the internet at home, due to a lack of hardware or broadband availability, often use their phones to access websites. Smartphones, however, offer limited access because several school data systems are more difficult to navigate on mobile devices.\u003c/p>\n\u003cp>Bey said that as Zuberi goes through the course, things will begin to change for him, the same way they did for Bey when he first joined the program.\u003c/p>\n\u003cp>Bey went through the fellowship program in 2017, and the data he saw showed him that, although his four children were in schools in a safe neighborhood in Oakland, a majority of students at the school his two elder children attended did not perform well on math and reading state exams.\u003c/p>\n\u003cp>After going through the fellowship, he moved his eldest son, a 10th-grader, to a higher-performing charter school. He wanted to send his eighth-grade daughter there, too, but transferring to another school isn’t always easy: She is no. 126 on the waiting list.\u003c/p>\n\u003cp>This situation still makes Bey anxious. He regularly checks data on academic achievement and outcomes at his daughter’s school, and those numbers haven’t improved to his satisfaction. Despite the fact that Bey’s children are doing well individually, he remains worried.\u003c/p>\n\u003cp>“Every [school] break, they have some summer reading program, because I am just trying to do extra on my end,” Bey said about his children. “I feel like their grades are all great, but my mindset is like, ‘you are giving me A’s and B’s but are they actually getting grade-level work if the whole school is behind?’ That’s what scares me.” Bey says such thinking reflects analytic skills taught during his fellowship experience.\u003c/p>\n\u003cp>Learning about and logging into data systems is only part of the struggle for parents. District data portals frequently go through iterations, changing the way indicators are calculated and the jargon used to describe them. After each change, parents must relearn how to interpret the data, which can be a disincentive for parents who work many hours to make ends meet.\u003c/p>\n\u003cfigure id=\"attachment_51524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51524 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Jenny-Abamu-Abamu-Nondata-parents-3-e1529992743574.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Shoniqua Kemp, left, and her friend LaTonya Peterson inside the Detroit Parent Network building. \u003ccite>(Jenny Abamu for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Detroit, Shoniqua Kemp, a low-income single parent, has struggled to stay informed about her children’s education. After multiple suspensions, Kemp’s son dropped out of high school during his junior year. Concerned about her younger, 17-year-old daughter, Kemp joined the Detroit Parent Network, a nonprofit organization. In addition to encouraging community engagement, the group shed light on something Kemp hadn’t thought much about during her son’s experience: school data.\u003c/p>\n\u003cp>Unlike Bey, Kemp has had poor experiences with charter schools, so she plans to keep her daughter in Osborn Academy of Mathematics, her district-run neighborhood school. She hopes the teen will have a more promising academic trajectory than her brother did and will get into and graduate from college.\u003c/p>\n\u003cp>Yet most of the data coming out of Osborn brings Kemp more stress and frustration rather than a sense of empowerment. According to the \u003ca href=\"https://www.mischooldata.org/SchoolIndex/SchoolOverview.aspx\">state data dashboard\u003c/a>, only 7.98 percent of students met proficiency targets on math and English language arts exams during the 2016-17 school year and only 8.38 percent of students showed academic growth.\u003c/p>\n\u003cp>Asked if she was concerned about the poor performance of the school, Kemp broke out in tears, saying she had spoken with teachers and the school principal about academic achievement, school attendance and graduation rates — but still sees no improvement.\u003c/p>\n\u003cp>Kemp also said that frequent changes to the \u003ca href=\"https://www.mischooldata.org/ParentDashboard\">MI School Data Parent Dashboard For School Transparency\u003c/a> website — a report card launched last year by the Michigan State Department of Education (MDE) — have made it difficult for her to understand and interpret.\u003c/p>\n\u003cp>“The state of Michigan has recently revamped that system, and for me, as a parent who understood it prior to them changing it, it’s horrible,” said Kemp, noting that she was trained by the Detroit Parent Network to read the previous MDE system and has difficulty with the new platform’s jargon. “I don’t even go to it anymore. I can’t understand it.”\u003c/p>\n\u003cp>Researchers tracking state and local district data say Kemp’s situation is not unusual. They often see data portals that claim to be designed for parents but are filled with professional jargon and lack contextual meaning.\u003c/p>\n\u003cp>Using an app called Hemingway, the Data Quality Campaign, a Washington, D.C.-based nonprofit that \u003ca href=\"https://dataqualitycampaign.org/showmethedata/\">reviews\u003c/a> the accessibility and usefulness of public school data, analyzed the language on so-called state report cards in 17 states in September 2017. They found that in 11 out of 17 states, the language was equivalent to a college sophomore’s reading level — or higher.\u003c/p>\n\u003cp>By comparison, most public presidential addresses are on a sixth- to eighth-grade reading level, according to \u003ca href=\"https://www.cmu.edu/news/stories/archives/2016/march/speechifying.html\">research\u003c/a> from Carnegie Mellon University.\u003c/p>\n\u003cp>“When we make [report cards] difficult to access and use, we are in a sense obscuring our ability to understand how schools and students are performing,” said Paige Kowalski, the executive vice president of the Data Quality Campaign.\u003c/p>\n\u003cp>Even her team, which includes people with master’s degrees, has difficulty understanding student reports and data, she said: “People who are fluent in English, well-educated and seeking degrees in education policy struggle with this, too.”\u003c/p>\n\u003cp>Kowalski also notes that parents of English language learners are often shut out from understanding school data because it appears only in English. She is hoping to see a change from state and local governments.\u003c/p>\n\u003cp>Kemp hopes these changes can be done, to help other parents like her who want to help their children get a better education, but are often thwarted by barriers to data.\u003c/p>\n\u003cp>“My consistent prayer is that people will become more aware of the pertinent data that they need to serve their purpose, and what it is going to take to bring all of our children to success,” said Kemp. “At some point, we will move together on one accord for our children’s future aspirations. I do believe it. It might be far-fetched, but I believe.”\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 education data for parents was produced by \u003ca href=\"http://hechingerreport.org/\">The\u003c/a> \u003ca href=\"http://hechingerreport.org/\">Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003cem>our newsletter\u003c/em>\u003cem>.\u003c/em> \u003cem>Jenny Abamu is a reporter for \u003ca href=\"https://www.edsurge.com/\">EdSurge\u003c/a>, a c\u003c/em>\u003cem>ompany that reports on education technology through newsletters, research and news. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Making Schools Safer: Harsh Consequences, Or Second Chances?",
"title": "Making Schools Safer: Harsh Consequences, Or Second Chances?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\"For the last 14 years I had been a stay at home mom and a soccer mom of three kids,\" says Lori Alhadeff. \"On Valentine's Day my daughter was brutally shot down and murdered and I became a school safety activist.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/tags/586217256/marjory-stoneman-douglas-high-school\">That day\u003c/a> at Marjory Stoneman Douglas High School, when a 19-year-old former student killed Alyssa Alhadeff and 16 other people, changed many lives.\u003c/p>\n\u003cp>And it pushed the question of school safety once again to the front and center.\u003c/p>\n\u003cp>The school discipline policies in Broward County, Fla., designed to be more equitable and more effective than what they replaced, have become exhibit A in what's already a national debate.\u003c/p>\n\u003cp>The debate in many ways comes down to this: What's more important — cold steel or warm hugs? Harsh consequences or second chances? Do we achieve safety and security by making schools harder — or making them softer?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To understand the debate that's raging now, between the \"hards\" and the \"softs,\" you have to go back first to March 31, 1994. That's when President Bill Clinton signed the Gun-Free Schools Act.\u003c/p>\n\u003cp>The law mandated that if a student brought a firearm to school, law enforcement would be notified. Lesser offenses like bringing \"dangerous drugs\" or other weapons to school triggered automatic and severe punishments.\u003c/p>\n\u003cp>The next two decades were the era of the hards: \"zero tolerance\" policies. Police officers became more common in schools. As did physical security measures, like metal detectors. As did arrests. Especially for black and brown students.\u003c/p>\n\u003cp>\u003cstrong>Arrested for spitballs\u003c/strong>\u003c/p>\n\u003cp>In Broward County, in the 2011-2012 school year, the state Department of Juvenile Justice reported \u003ca href=\"http://www.iacpyouth.org/Portals/0/Resources/FloridaDelinquency.pdf\">1,062 school-related arrests\u003c/a>, the highest number in the state. Seventy-one percent of these arrests were for misdemeanors. The \u003ca href=\"http://articles.sun-sentinel.com/2013-02-09/news/fl-school-arrests-jail-pipeline-20130209_1_school-arrests-show-disabled-students-school-bus\" target=\"_blank\" rel=\"noopener\">media\u003c/a> \u003ca href=\"http://prospect.org/article/reversing-broward-countys-school-prison-pipeline\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> arrests of students for throwing a spitball or a lollipop.\u003c/p>\n\u003cp>\"There was outrage,\" says Desmond Blackburn, a longtime educator in Broward. He began his career as a math teacher in the early 1990s, and rose to become chief of schools under Broward Superintendent Robert Runcie. \"Broward was highlighted in that report as a critical problem — the worst district in the state.\"\u003c/p>\n\u003cp>At Runcie's direction, the district partnered with law enforcement, the local NAACP and other organizations to create a new approach to discipline and behavior. This included a diversion program for students caught for certain misdemeanor offenses, like drugs, vandalism or fighting. Rather than be referred to law enforcement or the juvenile justice system, they were supposed to get targeted counseling, such as drug rehab, or if necessary sent to an alternative school.\u003c/p>\n\u003cp>The diversion program had one of those awkward public-policy acronyms: Preventing Recidivism through Opportunities, Mentoring, Interventions, Supports & Education — PROMISE.\u003c/p>\n\u003cp>The agreement on school discipline \u003ca href=\"http://www.ncjfcj.org/sites/default/files/Broward%20Co%20Collaborative%20Agreement%20on%20School%20Discipline%20-%20MOU.pdf\" target=\"_blank\" rel=\"noopener\">was signed in\u003c/a> 2013, and right away, student arrests dropped. So did recidivism, reportedly. PROMISE made headlines as a national model for ending the school to prison pipeline.\u003c/p>\n\u003cp>Students who messed up could get a second chance.\u003c/p>\n\u003cp>\"My freshman year, I was hanging out with the wrong group of kids,\" says BriAnne, who's now 17. We're using only her middle name to protect her privacy.\u003c/p>\n\u003cp>As a freshman, BriAnne got caught using drugs. \"There was peer pressure involved. You know, you do things you don't really mean and simple mistakes.\"\u003c/p>\n\u003cp>She spent 10 days in the PROMISE program and she got some extra help. BriAnne just graduated from high school and she's now headed to a local college with hopes of studying medicine.\u003c/p>\n\u003cp>\"What stood out to us about the PROMISE program was that it really was this community-wide response,\" says Becca Bracy Knight, executive director of the \u003ca href=\"https://www.broadcenter.org/about/\">Broad Center\u003c/a>, which focuses on improving education in urban schools. \"We definitely had a lot of people interested in learning from what was happening in Broward.\"\u003c/p>\n\u003cp>That interest intensified when, in 2014, the U.S. Department of Education \u003ca href=\"https://www.npr.org/2014/01/08/260808007/obama-administration-has-little-love-for-zero-tolerance\">issued guidance \u003c/a>saying, in no uncertain terms: School discipline is a civil rights issue. If you are suspending, expelling and arresting disproportionately more children of color you will be investigated and quite possibly censured.\u003c/p>\n\u003cp>\u003cstrong>From zero tolerance to expanded tolerance\u003c/strong>\u003c/p>\n\u003cp>The era of the softs began. Instead of zero tolerance, more than 50 of America's largest school districts instituted what might be called expanded tolerance — discipline reform. More than half the states revised their laws with the intention of reducing suspensions and expulsions, which were redefined as \u003ca href=\"https://www.npr.org/sections/ed/2016/03/23/471267584/the-untold-stories-of-black-girls\" target=\"_blank\" rel=\"noopener\">\"exclusionary discipline\"\u003c/a> that, data shows, are associated \u003ca href=\"https://www.npr.org/sections/ed/2016/06/02/480181488/high-school-suspensions-cost-the-country-35-billion-annually-report-estimates\">with higher dropout rates.\u003c/a>\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/codeswitch/2017/10/18/558104287/a-year-of-love-and-struggle-in-a-new-high-school\">Restorative justice\u003c/a>\" came in vogue. Students who fought or who cursed out a teacher might be asked to \u003ca href=\"https://www.npr.org/2017/10/18/557212286/at-ron-brown-college-preparatory-high-school-students-are-kings-not-kids\">\"circle up\"\u003c/a> and work their problems out with words. Students who had outbursts in class might be given special accommodations, \"time in\" in a quiet corner or a trip to the social worker's office. \"Positive behavior intervention\" meant students sometimes got incentives for not acting up.\u003c/p>\n\u003cp>These new policies were adopted with varying degrees of buy-in, professional development, resources and success.\u003c/p>\n\u003cp>In the worst-case scenarios, what you had were unfunded mandates for school leaders to improve certain statistics. \"If you say 'stop suspending students or you're in big trouble,' that's not enough,\" says Knight at the Broad Center. \"You have to provide a suite of services and supports and make sure you're measuring the right things.\"\u003c/p>\n\u003cp>She says Broward was doing all of that, but that some districts might not have been. She likens the issue to other areas in education reform, such as the pressure to improve graduation rates, which can lead to real improvement, or to \u003ca href=\"https://apps.npr.org/grad-rates/\">juking the stats\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>A culture of leniency?\u003c/strong>\u003c/p>\n\u003cp>Critics of the soft approach, like Jonathan Butcher, a senior policy analyst at the Heritage Foundation, go further.\u003c/p>\n\u003cp>He says schools have fallen prey to a \"culture of tolerance and leniency that allows students like Nikolas Cruz to fly under the radar in a way that puts kids at risk.\"\u003c/p>\n\u003cp>Cruz was the shooter at Marjory Stoneman Douglas. He didn't exactly fly under the radar while at school; he was suspended multiple times for a range of offenses and eventually expelled.\u003c/p>\n\u003cp>However, no one was happy when WLRN \u003ca href=\"http:/wlrn.org/post/stoneman-douglas-shooter-was-assigned-controversial-broward-discipline-program-officials-now\">reported that\u003c/a> Cruz was referred to the PROMISE program after an act of vandalism in middle school.\u003c/p>\n\u003cp>Superintendent Runcie had previously said that Cruz was \u003ca href=\"http://www.sun-sentinel.com/local/broward/parkland/florida-school-shooting/fl-florida-school-shooting-runcie-interview-20180226-story.html\">not a part of the program\u003c/a>.\u003c/p>\n\u003cp>Apparently Cruz never participated in services and no one has said why. This led to questions about the program's recordkeeping, and its reported low recidivism rate.\u003c/p>\n\u003cp>And Butcher's criticisms of lax discipline have been echoed by many parents in the district.\u003c/p>\n\u003cp>Andrew Pollack, who lost his daughter, Meadow, in the shooting, has met with President Trump to push for stronger security measures. On \u003ca href=\"http://wlrn.org/post/video-games-and-school-shootings-conversations-tanzina-vega-lauren-groff\">a local radio show\u003c/a>, he called PROMISE a \"cancer.\" \"The leniency policy, the political correctness — that's a cancer that led up to February 14th of non-reporting of criminals that go to the schools in Broward.\"\u003c/p>\n\u003cp>Butcher at the Heritage Foundation points out that, had Cruz been arrested at some point during his school career, Florida law might have prevented him from buying a gun.\u003c/p>\n\u003cp>\"Clearly there's a troubling tension between keeping a school community safe and limiting interaction within the juvenile justice system,\" he says. \"Where does that leave discipline when safety is in play?\"\u003c/p>\n\u003cp>Grieving parents like Pollack and Lori Alhadeff are looking for change. Alhadeff is running for the school board, and has \u003ca href=\"https://makeourschoolssafe.org/\">founded a nonprofit\u003c/a> called Make Our Schools Safe.\u003c/p>\n\u003cp>\"I think if people make mistakes, we should give them a second chance,\" she says. \"However, we've gone to extremes. We've gone from overdisciplining to underdisciplining.\"\u003c/p>\n\u003cp>All this is taking place as Education Secretary Betsy DeVos has been backing away from enforcing that Obama-era federal guidance about disparate discipline. She's met with critics of the guidance. Her department \u003ca href=\"https://www.nytimes.com/2018/04/20/us/politics/devos-education-department-civil-rights.html\">has narrowed \u003c/a>its civil rights investigations.\u003c/p>\n\u003cp>DeVos is heading up a federal school safety commission that, she has said, won't look at gun control; but it is charged with \u003ca href=\"https://www.whitehouse.gov/briefings-statements/president-donald-j-trump-taking-immediate-actions-secure-schools/\">\"hardening our schools.\"\u003c/a>\u003c/p>\n\u003cp>So the pendulum looks poised to swing back from \"softs\" to \"hards.\"\u003c/p>\n\u003cp>In Broward County, Superintendent Runcie has said, \"Everything's on the table. We're going to be looking at our whole entire discipline system.\"\u003c/p>\n\u003cp>Civil rights advocates like Dwanna Nicole are worried. She's director of policy and stakeholder outreach at the Advancement Project, which helped consult on the creation of the PROMISE program.\u003c/p>\n\u003cp>She notes that despite nearly a decade of reforms, \u003ca href=\"https://www.npr.org/sections/ed/2018/04/28/605836213/new-data-about-schools-teacher-walkouts-spread\" target=\"_blank\" rel=\"noopener\">racial disparities in discipline\u003c/a> haven't gone away.\u003c/p>\n\u003cp>\"We've been fighting for a long time to get smaller class sizes, more money for school counselors, and the message has been: there isn't money,\" Nicole says. \"Now all of a sudden there's money for more guns, police, metal detectors.\"\u003c/p>\n\u003cp>This is what Nicole labels security, as opposed to safety: \"History shows us most of that equipment will go in schools that serve young people of color. And we have so many examples of young people of color being harmed by police. I think it's a very real fear because this has happened many times before.\"\u003c/p>\n\u003cp>David Osher, a school safety expert with the American Institutes for Research, also makes the distinction between security and safety. \"Things I might do to make a school very, very physically safe may make students feel less safe,\" he says. School shootings are still very rare, and shouldn't be our only concern, he adds.\u003c/p>\n\u003cp>He cites the example of a school that instituted metal detectors at the entrance, leaving students to wait in line outside in the cold unsupervised. When students feel disrespected or treated as criminals, it may backfire and actually exacerbate violence.\u003c/p>\n\u003cp>\"We could create the equivalent of a fallout shelter\" for students to attend, he says — but would we want to?\u003c/p>\n\u003cp>In theory, schools could invest in both counselors and officers; in quiet corners as well as reinforced steel doors; in clear consequences as well as positive supports. But in the real world there are often tradeoffs.\u003c/p>\n\u003cp>Desmond Blackburn is more aware of those tradeoffs than most.\u003c/p>\n\u003cp>Blackburn now leads a national nonprofit called the New Teacher Center. And he serves on the Marjory Stoneman Douglas High School Public Safety Commission, set up by Florida Gov. Rick Scott, a Republican.\u003c/p>\n\u003cp>\"What is going on in our schools is forcing school leaders to think about things that, quite honestly, we never had to think about before,\" he says. \"I have two kids and I could not fathom one of them not coming home one day.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He says despite his role in implementing PROMISE, he will not blink from investigating its possible contribution to the horrific events of Feb. 14.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Making+Schools+Safer%3A+Harsh+Consequences%2C+Or+Second+Chances%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "The tragedy in Parkland, Fla., this year kicked off a national debate over how to reduce school violence: through tighter security and tougher discipline ... or more help for troubled students?",
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"description": "The tragedy in Parkland, Fla., this year kicked off a national debate over how to reduce school violence: through tighter security and tougher discipline ... or more help for troubled students?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"For the last 14 years I had been a stay at home mom and a soccer mom of three kids,\" says Lori Alhadeff. \"On Valentine's Day my daughter was brutally shot down and murdered and I became a school safety activist.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/tags/586217256/marjory-stoneman-douglas-high-school\">That day\u003c/a> at Marjory Stoneman Douglas High School, when a 19-year-old former student killed Alyssa Alhadeff and 16 other people, changed many lives.\u003c/p>\n\u003cp>And it pushed the question of school safety once again to the front and center.\u003c/p>\n\u003cp>The school discipline policies in Broward County, Fla., designed to be more equitable and more effective than what they replaced, have become exhibit A in what's already a national debate.\u003c/p>\n\u003cp>The debate in many ways comes down to this: What's more important — cold steel or warm hugs? Harsh consequences or second chances? Do we achieve safety and security by making schools harder — or making them softer?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To understand the debate that's raging now, between the \"hards\" and the \"softs,\" you have to go back first to March 31, 1994. That's when President Bill Clinton signed the Gun-Free Schools Act.\u003c/p>\n\u003cp>The law mandated that if a student brought a firearm to school, law enforcement would be notified. Lesser offenses like bringing \"dangerous drugs\" or other weapons to school triggered automatic and severe punishments.\u003c/p>\n\u003cp>The next two decades were the era of the hards: \"zero tolerance\" policies. Police officers became more common in schools. As did physical security measures, like metal detectors. As did arrests. Especially for black and brown students.\u003c/p>\n\u003cp>\u003cstrong>Arrested for spitballs\u003c/strong>\u003c/p>\n\u003cp>In Broward County, in the 2011-2012 school year, the state Department of Juvenile Justice reported \u003ca href=\"http://www.iacpyouth.org/Portals/0/Resources/FloridaDelinquency.pdf\">1,062 school-related arrests\u003c/a>, the highest number in the state. Seventy-one percent of these arrests were for misdemeanors. The \u003ca href=\"http://articles.sun-sentinel.com/2013-02-09/news/fl-school-arrests-jail-pipeline-20130209_1_school-arrests-show-disabled-students-school-bus\" target=\"_blank\" rel=\"noopener\">media\u003c/a> \u003ca href=\"http://prospect.org/article/reversing-broward-countys-school-prison-pipeline\" target=\"_blank\" rel=\"noopener\">reported\u003c/a> arrests of students for throwing a spitball or a lollipop.\u003c/p>\n\u003cp>\"There was outrage,\" says Desmond Blackburn, a longtime educator in Broward. He began his career as a math teacher in the early 1990s, and rose to become chief of schools under Broward Superintendent Robert Runcie. \"Broward was highlighted in that report as a critical problem — the worst district in the state.\"\u003c/p>\n\u003cp>At Runcie's direction, the district partnered with law enforcement, the local NAACP and other organizations to create a new approach to discipline and behavior. This included a diversion program for students caught for certain misdemeanor offenses, like drugs, vandalism or fighting. Rather than be referred to law enforcement or the juvenile justice system, they were supposed to get targeted counseling, such as drug rehab, or if necessary sent to an alternative school.\u003c/p>\n\u003cp>The diversion program had one of those awkward public-policy acronyms: Preventing Recidivism through Opportunities, Mentoring, Interventions, Supports & Education — PROMISE.\u003c/p>\n\u003cp>The agreement on school discipline \u003ca href=\"http://www.ncjfcj.org/sites/default/files/Broward%20Co%20Collaborative%20Agreement%20on%20School%20Discipline%20-%20MOU.pdf\" target=\"_blank\" rel=\"noopener\">was signed in\u003c/a> 2013, and right away, student arrests dropped. So did recidivism, reportedly. PROMISE made headlines as a national model for ending the school to prison pipeline.\u003c/p>\n\u003cp>Students who messed up could get a second chance.\u003c/p>\n\u003cp>\"My freshman year, I was hanging out with the wrong group of kids,\" says BriAnne, who's now 17. We're using only her middle name to protect her privacy.\u003c/p>\n\u003cp>As a freshman, BriAnne got caught using drugs. \"There was peer pressure involved. You know, you do things you don't really mean and simple mistakes.\"\u003c/p>\n\u003cp>She spent 10 days in the PROMISE program and she got some extra help. BriAnne just graduated from high school and she's now headed to a local college with hopes of studying medicine.\u003c/p>\n\u003cp>\"What stood out to us about the PROMISE program was that it really was this community-wide response,\" says Becca Bracy Knight, executive director of the \u003ca href=\"https://www.broadcenter.org/about/\">Broad Center\u003c/a>, which focuses on improving education in urban schools. \"We definitely had a lot of people interested in learning from what was happening in Broward.\"\u003c/p>\n\u003cp>That interest intensified when, in 2014, the U.S. Department of Education \u003ca href=\"https://www.npr.org/2014/01/08/260808007/obama-administration-has-little-love-for-zero-tolerance\">issued guidance \u003c/a>saying, in no uncertain terms: School discipline is a civil rights issue. If you are suspending, expelling and arresting disproportionately more children of color you will be investigated and quite possibly censured.\u003c/p>\n\u003cp>\u003cstrong>From zero tolerance to expanded tolerance\u003c/strong>\u003c/p>\n\u003cp>The era of the softs began. Instead of zero tolerance, more than 50 of America's largest school districts instituted what might be called expanded tolerance — discipline reform. More than half the states revised their laws with the intention of reducing suspensions and expulsions, which were redefined as \u003ca href=\"https://www.npr.org/sections/ed/2016/03/23/471267584/the-untold-stories-of-black-girls\" target=\"_blank\" rel=\"noopener\">\"exclusionary discipline\"\u003c/a> that, data shows, are associated \u003ca href=\"https://www.npr.org/sections/ed/2016/06/02/480181488/high-school-suspensions-cost-the-country-35-billion-annually-report-estimates\">with higher dropout rates.\u003c/a>\u003c/p>\n\u003cp>\"\u003ca href=\"https://www.npr.org/sections/codeswitch/2017/10/18/558104287/a-year-of-love-and-struggle-in-a-new-high-school\">Restorative justice\u003c/a>\" came in vogue. Students who fought or who cursed out a teacher might be asked to \u003ca href=\"https://www.npr.org/2017/10/18/557212286/at-ron-brown-college-preparatory-high-school-students-are-kings-not-kids\">\"circle up\"\u003c/a> and work their problems out with words. Students who had outbursts in class might be given special accommodations, \"time in\" in a quiet corner or a trip to the social worker's office. \"Positive behavior intervention\" meant students sometimes got incentives for not acting up.\u003c/p>\n\u003cp>These new policies were adopted with varying degrees of buy-in, professional development, resources and success.\u003c/p>\n\u003cp>In the worst-case scenarios, what you had were unfunded mandates for school leaders to improve certain statistics. \"If you say 'stop suspending students or you're in big trouble,' that's not enough,\" says Knight at the Broad Center. \"You have to provide a suite of services and supports and make sure you're measuring the right things.\"\u003c/p>\n\u003cp>She says Broward was doing all of that, but that some districts might not have been. She likens the issue to other areas in education reform, such as the pressure to improve graduation rates, which can lead to real improvement, or to \u003ca href=\"https://apps.npr.org/grad-rates/\">juking the stats\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>A culture of leniency?\u003c/strong>\u003c/p>\n\u003cp>Critics of the soft approach, like Jonathan Butcher, a senior policy analyst at the Heritage Foundation, go further.\u003c/p>\n\u003cp>He says schools have fallen prey to a \"culture of tolerance and leniency that allows students like Nikolas Cruz to fly under the radar in a way that puts kids at risk.\"\u003c/p>\n\u003cp>Cruz was the shooter at Marjory Stoneman Douglas. He didn't exactly fly under the radar while at school; he was suspended multiple times for a range of offenses and eventually expelled.\u003c/p>\n\u003cp>However, no one was happy when WLRN \u003ca href=\"http:/wlrn.org/post/stoneman-douglas-shooter-was-assigned-controversial-broward-discipline-program-officials-now\">reported that\u003c/a> Cruz was referred to the PROMISE program after an act of vandalism in middle school.\u003c/p>\n\u003cp>Superintendent Runcie had previously said that Cruz was \u003ca href=\"http://www.sun-sentinel.com/local/broward/parkland/florida-school-shooting/fl-florida-school-shooting-runcie-interview-20180226-story.html\">not a part of the program\u003c/a>.\u003c/p>\n\u003cp>Apparently Cruz never participated in services and no one has said why. This led to questions about the program's recordkeeping, and its reported low recidivism rate.\u003c/p>\n\u003cp>And Butcher's criticisms of lax discipline have been echoed by many parents in the district.\u003c/p>\n\u003cp>Andrew Pollack, who lost his daughter, Meadow, in the shooting, has met with President Trump to push for stronger security measures. On \u003ca href=\"http://wlrn.org/post/video-games-and-school-shootings-conversations-tanzina-vega-lauren-groff\">a local radio show\u003c/a>, he called PROMISE a \"cancer.\" \"The leniency policy, the political correctness — that's a cancer that led up to February 14th of non-reporting of criminals that go to the schools in Broward.\"\u003c/p>\n\u003cp>Butcher at the Heritage Foundation points out that, had Cruz been arrested at some point during his school career, Florida law might have prevented him from buying a gun.\u003c/p>\n\u003cp>\"Clearly there's a troubling tension between keeping a school community safe and limiting interaction within the juvenile justice system,\" he says. \"Where does that leave discipline when safety is in play?\"\u003c/p>\n\u003cp>Grieving parents like Pollack and Lori Alhadeff are looking for change. Alhadeff is running for the school board, and has \u003ca href=\"https://makeourschoolssafe.org/\">founded a nonprofit\u003c/a> called Make Our Schools Safe.\u003c/p>\n\u003cp>\"I think if people make mistakes, we should give them a second chance,\" she says. \"However, we've gone to extremes. We've gone from overdisciplining to underdisciplining.\"\u003c/p>\n\u003cp>All this is taking place as Education Secretary Betsy DeVos has been backing away from enforcing that Obama-era federal guidance about disparate discipline. She's met with critics of the guidance. Her department \u003ca href=\"https://www.nytimes.com/2018/04/20/us/politics/devos-education-department-civil-rights.html\">has narrowed \u003c/a>its civil rights investigations.\u003c/p>\n\u003cp>DeVos is heading up a federal school safety commission that, she has said, won't look at gun control; but it is charged with \u003ca href=\"https://www.whitehouse.gov/briefings-statements/president-donald-j-trump-taking-immediate-actions-secure-schools/\">\"hardening our schools.\"\u003c/a>\u003c/p>\n\u003cp>So the pendulum looks poised to swing back from \"softs\" to \"hards.\"\u003c/p>\n\u003cp>In Broward County, Superintendent Runcie has said, \"Everything's on the table. We're going to be looking at our whole entire discipline system.\"\u003c/p>\n\u003cp>Civil rights advocates like Dwanna Nicole are worried. She's director of policy and stakeholder outreach at the Advancement Project, which helped consult on the creation of the PROMISE program.\u003c/p>\n\u003cp>She notes that despite nearly a decade of reforms, \u003ca href=\"https://www.npr.org/sections/ed/2018/04/28/605836213/new-data-about-schools-teacher-walkouts-spread\" target=\"_blank\" rel=\"noopener\">racial disparities in discipline\u003c/a> haven't gone away.\u003c/p>\n\u003cp>\"We've been fighting for a long time to get smaller class sizes, more money for school counselors, and the message has been: there isn't money,\" Nicole says. \"Now all of a sudden there's money for more guns, police, metal detectors.\"\u003c/p>\n\u003cp>This is what Nicole labels security, as opposed to safety: \"History shows us most of that equipment will go in schools that serve young people of color. And we have so many examples of young people of color being harmed by police. I think it's a very real fear because this has happened many times before.\"\u003c/p>\n\u003cp>David Osher, a school safety expert with the American Institutes for Research, also makes the distinction between security and safety. \"Things I might do to make a school very, very physically safe may make students feel less safe,\" he says. School shootings are still very rare, and shouldn't be our only concern, he adds.\u003c/p>\n\u003cp>He cites the example of a school that instituted metal detectors at the entrance, leaving students to wait in line outside in the cold unsupervised. When students feel disrespected or treated as criminals, it may backfire and actually exacerbate violence.\u003c/p>\n\u003cp>\"We could create the equivalent of a fallout shelter\" for students to attend, he says — but would we want to?\u003c/p>\n\u003cp>In theory, schools could invest in both counselors and officers; in quiet corners as well as reinforced steel doors; in clear consequences as well as positive supports. But in the real world there are often tradeoffs.\u003c/p>\n\u003cp>Desmond Blackburn is more aware of those tradeoffs than most.\u003c/p>\n\u003cp>Blackburn now leads a national nonprofit called the New Teacher Center. And he serves on the Marjory Stoneman Douglas High School Public Safety Commission, set up by Florida Gov. Rick Scott, a Republican.\u003c/p>\n\u003cp>\"What is going on in our schools is forcing school leaders to think about things that, quite honestly, we never had to think about before,\" he says. \"I have two kids and I could not fathom one of them not coming home one day.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He says despite his role in implementing PROMISE, he will not blink from investigating its possible contribution to the horrific events of Feb. 14.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Making+Schools+Safer%3A+Harsh+Consequences%2C+Or+Second+Chances%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Even When Research Supports Changing Traditional Teaching, Parents Make It Hard",
"title": "Even When Research Supports Changing Traditional Teaching, Parents Make It Hard",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Every evening after dinner, Herman Agbavor and his 5-year-old son, Herbert, have a ritual. Little Herbert climbs into his dad's lap, unzips his book bag and they go over his kindergarten homework.\u003c/p>\n\u003cp>The two of them have been doing some variation of this homework routine since Herbert was 1. That's when Agbavor first enrolled the boy in preschool.\u003c/p>\n\u003cp>They live in a working-class neighborhood of Ghana's capital city, Accra — in a cement block apartment in a multifamily house that has a television and lots of books but no indoor plumbing.\u003c/p>\n\u003cp>A few minutes into their session on a recent evening, they get to a page with instructions to trace some rectangles. The boy falters.\u003c/p>\n\u003cp>\"T-R-A-C-E,\" says Agbavor. \"What does it spell?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Te?\" offers Herbert in a small voice.\u003c/p>\n\u003cp>\"You've \u003cem>got\u003c/em> to learn how to read,\" Agbavor says intently. \"It's very important. I'm not supposed to be reading for you all the time!\"\u003c/p>\n\u003cp>\u003ca href=\"#callout\">\u003cstrong>Share your story of your school experiences\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>In Ghana right now there's a lot riding on getting your child to read by age 5. No one can pinpoint precisely when these expectations started. But there's a widespread sense that Africa is rising. Just last year, Ghana ranked among the world's fastest-growing economies. And like many parents, Agbavor is convinced that all sorts of jobs could be opening up for people who know things — skills like speaking English and working with computers. And so there's a trend here. Parents — even those with very low incomes — are putting their children in private schools at younger and younger ages.\u003c/p>\n\u003cp>This hope around preschool is something you see around the world. In rich and poor countries alike there's a recognition that quality preschool can give children an invaluable start in life. And in the U.S. there's a major push underway to get more children enrolled. But in Accra — and in fact in many fast-growing African cities — they've already achieved that. It's estimated that in Accra by the time children reach age 3, 80 percent of them are in preschool, twice the share in the United States.\u003c/p>\n\u003cfigure id=\"attachment_51500\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-town.jpg\" alt=\"This neighborhood, on the outskirts of Ghana's capital Accra, is home to 5-year-old Herbert Agbavor. Private preschools have been popping up every few blocks.\" width=\"800\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-520x292.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This neighborhood, on the outskirts of Ghana's capital Accra, is home to 5-year-old Herbert Agbavor. Private preschools have been popping up every few blocks. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there is a problem with this picture. The government has tested Ghana's children as they move on to elementary school and has found that the preschool boom is not fulfilling its promise. To cite just one statistic, among second-graders tested in city schools, one-third could not read a single word of a simple story. The results on basic arithmetic questions are similarly disappointing.\u003c/p>\n\u003cp>In short, when it comes to preschool in Ghana, \"children are not actually getting anything from it,\" says \u003ca href=\"http://scholar.gse.upenn.edu/wolf\">Sharon Wolf,\u003c/a> a professor of early childhood development at the University of Pennsylvania. \"They are not actually learning.\"\u003c/p>\n\u003cp>Wolf is one of several experts the government has turned to in an attempt to address this problem. Three years ago officials asked her and several collaborators — including an international research group called \u003ca href=\"https://www.poverty-action.org/\">Innovations for Poverty Action\u003c/a> — to set up an experiment aimed at overhauling Accra's preschools: a training program to get the teachers to completely rethink their approach to teaching.\u003c/p>\n\u003cp>And at first the experimental training program was remarkably effective. But then the effort ran into a wall. The very people who are most desperate for Ghana's kids to succeed — the moms and the dads — started getting in the way.\u003c/p>\n\u003ch3>\u003cstrong>A Teacher's Quest\u003c/strong>\u003c/h3>\n\u003cp>Four hundred forty-four teachers were selected for the training experiment. One of them happens to be Herbert's current teacher, a 41-year-old with a beaming smile named Godaiva Gbetodeme.\u003c/p>\n\u003cfigure id=\"attachment_51499\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51499\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-teacher.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-150x150.jpg 150w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Godaiva Gbetodeme went through an experimental training program that made her rethink her entire approach to teaching. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She was a particularly eager recruit — because she had been trying to figure out how to be a better teacher for years.\u003c/p>\n\u003cp>Gbetodeme had gone into teaching more than two decades earlier, at age 20, mainly because she needed a job. Her mother had died and she needed to support her younger siblings. She didn't have any special skills, just the rough equivalent of a high school diploma.\u003c/p>\n\u003cp>\"So I had to hustle here and there,\" she says, chuckling. And she had noticed that there were all these preschools popping up around the neighborhood, most of them privately run. The owners didn't care that she had no teaching credentials. Few of Ghana's preschool teachers do.\u003c/p>\n\u003cp>But what started as just a job had almost immediately turned into a calling for Gbetodeme. She just loved being around the children: \"I realized that's what God has planned for me.\"\u003c/p>\n\u003cp>And to her that meant she shouldn't just wing it as a teacher. \"I have to get into it fully.\"\u003c/p>\n\u003cp>She tried getting advice on how to be a good teacher from the owners of a succession of preschools she worked at. Their answer, invariably, was \"more homework.\" As in: \"Why don't you give the children three homework [assignments]. Why don't you give them four?\"\u003c/p>\n\u003cp>And that is what the parents seemed to want. They would open their child's backpack in front of her, she recalls, \"and say 'Oh! there's no homework in my child's bag.' So I would say, 'Don't worry. We will double the homework for your child on Monday.' \"\u003c/p>\n\u003cp>Gbetodome says her next attempt to learn how to be a teacher was a kind of spy operation. \"Yes,\" she says, giggling, \"don't laugh at me.\" She had noticed that there was another preschool not far from her home that charged three times as much tuition as the school she was teaching in. Maybe she could learn something from them, she thought. So \"I went there in a pretend manner\" — masquerading as a parent to get the headmistress to show her around.\u003c/p>\n\u003cp>And she was blown away by what she saw.\u003c/p>\n\u003cp>\"I was like, oh wow!\" she remembers.\u003c/p>\n\u003cp>Gbetodome's own classroom was a spartan place — with bare cement walls, not a single poster for the children to look at. This expensive school's classroom was filled with books and toys.\u003c/p>\n\u003cp>\"Legos in different shapes and sizes,\" she recalls.\u003c/p>\n\u003cp>Gbetodome tried to make the case to her own headmaster that they should buy things like this for her classroom. She says he told her, this is a school for working-class parents. We don't have those kind of resources.\u003c/p>\n\u003cp>\"There is no money,\" she recalls. \"They always complain that there is no money in my school.\"\u003c/p>\n\u003cp>So Gbetodome returned to her classroom defeated. It wasn't until the researchers came along that she would find out there was something she could do to dramatically improve her classroom — a missing ingredient that wouldn't require money but rather was a fundamental reconception of how she should relate to her students.\u003c/p>\n\u003cfigure id=\"attachment_51488\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51488\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-520x347.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gbetodeme has been teaching preschool for more than 20 years: \"I realized that's what God has planned for me,\" she says. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>'\u003cstrong>Chew And Pour'\u003c/strong>\u003c/h3>\n\u003cp>Before launching the experiment to train teachers, Wolf, the researcher from the University of Pennsylvania, ran some tests on groups of preschoolers to figure out how much they knew.\u003c/p>\n\u003cp>\"One way is by showing a picture and asking children to tell you what they see,\" she notes. For instance, a landscape with lots of animals. Then, you count the number of words the kids say as a way to gauge their vocabulary skills.\u003c/p>\n\u003cp>But when Wolf tried this common test with Ghana's preschoolers, \"we would just get blank stares.\" If the tester pointed to a specific animal the child could name it. But when the kids were asked, just generally, what do you see, they were stuck. They did not know how to offer their own observations and opinions in answer to an open-ended question.\u003c/p>\n\u003cp>\"It became very clear that children are not really getting opportunities to do this in school,\" says Wolf. And as she started visiting Accra's preschool classrooms it became clear that this was the result of a very particular style of teaching.\u003c/p>\n\u003cp>We get a sense of what this approach looks like on a recent morning when we walk into one of the preschools Wolf has been studying, just as class is about to begin.\u003c/p>\n\u003cp>About 40 toddlers take their place at rows of wood tables. Their teacher walks to the front of the room and turns to face them. \"Attention!\" she calls out crisply. The children rise as one, snapping their hands to their sides.\u003c/p>\n\u003cp>Almost immediately the teacher launches into a vocabulary lesson in English — the language used by officialdom in Ghana but not the language spoken in these children's homes. \"Shoe!\" she shouts, holding up a flashcard with a picture of a shoe. \"Shoe!\" the kids shout back. \"Shoe! Shoe! Shoe!\"\u003c/p>\n\u003cp>Next up, a picture of a nose. \"Nose!\" shouts the teacher. \"Nose! Nose! Nose!\" shout the children.\u003c/p>\n\u003cp>Then it's time for Roman numerals.\u003c/p>\n\u003cp>It looks academically rigorous, but there's a serious deficiency, says Margaret Okai, the government education official in charge of Ghana's preschool and elementary schools.\u003c/p>\n\u003cp>The teachers are exclusively focused on rote memorization. \"When you enter their classroom you realize they are not able to engage the children. They'd rather stand in front of the children,\" she says — lecturing to the students and making the children repeat it back.\u003c/p>\n\u003cp>When we describe the scenes we've been seeing in Accra's preschools to Herman Agbavor — the father who was doing homework with his son — he immediately nods in recognition. \"Back in school we used to call it chew and pour,\" he says. Meaning, for each possible question, the teacher gives you one correct answer to memorize — or \"chew\" — so that come test time, you can regurgitate it — \"pour it\" back to her verbatim.\u003c/p>\n\u003cp>\"And then,\" adds Agbavor with a chuckle, \"you forget about it. Nothing is retained.\"\u003c/p>\n\u003cp>People in Ghana laugh about chew and pour because it's always been this way. It's not something they expect to change. They complain about it the way Americans gripe about standardized testing or how children are given the whole summer off to forget everything they learned during the year.\u003c/p>\n\u003cp>But the consensus among researchers and government officials is that at least in preschools, there's an urgent need to scrap this method. Instead of forcing kids to stare at a chalkboard or a flashcard, Okai says, teachers need to come up with hands-on activities using objects that children can touch and manipulate. And most crucially, agrees Wolf, instead of training them to spit out set answers to a list of questions, teachers need to ask open-ended questions that \"draw out children's ability to think and reason.\"\u003c/p>\n\u003cp>\u003cem>This\u003c/em> was the missing ingredient in Gbetodeme's classroom.\u003c/p>\n\u003ch3>\u003cstrong>No Knocking\u003c/strong>\u003c/h3>\n\u003cp>So how do you turn a chew-and-pour teacher into a different kind of educator?\u003c/p>\n\u003cp>The experimental training program that Wolf designed took place three years ago. It consisted of a week of intensive instruction, followed by two shorter refresher courses and monthly classroom visits from a coach over the course of a year. And it was chock-full of practical tips — activities teachers could use to get students to express themselves.\u003c/p>\n\u003cp>But for Gbetodome the most important takeaway was deeper. Sitting at the training center, she began to realize that if she wanted children to really answer, and not just give blank stares, she didn't just have to ask different questions. She would have to become a different kind of teacher.\u003c/p>\n\u003cp>\"I learned that as a teacher I should be approachable. I should be their friend,\" she says. Meaning she needed to get on the children's level — even literally.\u003c/p>\n\u003cp>\"Like if they sit on the floor, I sit on the floor with them.\"\u003c/p>\n\u003cp>Until the trainers suggested this, Gbetodeme says it would never have occurred to her to interact with her students this way.\u003c/p>\n\u003cp>\"I felt that, 'I'm the teacher. You are my students. I'm educating you,' \" she says.\u003c/p>\n\u003cp>In other words, her role was to be the authority figure — to command respect.\u003c/p>\n\u003cp>At first she was skeptical. This idea of asking kids questions about their thoughts and feelings and waiting for them to answer — that might work in the United States, she thought. But \"this is Ghana. We are supposed to handle kids our own way.\"\u003c/p>\n\u003cp>A child shouldn't be the one to initiate a conversation with an adult. Kids shouldn't look adults in the eye, even. You were supposed to be afraid of teachers.\u003c/p>\n\u003cp>\"It's part and parcel of us,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_51489\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-520x347.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gbetodeme used to think a teacher needs to be an authority figure who commands respect --€” if necessary, by \"knocking\" kids in the head. Now she has a new philosophy: \"As a teacher I should be approachable. I should be their friend \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She remembers a time one of her own teachers knocked her in the head. She was 16 years old. He was the French teacher. He caught her trying to sneak a few peppers out of the cafeteria.\u003c/p>\n\u003cp>\"I had a severe headache for two days,\" she says.\u003c/p>\n\u003cp>When she became a teacher, she followed the French teacher's example.\u003c/p>\n\u003cp>\"Let me be frank,\" she says, \"I knocked their heads. When they would do something bad I'd just ...\" She gives the table a hard rap.\u003c/p>\n\u003cp>But in the experimental training program the instructors made the case against intimidation by bringing up brain science.\u003c/p>\n\u003cp>\"When we're scared,\" says Wolf, \"those parts of our brain that can absorb information and are used in learning actually shut down.\"\u003c/p>\n\u003cp>And sitting there, Gbetodeme started to rethink all the experiences she'd had. \"It kept flashing back into my brain.\"\u003c/p>\n\u003cp>Like that time the French teacher had knocked her in the head. It wasn't just physically painful, she says. It was humiliating. She wasn't allowed to leave the cafeteria until lunch was over. So in front of everyone she put her head down on the table, \"and I wept.\" Soon after she dropped his class. She never studied French again. \"I didn't even want to see his face. I hate him up until today,\" she says.\u003c/p>\n\u003cp>And reflecting on that memory, Gbetodeme realized that several years earlier she had done the same thing to one of her own students. A boy named Chris \"was doing something naughty,\" she says, \"I don't remember exactly what.\" So she hit him hard. Now when she runs into him she sees the same hatred in his eyes that she feels toward her French teacher.\u003c/p>\n\u003cp>\"That boy,\" Gbetodeme says sadly, \"will not forgive me.\"\u003c/p>\n\u003cp>All those years that she had been following the traditional script, \"I realized that I had been harming the children.\" Gbetodeme came out of the training and made a vow to herself: She would never lay a hand on a child again. Never even intimidate a kid. It was going to be a different kind of space in her classroom. A different kind of Ghana.\u003c/p>\n\u003ch3>\u003cstrong>A Classroom Transformed\u003c/strong>\u003c/h3>\n\u003cp>Walk into Gbetodeme's class today and the contrast with the typical preschools around the neighborhood is remarkable.\u003c/p>\n\u003cp>Her room is awash in color. Every inch of the cement walls is covered with posters depicting numbers and words and animals. There's a pretend shop filled with empty food boxes and household supplies where children can \"buy\" the items with pretend money. The training program taught her how to use everyday supplies to make teaching materials. Bottle caps, cardboard boxes, \"even the tube inside the toilet [paper] roll,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_51498\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51498\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-materials.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">By playing with bottle caps and other objects, Herbert learns addition. Before his teacher went through a training program, she relied on call-and-response drills instead of hands-on activities. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the most notable difference is how Gbetodome treats her students. Gone is the knocking. She never even yells — just calls them to attention with a cheerful \"Hello!\" or a ring of a bell.\u003c/p>\n\u003cp>And if they occasionally misbehave — she talks it through with them. When a boy shoves Herbert as they wait to wash their hands, she says firmly but soothingly: \"Michael, why do you like fighting? We say children of God should not fight. Say sorry to him.\"\u003c/p>\n\u003cp>\"Sorry,\" mumbles little Michael.\u003c/p>\n\u003cp>There are still a few chew-and-pour exercises. But throughout the day Gbetodeme finds all sorts of ways to engage the kids in open-ended conversations.\u003c/p>\n\u003cp>It starts with calling the children to a poster with faces on it — one happy, another sad, another angry, another surprised and so on. The children take a sticker with their name on it and place it under the face that reflects how they feel in that moment.\u003c/p>\n\u003cfigure id=\"attachment_51497\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51497\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-feelings.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Every day, Godaiva Gbetodeme asks her students to put a sticker under the face that reflects their mood. Then she asks them why they're feeling that way — one of many ways she tries to draw the children out in open-ended conversations. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Herbert puts his name under the grinning face. \"Why are you happy?\" asks Gbetodeme.\u003c/p>\n\u003cp>\"Because my mother will buy me a toffee,\" he exclaims.\u003c/p>\n\u003cp>\"Oh!\" says Gbetodeme, laughing. \"Will you be bringing me some of the toffee?\"\u003c/p>\n\u003cp>\"Yes,\" he says shyly as the other children giggle.\u003c/p>\n\u003ch3>\u003cstrong>The Preschool Paradox\u003c/strong>\u003c/h3>\n\u003cp>Gbetodeme is not an outlier. Across the board, Wolf found that this short, very basic program prompted teachers to substantially change their teaching practices. Best of all, that change translated into better learning outcomes for their students — who scored higher on tests of pre-literacy, pre-numeracy and social emotional skills than did children taught by a control group of teachers who did not get the training.\u003c/p>\n\u003cp>\"That was the thing that really floored me,\" says Wolf. She also found that of all the various changes the teachers made — like more hands-on activities and no corporal punishment — what made the most difference in the children's performance on academic tests was when teachers engaged in the open-ended questioning.\u003c/p>\n\u003cp>This suggests something of a paradox: Ghana's chew-and-pour classrooms may be unsuccessful at teaching early reading and math precisely \u003cem>because\u003c/em> they are so squarely focused on teaching this material. And the teachers in the training program had more success at getting children to read and do math precisely because they moved away from such a strong focus on outcomes and focused instead on the process — basically building up the thinking and reasoning skills that children need to learn.\u003c/p>\n\u003cp>\"We didn't train the teachers on how should you be teaching the alphabet,\" notes Wolf. \"We just trained the teachers on how to make their classrooms more child-friendly.\"\u003c/p>\n\u003cp>But then the experiment ran into an unexpected obstacle.\u003c/p>\n\u003ch3>\u003cstrong>Herman's Hopes ... And Fears\u003c/strong>\u003c/h3>\n\u003cp>Herman Agbavor says he enrolled Herbert in preschool at such an early age because he himself didn't have that opportunity.\u003c/p>\n\u003cp>Agbavor is stuck in a job he doesn't love. And he thinks it's because he didn't get the right start. He would have liked to be a doctor, he says. Most recently he has been working toward getting certified as an airplane mechanic. But right now he works at the airport, filling out paperwork on the planes that come in.\u003c/p>\n\u003cp>For his son, \"I would love for him to be a doctor or a pilot or a pastor,\" Agbavor muses. But most important, he says, is that Herbert get to choose his passion. The thought that this future is within Herbert's grasp fills Agbavor with hope. But also with anxiety.\u003c/p>\n\u003cp>Because right now Herbert is not reading at the pace Agbavor thinks he should. He knows his alphabet, \"but when it comes to reading a full word, he's messing up,\" says Agbavor. The realization feels like a punch to the gut for Agbavor. Herbert is only 5 years old, and already Agbavor worries he may be failing him.\u003c/p>\n\u003cp>So earlier this year Agbavor stopped by Gbetodome's classroom to make a request.\u003c/p>\n\u003cp>\"He told me I should lash his son for him,\" recalls Gbetodeme.\u003c/p>\n\u003cp>She considers the boy eager to please and generally well-behaved. And yet here was his father looming before her, giving her this message.\u003c/p>\n\u003cp>\"He said, 'Lash Herbert for me. He's naughty. He's not learning.' \"\u003c/p>\n\u003cp>Agbavor says he was just trying to \"give her confidence\" to get Herbert to buckle down more — and to let Gbetodeme know that he wouldn't complain if she needed to put the boy in line.\u003c/p>\n\u003cp>But Gbetodeme says it felt like criticism. And in that moment — despite all her vows to be a different sort of teacher, one who no longer relies on intimidation — she slipped a little.\u003c/p>\n\u003cp>She says she called out to the boy: \"Herbert, did you hear? Did you hear what your daddy told me to do to you?'\" And she says, Herbert, normally so full of pep, \"he became kind of timid.\"\u003c/p>\n\u003cp>As slips go, it was not hugely dramatic. But it's telling because of another — less hopeful — finding from Wolf's experiment. In addition to the group of teachers that got the training (Gbetodeme's group), Wolf created another group, training the teachers but also bringing in parents of their students to see a video on the importance of activity-based learning and encouraging them to be more involved in their children's education.\u003c/p>\n\u003cp>Here's what she found: The teachers in that group didn't change their teaching style to engage the children in open-ended conversations. And the children didn't make gains in test scores.\u003c/p>\n\u003cfigure id=\"attachment_51496\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Herbert.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Herbert is excited about school these days. But his dad worries that his son isn't learning to read fast enough. He wants to make sure the boy can grow up to do \"whatever he wants to do. I don't intend to limit him in anything.\" \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Why this happened is a bit of a puzzle. But Wolf found what she thinks was a clue. In some follow-up interviews she did with both parents and teachers, it appeared that the training program made parents more prone to complaining about their children to the teachers — to say things along the lines of what Agbavor told his son's teacher. Wolf hypothesizes that giving up the chew-and-pour approach \"was really going out on a limb\" for these teachers. So in the face of even indirect pushback from parents, the child-centered approach \"was the natural thing for teachers to step back on.\"\u003c/p>\n\u003ch3>\u003cstrong>The Worries Of A One-Eyed Man\u003c/strong>\u003c/h3>\n\u003cp>Agbavor seems genuinely surprised to learn that Gbetodeme took his instruction to her as a criticism. He also was not aware that she had had the experimental training. He hadn't even realized she was using a new approach in her classroom. He has never actually observed her in action.\u003c/p>\n\u003cp>When I fill in him, he's intrigued.\u003c/p>\n\u003cp>It would be great for teachers to give kids more opportunities for hands-on learning, he says.\u003c/p>\n\u003cp>\"I believe in the practical,\" he says. \"If you just have theory and you can't practice, it's useless.\"\u003c/p>\n\u003cp>But as we discuss how he, as a parent, can make sure that Herbert's teachers do better, he reverts to the same focus on outcomes — on the trappings of learning — that gave rise to chew and pour.\u003c/p>\n\u003cp>\"It's step by step,\" he says. First the child needs to know the alphabet, \"then from that to form sentences.\"\u003c/p>\n\u003cp>\"And if I tell [the teachers], by the end of this year he should be writing then they'll know that.\" They'll make it happen.\u003c/p>\n\u003cp>He doesn't see how he can let up on his focus on results. He can't just step back and put his faith in the school.\u003c/p>\n\u003cp>\"Herbert is my first son,\" he says. \"I don't want him to regret in the future that, 'my father couldn't do the right thing for me.' \"\u003c/p>\n\u003cp>Agbavor brings up an expression in his language, Ewe: \"If you're a one-eyed man, you don't play with sand.\" It could get in your eye and \"you don't have an eye to spare. A one-eyed man doesn't play with sand.\"\u003c/p>\n\u003cp>SHARE YOUR STORY: Kids and parental pressure\u003c/p>\n\u003cp>As a parent, did you ever push your child in ways you now regret — or not push enough? Or when you were a child, did you ever feel pushed too hard or not enough? Share your story in the tool below. We are collecting responses until \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/19/613655788/when-it-comes-to-preschool-does-father-really-know-best\">June 27\u003c/a>. We may feature your post on NPR.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+We+Can+Learn+From+Ghana%27s+Obsession+With+Preschool&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every evening after dinner, Herman Agbavor and his 5-year-old son, Herbert, have a ritual. Little Herbert climbs into his dad's lap, unzips his book bag and they go over his kindergarten homework.\u003c/p>\n\u003cp>The two of them have been doing some variation of this homework routine since Herbert was 1. That's when Agbavor first enrolled the boy in preschool.\u003c/p>\n\u003cp>They live in a working-class neighborhood of Ghana's capital city, Accra — in a cement block apartment in a multifamily house that has a television and lots of books but no indoor plumbing.\u003c/p>\n\u003cp>A few minutes into their session on a recent evening, they get to a page with instructions to trace some rectangles. The boy falters.\u003c/p>\n\u003cp>\"T-R-A-C-E,\" says Agbavor. \"What does it spell?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Te?\" offers Herbert in a small voice.\u003c/p>\n\u003cp>\"You've \u003cem>got\u003c/em> to learn how to read,\" Agbavor says intently. \"It's very important. I'm not supposed to be reading for you all the time!\"\u003c/p>\n\u003cp>\u003ca href=\"#callout\">\u003cstrong>Share your story of your school experiences\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>In Ghana right now there's a lot riding on getting your child to read by age 5. No one can pinpoint precisely when these expectations started. But there's a widespread sense that Africa is rising. Just last year, Ghana ranked among the world's fastest-growing economies. And like many parents, Agbavor is convinced that all sorts of jobs could be opening up for people who know things — skills like speaking English and working with computers. And so there's a trend here. Parents — even those with very low incomes — are putting their children in private schools at younger and younger ages.\u003c/p>\n\u003cp>This hope around preschool is something you see around the world. In rich and poor countries alike there's a recognition that quality preschool can give children an invaluable start in life. And in the U.S. there's a major push underway to get more children enrolled. But in Accra — and in fact in many fast-growing African cities — they've already achieved that. It's estimated that in Accra by the time children reach age 3, 80 percent of them are in preschool, twice the share in the United States.\u003c/p>\n\u003cfigure id=\"attachment_51500\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-town.jpg\" alt=\"This neighborhood, on the outskirts of Ghana's capital Accra, is home to 5-year-old Herbert Agbavor. Private preschools have been popping up every few blocks.\" width=\"800\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-520x292.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This neighborhood, on the outskirts of Ghana's capital Accra, is home to 5-year-old Herbert Agbavor. Private preschools have been popping up every few blocks. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there is a problem with this picture. The government has tested Ghana's children as they move on to elementary school and has found that the preschool boom is not fulfilling its promise. To cite just one statistic, among second-graders tested in city schools, one-third could not read a single word of a simple story. The results on basic arithmetic questions are similarly disappointing.\u003c/p>\n\u003cp>In short, when it comes to preschool in Ghana, \"children are not actually getting anything from it,\" says \u003ca href=\"http://scholar.gse.upenn.edu/wolf\">Sharon Wolf,\u003c/a> a professor of early childhood development at the University of Pennsylvania. \"They are not actually learning.\"\u003c/p>\n\u003cp>Wolf is one of several experts the government has turned to in an attempt to address this problem. Three years ago officials asked her and several collaborators — including an international research group called \u003ca href=\"https://www.poverty-action.org/\">Innovations for Poverty Action\u003c/a> — to set up an experiment aimed at overhauling Accra's preschools: a training program to get the teachers to completely rethink their approach to teaching.\u003c/p>\n\u003cp>And at first the experimental training program was remarkably effective. But then the effort ran into a wall. The very people who are most desperate for Ghana's kids to succeed — the moms and the dads — started getting in the way.\u003c/p>\n\u003ch3>\u003cstrong>A Teacher's Quest\u003c/strong>\u003c/h3>\n\u003cp>Four hundred forty-four teachers were selected for the training experiment. One of them happens to be Herbert's current teacher, a 41-year-old with a beaming smile named Godaiva Gbetodeme.\u003c/p>\n\u003cfigure id=\"attachment_51499\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51499\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-teacher.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-150x150.jpg 150w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Godaiva Gbetodeme went through an experimental training program that made her rethink her entire approach to teaching. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She was a particularly eager recruit — because she had been trying to figure out how to be a better teacher for years.\u003c/p>\n\u003cp>Gbetodeme had gone into teaching more than two decades earlier, at age 20, mainly because she needed a job. Her mother had died and she needed to support her younger siblings. She didn't have any special skills, just the rough equivalent of a high school diploma.\u003c/p>\n\u003cp>\"So I had to hustle here and there,\" she says, chuckling. And she had noticed that there were all these preschools popping up around the neighborhood, most of them privately run. The owners didn't care that she had no teaching credentials. Few of Ghana's preschool teachers do.\u003c/p>\n\u003cp>But what started as just a job had almost immediately turned into a calling for Gbetodeme. She just loved being around the children: \"I realized that's what God has planned for me.\"\u003c/p>\n\u003cp>And to her that meant she shouldn't just wing it as a teacher. \"I have to get into it fully.\"\u003c/p>\n\u003cp>She tried getting advice on how to be a good teacher from the owners of a succession of preschools she worked at. Their answer, invariably, was \"more homework.\" As in: \"Why don't you give the children three homework [assignments]. Why don't you give them four?\"\u003c/p>\n\u003cp>And that is what the parents seemed to want. They would open their child's backpack in front of her, she recalls, \"and say 'Oh! there's no homework in my child's bag.' So I would say, 'Don't worry. We will double the homework for your child on Monday.' \"\u003c/p>\n\u003cp>Gbetodome says her next attempt to learn how to be a teacher was a kind of spy operation. \"Yes,\" she says, giggling, \"don't laugh at me.\" She had noticed that there was another preschool not far from her home that charged three times as much tuition as the school she was teaching in. Maybe she could learn something from them, she thought. So \"I went there in a pretend manner\" — masquerading as a parent to get the headmistress to show her around.\u003c/p>\n\u003cp>And she was blown away by what she saw.\u003c/p>\n\u003cp>\"I was like, oh wow!\" she remembers.\u003c/p>\n\u003cp>Gbetodome's own classroom was a spartan place — with bare cement walls, not a single poster for the children to look at. This expensive school's classroom was filled with books and toys.\u003c/p>\n\u003cp>\"Legos in different shapes and sizes,\" she recalls.\u003c/p>\n\u003cp>Gbetodome tried to make the case to her own headmaster that they should buy things like this for her classroom. She says he told her, this is a school for working-class parents. We don't have those kind of resources.\u003c/p>\n\u003cp>\"There is no money,\" she recalls. \"They always complain that there is no money in my school.\"\u003c/p>\n\u003cp>So Gbetodome returned to her classroom defeated. It wasn't until the researchers came along that she would find out there was something she could do to dramatically improve her classroom — a missing ingredient that wouldn't require money but rather was a fundamental reconception of how she should relate to her students.\u003c/p>\n\u003cfigure id=\"attachment_51488\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51488\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-520x347.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gbetodeme has been teaching preschool for more than 20 years: \"I realized that's what God has planned for me,\" she says. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>'\u003cstrong>Chew And Pour'\u003c/strong>\u003c/h3>\n\u003cp>Before launching the experiment to train teachers, Wolf, the researcher from the University of Pennsylvania, ran some tests on groups of preschoolers to figure out how much they knew.\u003c/p>\n\u003cp>\"One way is by showing a picture and asking children to tell you what they see,\" she notes. For instance, a landscape with lots of animals. Then, you count the number of words the kids say as a way to gauge their vocabulary skills.\u003c/p>\n\u003cp>But when Wolf tried this common test with Ghana's preschoolers, \"we would just get blank stares.\" If the tester pointed to a specific animal the child could name it. But when the kids were asked, just generally, what do you see, they were stuck. They did not know how to offer their own observations and opinions in answer to an open-ended question.\u003c/p>\n\u003cp>\"It became very clear that children are not really getting opportunities to do this in school,\" says Wolf. And as she started visiting Accra's preschool classrooms it became clear that this was the result of a very particular style of teaching.\u003c/p>\n\u003cp>We get a sense of what this approach looks like on a recent morning when we walk into one of the preschools Wolf has been studying, just as class is about to begin.\u003c/p>\n\u003cp>About 40 toddlers take their place at rows of wood tables. Their teacher walks to the front of the room and turns to face them. \"Attention!\" she calls out crisply. The children rise as one, snapping their hands to their sides.\u003c/p>\n\u003cp>Almost immediately the teacher launches into a vocabulary lesson in English — the language used by officialdom in Ghana but not the language spoken in these children's homes. \"Shoe!\" she shouts, holding up a flashcard with a picture of a shoe. \"Shoe!\" the kids shout back. \"Shoe! Shoe! Shoe!\"\u003c/p>\n\u003cp>Next up, a picture of a nose. \"Nose!\" shouts the teacher. \"Nose! Nose! Nose!\" shout the children.\u003c/p>\n\u003cp>Then it's time for Roman numerals.\u003c/p>\n\u003cp>It looks academically rigorous, but there's a serious deficiency, says Margaret Okai, the government education official in charge of Ghana's preschool and elementary schools.\u003c/p>\n\u003cp>The teachers are exclusively focused on rote memorization. \"When you enter their classroom you realize they are not able to engage the children. They'd rather stand in front of the children,\" she says — lecturing to the students and making the children repeat it back.\u003c/p>\n\u003cp>When we describe the scenes we've been seeing in Accra's preschools to Herman Agbavor — the father who was doing homework with his son — he immediately nods in recognition. \"Back in school we used to call it chew and pour,\" he says. Meaning, for each possible question, the teacher gives you one correct answer to memorize — or \"chew\" — so that come test time, you can regurgitate it — \"pour it\" back to her verbatim.\u003c/p>\n\u003cp>\"And then,\" adds Agbavor with a chuckle, \"you forget about it. Nothing is retained.\"\u003c/p>\n\u003cp>People in Ghana laugh about chew and pour because it's always been this way. It's not something they expect to change. They complain about it the way Americans gripe about standardized testing or how children are given the whole summer off to forget everything they learned during the year.\u003c/p>\n\u003cp>But the consensus among researchers and government officials is that at least in preschools, there's an urgent need to scrap this method. Instead of forcing kids to stare at a chalkboard or a flashcard, Okai says, teachers need to come up with hands-on activities using objects that children can touch and manipulate. And most crucially, agrees Wolf, instead of training them to spit out set answers to a list of questions, teachers need to ask open-ended questions that \"draw out children's ability to think and reason.\"\u003c/p>\n\u003cp>\u003cem>This\u003c/em> was the missing ingredient in Gbetodeme's classroom.\u003c/p>\n\u003ch3>\u003cstrong>No Knocking\u003c/strong>\u003c/h3>\n\u003cp>So how do you turn a chew-and-pour teacher into a different kind of educator?\u003c/p>\n\u003cp>The experimental training program that Wolf designed took place three years ago. It consisted of a week of intensive instruction, followed by two shorter refresher courses and monthly classroom visits from a coach over the course of a year. And it was chock-full of practical tips — activities teachers could use to get students to express themselves.\u003c/p>\n\u003cp>But for Gbetodome the most important takeaway was deeper. Sitting at the training center, she began to realize that if she wanted children to really answer, and not just give blank stares, she didn't just have to ask different questions. She would have to become a different kind of teacher.\u003c/p>\n\u003cp>\"I learned that as a teacher I should be approachable. I should be their friend,\" she says. Meaning she needed to get on the children's level — even literally.\u003c/p>\n\u003cp>\"Like if they sit on the floor, I sit on the floor with them.\"\u003c/p>\n\u003cp>Until the trainers suggested this, Gbetodeme says it would never have occurred to her to interact with her students this way.\u003c/p>\n\u003cp>\"I felt that, 'I'm the teacher. You are my students. I'm educating you,' \" she says.\u003c/p>\n\u003cp>In other words, her role was to be the authority figure — to command respect.\u003c/p>\n\u003cp>At first she was skeptical. This idea of asking kids questions about their thoughts and feelings and waiting for them to answer — that might work in the United States, she thought. But \"this is Ghana. We are supposed to handle kids our own way.\"\u003c/p>\n\u003cp>A child shouldn't be the one to initiate a conversation with an adult. Kids shouldn't look adults in the eye, even. You were supposed to be afraid of teachers.\u003c/p>\n\u003cp>\"It's part and parcel of us,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_51489\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-520x347.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gbetodeme used to think a teacher needs to be an authority figure who commands respect --€” if necessary, by \"knocking\" kids in the head. Now she has a new philosophy: \"As a teacher I should be approachable. I should be their friend \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She remembers a time one of her own teachers knocked her in the head. She was 16 years old. He was the French teacher. He caught her trying to sneak a few peppers out of the cafeteria.\u003c/p>\n\u003cp>\"I had a severe headache for two days,\" she says.\u003c/p>\n\u003cp>When she became a teacher, she followed the French teacher's example.\u003c/p>\n\u003cp>\"Let me be frank,\" she says, \"I knocked their heads. When they would do something bad I'd just ...\" She gives the table a hard rap.\u003c/p>\n\u003cp>But in the experimental training program the instructors made the case against intimidation by bringing up brain science.\u003c/p>\n\u003cp>\"When we're scared,\" says Wolf, \"those parts of our brain that can absorb information and are used in learning actually shut down.\"\u003c/p>\n\u003cp>And sitting there, Gbetodeme started to rethink all the experiences she'd had. \"It kept flashing back into my brain.\"\u003c/p>\n\u003cp>Like that time the French teacher had knocked her in the head. It wasn't just physically painful, she says. It was humiliating. She wasn't allowed to leave the cafeteria until lunch was over. So in front of everyone she put her head down on the table, \"and I wept.\" Soon after she dropped his class. She never studied French again. \"I didn't even want to see his face. I hate him up until today,\" she says.\u003c/p>\n\u003cp>And reflecting on that memory, Gbetodeme realized that several years earlier she had done the same thing to one of her own students. A boy named Chris \"was doing something naughty,\" she says, \"I don't remember exactly what.\" So she hit him hard. Now when she runs into him she sees the same hatred in his eyes that she feels toward her French teacher.\u003c/p>\n\u003cp>\"That boy,\" Gbetodeme says sadly, \"will not forgive me.\"\u003c/p>\n\u003cp>All those years that she had been following the traditional script, \"I realized that I had been harming the children.\" Gbetodeme came out of the training and made a vow to herself: She would never lay a hand on a child again. Never even intimidate a kid. It was going to be a different kind of space in her classroom. A different kind of Ghana.\u003c/p>\n\u003ch3>\u003cstrong>A Classroom Transformed\u003c/strong>\u003c/h3>\n\u003cp>Walk into Gbetodeme's class today and the contrast with the typical preschools around the neighborhood is remarkable.\u003c/p>\n\u003cp>Her room is awash in color. Every inch of the cement walls is covered with posters depicting numbers and words and animals. There's a pretend shop filled with empty food boxes and household supplies where children can \"buy\" the items with pretend money. The training program taught her how to use everyday supplies to make teaching materials. Bottle caps, cardboard boxes, \"even the tube inside the toilet [paper] roll,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_51498\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51498\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-materials.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">By playing with bottle caps and other objects, Herbert learns addition. Before his teacher went through a training program, she relied on call-and-response drills instead of hands-on activities. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the most notable difference is how Gbetodome treats her students. Gone is the knocking. She never even yells — just calls them to attention with a cheerful \"Hello!\" or a ring of a bell.\u003c/p>\n\u003cp>And if they occasionally misbehave — she talks it through with them. When a boy shoves Herbert as they wait to wash their hands, she says firmly but soothingly: \"Michael, why do you like fighting? We say children of God should not fight. Say sorry to him.\"\u003c/p>\n\u003cp>\"Sorry,\" mumbles little Michael.\u003c/p>\n\u003cp>There are still a few chew-and-pour exercises. But throughout the day Gbetodeme finds all sorts of ways to engage the kids in open-ended conversations.\u003c/p>\n\u003cp>It starts with calling the children to a poster with faces on it — one happy, another sad, another angry, another surprised and so on. The children take a sticker with their name on it and place it under the face that reflects how they feel in that moment.\u003c/p>\n\u003cfigure id=\"attachment_51497\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51497\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-feelings.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Every day, Godaiva Gbetodeme asks her students to put a sticker under the face that reflects their mood. Then she asks them why they're feeling that way — one of many ways she tries to draw the children out in open-ended conversations. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Herbert puts his name under the grinning face. \"Why are you happy?\" asks Gbetodeme.\u003c/p>\n\u003cp>\"Because my mother will buy me a toffee,\" he exclaims.\u003c/p>\n\u003cp>\"Oh!\" says Gbetodeme, laughing. \"Will you be bringing me some of the toffee?\"\u003c/p>\n\u003cp>\"Yes,\" he says shyly as the other children giggle.\u003c/p>\n\u003ch3>\u003cstrong>The Preschool Paradox\u003c/strong>\u003c/h3>\n\u003cp>Gbetodeme is not an outlier. Across the board, Wolf found that this short, very basic program prompted teachers to substantially change their teaching practices. Best of all, that change translated into better learning outcomes for their students — who scored higher on tests of pre-literacy, pre-numeracy and social emotional skills than did children taught by a control group of teachers who did not get the training.\u003c/p>\n\u003cp>\"That was the thing that really floored me,\" says Wolf. She also found that of all the various changes the teachers made — like more hands-on activities and no corporal punishment — what made the most difference in the children's performance on academic tests was when teachers engaged in the open-ended questioning.\u003c/p>\n\u003cp>This suggests something of a paradox: Ghana's chew-and-pour classrooms may be unsuccessful at teaching early reading and math precisely \u003cem>because\u003c/em> they are so squarely focused on teaching this material. And the teachers in the training program had more success at getting children to read and do math precisely because they moved away from such a strong focus on outcomes and focused instead on the process — basically building up the thinking and reasoning skills that children need to learn.\u003c/p>\n\u003cp>\"We didn't train the teachers on how should you be teaching the alphabet,\" notes Wolf. \"We just trained the teachers on how to make their classrooms more child-friendly.\"\u003c/p>\n\u003cp>But then the experiment ran into an unexpected obstacle.\u003c/p>\n\u003ch3>\u003cstrong>Herman's Hopes ... And Fears\u003c/strong>\u003c/h3>\n\u003cp>Herman Agbavor says he enrolled Herbert in preschool at such an early age because he himself didn't have that opportunity.\u003c/p>\n\u003cp>Agbavor is stuck in a job he doesn't love. And he thinks it's because he didn't get the right start. He would have liked to be a doctor, he says. Most recently he has been working toward getting certified as an airplane mechanic. But right now he works at the airport, filling out paperwork on the planes that come in.\u003c/p>\n\u003cp>For his son, \"I would love for him to be a doctor or a pilot or a pastor,\" Agbavor muses. But most important, he says, is that Herbert get to choose his passion. The thought that this future is within Herbert's grasp fills Agbavor with hope. But also with anxiety.\u003c/p>\n\u003cp>Because right now Herbert is not reading at the pace Agbavor thinks he should. He knows his alphabet, \"but when it comes to reading a full word, he's messing up,\" says Agbavor. The realization feels like a punch to the gut for Agbavor. Herbert is only 5 years old, and already Agbavor worries he may be failing him.\u003c/p>\n\u003cp>So earlier this year Agbavor stopped by Gbetodome's classroom to make a request.\u003c/p>\n\u003cp>\"He told me I should lash his son for him,\" recalls Gbetodeme.\u003c/p>\n\u003cp>She considers the boy eager to please and generally well-behaved. And yet here was his father looming before her, giving her this message.\u003c/p>\n\u003cp>\"He said, 'Lash Herbert for me. He's naughty. He's not learning.' \"\u003c/p>\n\u003cp>Agbavor says he was just trying to \"give her confidence\" to get Herbert to buckle down more — and to let Gbetodeme know that he wouldn't complain if she needed to put the boy in line.\u003c/p>\n\u003cp>But Gbetodeme says it felt like criticism. And in that moment — despite all her vows to be a different sort of teacher, one who no longer relies on intimidation — she slipped a little.\u003c/p>\n\u003cp>She says she called out to the boy: \"Herbert, did you hear? Did you hear what your daddy told me to do to you?'\" And she says, Herbert, normally so full of pep, \"he became kind of timid.\"\u003c/p>\n\u003cp>As slips go, it was not hugely dramatic. But it's telling because of another — less hopeful — finding from Wolf's experiment. In addition to the group of teachers that got the training (Gbetodeme's group), Wolf created another group, training the teachers but also bringing in parents of their students to see a video on the importance of activity-based learning and encouraging them to be more involved in their children's education.\u003c/p>\n\u003cp>Here's what she found: The teachers in that group didn't change their teaching style to engage the children in open-ended conversations. And the children didn't make gains in test scores.\u003c/p>\n\u003cfigure id=\"attachment_51496\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Herbert.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Herbert is excited about school these days. But his dad worries that his son isn't learning to read fast enough. He wants to make sure the boy can grow up to do \"whatever he wants to do. I don't intend to limit him in anything.\" \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Why this happened is a bit of a puzzle. But Wolf found what she thinks was a clue. In some follow-up interviews she did with both parents and teachers, it appeared that the training program made parents more prone to complaining about their children to the teachers — to say things along the lines of what Agbavor told his son's teacher. Wolf hypothesizes that giving up the chew-and-pour approach \"was really going out on a limb\" for these teachers. So in the face of even indirect pushback from parents, the child-centered approach \"was the natural thing for teachers to step back on.\"\u003c/p>\n\u003ch3>\u003cstrong>The Worries Of A One-Eyed Man\u003c/strong>\u003c/h3>\n\u003cp>Agbavor seems genuinely surprised to learn that Gbetodeme took his instruction to her as a criticism. He also was not aware that she had had the experimental training. He hadn't even realized she was using a new approach in her classroom. He has never actually observed her in action.\u003c/p>\n\u003cp>When I fill in him, he's intrigued.\u003c/p>\n\u003cp>It would be great for teachers to give kids more opportunities for hands-on learning, he says.\u003c/p>\n\u003cp>\"I believe in the practical,\" he says. \"If you just have theory and you can't practice, it's useless.\"\u003c/p>\n\u003cp>But as we discuss how he, as a parent, can make sure that Herbert's teachers do better, he reverts to the same focus on outcomes — on the trappings of learning — that gave rise to chew and pour.\u003c/p>\n\u003cp>\"It's step by step,\" he says. First the child needs to know the alphabet, \"then from that to form sentences.\"\u003c/p>\n\u003cp>\"And if I tell [the teachers], by the end of this year he should be writing then they'll know that.\" They'll make it happen.\u003c/p>\n\u003cp>He doesn't see how he can let up on his focus on results. He can't just step back and put his faith in the school.\u003c/p>\n\u003cp>\"Herbert is my first son,\" he says. \"I don't want him to regret in the future that, 'my father couldn't do the right thing for me.' \"\u003c/p>\n\u003cp>Agbavor brings up an expression in his language, Ewe: \"If you're a one-eyed man, you don't play with sand.\" It could get in your eye and \"you don't have an eye to spare. A one-eyed man doesn't play with sand.\"\u003c/p>\n\u003cp>SHARE YOUR STORY: Kids and parental pressure\u003c/p>\n\u003cp>As a parent, did you ever push your child in ways you now regret — or not push enough? Or when you were a child, did you ever feel pushed too hard or not enough? Share your story in the tool below. We are collecting responses until \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/19/613655788/when-it-comes-to-preschool-does-father-really-know-best\">June 27\u003c/a>. We may feature your post on NPR.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Alexandra Lange's interest in school design started in her childhood, when she read \u003cem>Little House on the Prairie, \u003c/em>with its indelible depiction of Laura's one-room schoolhouse in Wisconsin.\u003c/p>\n\u003cp>Today, she's an architecture and design critic. Her new book, \u003cem>The Design of Childhood, \u003c/em>considers the physical spaces where our children learn and grow: from the living room rug crowded with toys, to the streets, welcoming or dangerous, to classrooms, bright and new or dilapidated.\u003ca href=\"https://www.bloomsbury.com/uk/the-design-of-childhood-9781632866370/\">\u003cimg class=\"alignright wp-image-51426\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/designofchildhood.jpg\" alt=\"\" width=\"340\" height=\"516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood.jpg 420w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-160x243.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-240x365.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-375x570.jpg 375w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>I felt like a lot of the contemporary discussion about education was really focused on content,\" she tells NPR. \"In that really tight space in front of the kid's face. And as someone interested in design I'm always interested in, what kind of room are you in? How much natural light does it get? What kind of materials is it made of? What kind of a chair are you sitting in?\"\u003c/p>\n\u003cp>One of the most contentious issues in education today is how much our schools have, or haven't, kept up with the times. The physical plants of schools represent the biggest capital investment in the provision of education, so they tend to stay in use as long as possible. And, Lange's book shows how everything from the dimensions of a room to the height and placement of windows can make certain kinds of learning easier or harder.\u003c/p>\n\u003cp>The familiar \u003ca href=\"https://www.npr.org/series/5178603/america-s-one-room-schools\">one-room schoolhouse\u003c/a> ruled from Colonial times. But starting in the 19th century, she writes, big public schools were built in urban centers. They had facilities like gyms and auditoriums, sometimes open to the public. And they had several stories of classrooms, outfitted with the learning technologies of the time: blackboards, globes and maps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These rooms were designed for one type of learning only: direct instruction. They had rows of individual desks, originally fixed to the floor, facing front — a slight update from the one-room schoolhouse days, when students often sat on benches. These rooms were lit by large rows of windows with light meant to come over the left shoulder to reduce glare and shadows on a student's notebook — presuming, of course, that the students must all be right-handed.\u003c/p>\n\u003cp>\"If you measure a classroom in St. Louis or Chicago or New York from 1925, the proportions are probably going to be within a foot of the same,\" Lange says — sized to hold about 56 students.\u003c/p>\n\u003cfigure id=\"attachment_51420\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51420\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-160x190.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-768x912.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-240x285.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-375x445.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-520x618.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Industrial-era urban schools were solidly constructed, with grand ornamented lobbies, auditoriums and gymnasiums. Classrooms were lit by large windows and jammed with rows of heavy, fixed desks. These schools were the gold standard for decades. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That standardization, and the image of American schools preserved in amber, is a drum often beaten by critics. Education Secretary Betsy DeVos \u003ca href=\"https://www.npr.org/sections/ed/2018/03/10/591882457/west-virginia-teachers-win-devos-gets-pushback\" target=\"_blank\" rel=\"noopener\">recently tweeted out\u003c/a> a decades-old picture of a classroom with the message ... \"Everything about our lives has moved beyond the industrial era. But American education largely hasn't.\"\u003c/p>\n\u003cp>Lange calls this a \"frustrating canard which is not exclusive to Betsy DeVos ... I think a lot of the tech leaders who are trying to disrupt education also keep repeating this idea that the classroom hasn't changed in 100 years.\"\u003c/p>\n\u003cp>Yes, some century-old schools are still in use, she says, but what teachers are actually doing with them today is very different.\u003c/p>\n\u003cp>\"My own kids' public school in Brooklyn is in a 1929 building,\" she says, a school built for desks in rows.\u003c/p>\n\u003cp>\"But they don't have any of that furniture anymore. Now they have small tables that the kids sit at when they have to do heads-down work. They have a rug facing a screen for when they're getting direct instruction. The younger kids' classrooms often have a block play area or a dress-up area. And the older kids' classrooms, there's still kind of a work zone for project-based learning,\" where kids can work hands-on and collaborate in groups.\u003c/p>\n\u003cp>Lange says another innovation is the addition of technology like laptops and tablets, which often travels from classroom to classroom in locked, rolling carts: \"So essentially they've created a project-based learning design within the individual classroom.\"\u003c/p>\n\u003cp>The tale of the century-old industrial-era classroom also leaves out an entire epoch of school buildings, inspired by the progressivism of \u003ca href=\"http://digital.vpr.net/post/how-john-dewey-changed-world#stream/0\">John Dewey\u003c/a> and others. Postwar suburban schools were much more likely to be \"single-story and kind of spread out around courtyards.\"\u003c/p>\n\u003cfigure id=\"attachment_51421\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51421\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"715\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-160x143.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-768x686.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-240x215.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-375x335.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-520x465.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Architects in postwar suburbia approached school design with the child in mind. Furniture was movable and kid-sized. Classrooms featured book nooks, sand tables, space for music and art, plus easy access to the outdoors. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Equity, or more to the point, inequity, has always been an issue in the building of public schools in America. Lange's book has two instructive case studies that went against the grain.\u003c/p>\n\u003cp>In the 1920s, Julius Rosenwald, who made his fortune with Sears, Roebuck, teamed up with educator Booker T. Washington to found \u003ca href=\"https://www.npr.org/sections/ed/2015/10/17/436402544/rosenwald-schools-built-a-century-ago-may-still-have-lessons-to-teach\">thousands of schools \u003c/a>for African-American children across the American South during a time when, Lange says, many had no schools at all. The foundation gave out a pattern book, intended to be simple enough that the school could be built of wood by local carpenters. \"But the design of the classrooms were completely up-to-date, though the overall appearance of the schools had to be kept humble,\" — lest local white leaders get jealous.\u003c/p>\n\u003cp>Similarly, in the Jim Crow 1950s, Charles Colbert designed a series of schools for African-American children in New Orleans that became modernist landmarks. They borrowed from local styles, with raised classrooms and shaded outdoor walkways. Despite the concerns of preservationists, one of the last of \u003ca href=\"https://www.wmf.org/project/phillis-wheatley-elementary-school\" target=\"_blank\" rel=\"noopener\">these schools\u003c/a>, Phillis Wheatley Elementary School, was demolished in 2011.\u003c/p>\n\u003cp>In the 1960s and '70s, modernism got even more innovative, with the rise of the open-plan school.\u003c/p>\n\u003cfigure id=\"attachment_51422\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51422\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85.jpg\" alt=\"Open-plan schools, built in the 1960s and '70s, incorporated a lot of innovative and flexible design elements, like carpeted amphitheaters, but overlooked one huge factor: noise. \" width=\"800\" height=\"760\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-768x730.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-240x228.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-375x356.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-520x494.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Open-plan schools, built in the 1960s and '70s, incorporated a lot of innovative and flexible design elements, like carpeted amphitheaters, but overlooked one huge factor: noise. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"An open-plan school is basically a big room. Often they were fancifully shaped into circles and then the classrooms would have been wedge-shaped.\"\u003c/p>\n\u003cp>These schools were part of a movement to give more autonomy to children, recognizing that, \"sitting upright in a chair all day is not what most kids want to do nor is it conducive to all kinds of work. So there are a lot of choices in terms of the furniture as well as in terms of the room sizes.\"\u003c/p>\n\u003cp>These choices included \"small, medium and large\" spaces for learning solo, in small groups, or in large groups. They featured soft furniture that kids themselves could move. They might have had a \"kiva\" — an open amphitheatre, maybe with carpeted stairs as seats.\u003c/p>\n\u003cp>Lange herself attended a school like this in North Carolina. It's a model that she says is \"heavily discredited — mostly for acoustic problems. They were really loud.\" The apparent flexibility belied a lot of careful \"choreography\" of loud and quiet activities. And, as the fashion for progressive and interest-driven learning gave way to stricter standards-based instruction, these literally and figuratively squishy designs \u003ca href=\"https://www.npr.org/sections/ed/2017/03/27/520953343/open-schools-made-noise-in-the-70s-now-theyre-just-noisy\">fell out of fashion\u003c/a>.\u003c/p>\n\u003cp>However, when Lange traveled the world to visit some of the most lauded \"custom-built, Ted Talk schools\" of today, she found, despite the constant \"rhetoric of newness,\" a lot of familiar features from that 1970s era.\u003c/p>\n\u003cfigure id=\"attachment_51423\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51423\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"587\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-768x564.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-240x176.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-375x275.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-520x382.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Classrooms today may be in 10-, 50- or 100-year-old buildings, but they're likely to have SMART boards, a laptop cart, movable desks in groups and lots of student work on display. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In new project-based, inquiry-based schools, \"the idea is to kind of break the box of the classroom ... You're seeing all kinds of different learning encounters essentially set up through the architecture.\" These ideas are layered in with newer concepts like sustainability and portable, digital technology. Instead of being fixed to the ground, desks and chairs may be on wheels.\u003c/p>\n\u003cp>Fundamentally, no matter the era, says Lange, \"the design of the classroom is a technology, and you can interpret that in a lot of different ways. Architects can make that look more, and less, typical. But the point is the instruction, the interaction in the classroom, not that it looks more like a circle or more like a square or whatever else.\"\u003c/p>\n\u003cfigure id=\"attachment_51424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"942\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-160x188.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-768x904.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-240x283.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-375x442.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-520x612.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Future? Sustainability and digital technology are two major trends. Some industrial-era ideas, like daylighting, are as relevant as ever. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What will schools of the future look like? Lange ponders the question: \"What about kids using laptops on tuffets in a field? One current line of thinking goes toward forest preschools and urban farms, the other toward all education being contained in a laptop or tablet. [Future designs] could combine the two.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Century-Old+Decisions+That+Impact+Children+Every+Day&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Alexandra Lange's new book has insights on the influence of school and classroom design on children's learning throughout history.",
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"headline": "How Decisions Architects Made A Century Ago Affect Learning Today",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Alexandra Lange's interest in school design started in her childhood, when she read \u003cem>Little House on the Prairie, \u003c/em>with its indelible depiction of Laura's one-room schoolhouse in Wisconsin.\u003c/p>\n\u003cp>Today, she's an architecture and design critic. Her new book, \u003cem>The Design of Childhood, \u003c/em>considers the physical spaces where our children learn and grow: from the living room rug crowded with toys, to the streets, welcoming or dangerous, to classrooms, bright and new or dilapidated.\u003ca href=\"https://www.bloomsbury.com/uk/the-design-of-childhood-9781632866370/\">\u003cimg class=\"alignright wp-image-51426\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/designofchildhood.jpg\" alt=\"\" width=\"340\" height=\"516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood.jpg 420w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-160x243.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-240x365.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/designofchildhood-375x570.jpg 375w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>I felt like a lot of the contemporary discussion about education was really focused on content,\" she tells NPR. \"In that really tight space in front of the kid's face. And as someone interested in design I'm always interested in, what kind of room are you in? How much natural light does it get? What kind of materials is it made of? What kind of a chair are you sitting in?\"\u003c/p>\n\u003cp>One of the most contentious issues in education today is how much our schools have, or haven't, kept up with the times. The physical plants of schools represent the biggest capital investment in the provision of education, so they tend to stay in use as long as possible. And, Lange's book shows how everything from the dimensions of a room to the height and placement of windows can make certain kinds of learning easier or harder.\u003c/p>\n\u003cp>The familiar \u003ca href=\"https://www.npr.org/series/5178603/america-s-one-room-schools\">one-room schoolhouse\u003c/a> ruled from Colonial times. But starting in the 19th century, she writes, big public schools were built in urban centers. They had facilities like gyms and auditoriums, sometimes open to the public. And they had several stories of classrooms, outfitted with the learning technologies of the time: blackboards, globes and maps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These rooms were designed for one type of learning only: direct instruction. They had rows of individual desks, originally fixed to the floor, facing front — a slight update from the one-room schoolhouse days, when students often sat on benches. These rooms were lit by large rows of windows with light meant to come over the left shoulder to reduce glare and shadows on a student's notebook — presuming, of course, that the students must all be right-handed.\u003c/p>\n\u003cp>\"If you measure a classroom in St. Louis or Chicago or New York from 1925, the proportions are probably going to be within a foot of the same,\" Lange says — sized to hold about 56 students.\u003c/p>\n\u003cfigure id=\"attachment_51420\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51420\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-160x190.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-768x912.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-240x285.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-375x445.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-industrial_custom-bfb3718a15166c309abf970a8bf9c8f853638dcf-s800-c85-520x618.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Industrial-era urban schools were solidly constructed, with grand ornamented lobbies, auditoriums and gymnasiums. Classrooms were lit by large windows and jammed with rows of heavy, fixed desks. These schools were the gold standard for decades. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That standardization, and the image of American schools preserved in amber, is a drum often beaten by critics. Education Secretary Betsy DeVos \u003ca href=\"https://www.npr.org/sections/ed/2018/03/10/591882457/west-virginia-teachers-win-devos-gets-pushback\" target=\"_blank\" rel=\"noopener\">recently tweeted out\u003c/a> a decades-old picture of a classroom with the message ... \"Everything about our lives has moved beyond the industrial era. But American education largely hasn't.\"\u003c/p>\n\u003cp>Lange calls this a \"frustrating canard which is not exclusive to Betsy DeVos ... I think a lot of the tech leaders who are trying to disrupt education also keep repeating this idea that the classroom hasn't changed in 100 years.\"\u003c/p>\n\u003cp>Yes, some century-old schools are still in use, she says, but what teachers are actually doing with them today is very different.\u003c/p>\n\u003cp>\"My own kids' public school in Brooklyn is in a 1929 building,\" she says, a school built for desks in rows.\u003c/p>\n\u003cp>\"But they don't have any of that furniture anymore. Now they have small tables that the kids sit at when they have to do heads-down work. They have a rug facing a screen for when they're getting direct instruction. The younger kids' classrooms often have a block play area or a dress-up area. And the older kids' classrooms, there's still kind of a work zone for project-based learning,\" where kids can work hands-on and collaborate in groups.\u003c/p>\n\u003cp>Lange says another innovation is the addition of technology like laptops and tablets, which often travels from classroom to classroom in locked, rolling carts: \"So essentially they've created a project-based learning design within the individual classroom.\"\u003c/p>\n\u003cp>The tale of the century-old industrial-era classroom also leaves out an entire epoch of school buildings, inspired by the progressivism of \u003ca href=\"http://digital.vpr.net/post/how-john-dewey-changed-world#stream/0\">John Dewey\u003c/a> and others. Postwar suburban schools were much more likely to be \"single-story and kind of spread out around courtyards.\"\u003c/p>\n\u003cfigure id=\"attachment_51421\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51421\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"715\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-160x143.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-768x686.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-240x215.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-375x335.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-modernist_custom-8b803d3786361a8c8d0b7aa0d3e7bdf7ca389bee-s800-c85-520x465.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Architects in postwar suburbia approached school design with the child in mind. Furniture was movable and kid-sized. Classrooms featured book nooks, sand tables, space for music and art, plus easy access to the outdoors. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Equity, or more to the point, inequity, has always been an issue in the building of public schools in America. Lange's book has two instructive case studies that went against the grain.\u003c/p>\n\u003cp>In the 1920s, Julius Rosenwald, who made his fortune with Sears, Roebuck, teamed up with educator Booker T. Washington to found \u003ca href=\"https://www.npr.org/sections/ed/2015/10/17/436402544/rosenwald-schools-built-a-century-ago-may-still-have-lessons-to-teach\">thousands of schools \u003c/a>for African-American children across the American South during a time when, Lange says, many had no schools at all. The foundation gave out a pattern book, intended to be simple enough that the school could be built of wood by local carpenters. \"But the design of the classrooms were completely up-to-date, though the overall appearance of the schools had to be kept humble,\" — lest local white leaders get jealous.\u003c/p>\n\u003cp>Similarly, in the Jim Crow 1950s, Charles Colbert designed a series of schools for African-American children in New Orleans that became modernist landmarks. They borrowed from local styles, with raised classrooms and shaded outdoor walkways. Despite the concerns of preservationists, one of the last of \u003ca href=\"https://www.wmf.org/project/phillis-wheatley-elementary-school\" target=\"_blank\" rel=\"noopener\">these schools\u003c/a>, Phillis Wheatley Elementary School, was demolished in 2011.\u003c/p>\n\u003cp>In the 1960s and '70s, modernism got even more innovative, with the rise of the open-plan school.\u003c/p>\n\u003cfigure id=\"attachment_51422\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51422\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85.jpg\" alt=\"Open-plan schools, built in the 1960s and '70s, incorporated a lot of innovative and flexible design elements, like carpeted amphitheaters, but overlooked one huge factor: noise. \" width=\"800\" height=\"760\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-768x730.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-240x228.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-375x356.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-openplan_custom-1ad83f2e5e5438695c4ec5d08886d8ea67ee0bd3-s800-c85-520x494.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Open-plan schools, built in the 1960s and '70s, incorporated a lot of innovative and flexible design elements, like carpeted amphitheaters, but overlooked one huge factor: noise. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"An open-plan school is basically a big room. Often they were fancifully shaped into circles and then the classrooms would have been wedge-shaped.\"\u003c/p>\n\u003cp>These schools were part of a movement to give more autonomy to children, recognizing that, \"sitting upright in a chair all day is not what most kids want to do nor is it conducive to all kinds of work. So there are a lot of choices in terms of the furniture as well as in terms of the room sizes.\"\u003c/p>\n\u003cp>These choices included \"small, medium and large\" spaces for learning solo, in small groups, or in large groups. They featured soft furniture that kids themselves could move. They might have had a \"kiva\" — an open amphitheatre, maybe with carpeted stairs as seats.\u003c/p>\n\u003cp>Lange herself attended a school like this in North Carolina. It's a model that she says is \"heavily discredited — mostly for acoustic problems. They were really loud.\" The apparent flexibility belied a lot of careful \"choreography\" of loud and quiet activities. And, as the fashion for progressive and interest-driven learning gave way to stricter standards-based instruction, these literally and figuratively squishy designs \u003ca href=\"https://www.npr.org/sections/ed/2017/03/27/520953343/open-schools-made-noise-in-the-70s-now-theyre-just-noisy\">fell out of fashion\u003c/a>.\u003c/p>\n\u003cp>However, when Lange traveled the world to visit some of the most lauded \"custom-built, Ted Talk schools\" of today, she found, despite the constant \"rhetoric of newness,\" a lot of familiar features from that 1970s era.\u003c/p>\n\u003cfigure id=\"attachment_51423\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51423\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"587\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-160x117.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-768x564.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-240x176.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-375x275.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-today_custom-11b834e47bcb3eb7fde0ebb598b475913296420f-s800-c85-520x382.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Classrooms today may be in 10-, 50- or 100-year-old buildings, but they're likely to have SMART boards, a laptop cart, movable desks in groups and lots of student work on display. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In new project-based, inquiry-based schools, \"the idea is to kind of break the box of the classroom ... You're seeing all kinds of different learning encounters essentially set up through the architecture.\" These ideas are layered in with newer concepts like sustainability and portable, digital technology. Instead of being fixed to the ground, desks and chairs may be on wheels.\u003c/p>\n\u003cp>Fundamentally, no matter the era, says Lange, \"the design of the classroom is a technology, and you can interpret that in a lot of different ways. Architects can make that look more, and less, typical. But the point is the instruction, the interaction in the classroom, not that it looks more like a circle or more like a square or whatever else.\"\u003c/p>\n\u003cfigure id=\"attachment_51424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"942\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-160x188.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-768x904.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-240x283.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-375x442.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/schooldesign-thefuture_custom-d255e1817f9cbc85c349a7313b5839ee58c9831a-s800-c85-520x612.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Future? Sustainability and digital technology are two major trends. Some industrial-era ideas, like daylighting, are as relevant as ever. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What will schools of the future look like? Lange ponders the question: \"What about kids using laptops on tuffets in a field? One current line of thinking goes toward forest preschools and urban farms, the other toward all education being contained in a laptop or tablet. [Future designs] could combine the two.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Century-Old+Decisions+That+Impact+Children+Every+Day&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "100 Top Colleges Vow To Enroll More Low-Income Students",
"title": "100 Top Colleges Vow To Enroll More Low-Income Students",
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"content": "\u003cp>College access and affordability: It's a common topic in higher education — because college is the one place that can really be a catapult when it comes to moving up the economic ladder.\u003c/p>\n\u003cp>And yet, research has shown \u003ca href=\"https://www.npr.org/sections/ed/2017/08/17/542575305/high-achieving-low-income-students-where-elite-colleges-are-falling-short\">that just 3 percent\u003c/a> of high-achieving, low-income students attend America's most selective colleges. And, it's not that these students just aren't there — every year tens of thousands of top students who don't come from wealthy families never even apply to elite colleges.\u003c/p>\n\u003cp>Universities are taking note — and banding together under something called the American Talent Initiative — a network backed by Bloomberg Philanthropies, the Aspen Institute and the research firm Ithaka S+R.\u003c/p>\n\u003cp>To join the club, schools have to graduate 70 percent of their students in six years — a qualification that leaves just under 300 schools in the U.S. eligible. Nearly a third of those schools — exactly 100 — have signed on.\u003c/p>\n\u003cp>Their goal? Enroll 50,000 additional low- and moderate-income students by 2025.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each school has its own goals, too — many want to increase the number of Pell Grant students on campus, others aim to improve graduation rates — but they're all on board to share strategies, learn from each other's missteps and provide data to monitor their progress.\u003c/p>\n\u003cp>I spoke with four university leaders about this initiative: Michael Drake, the president at The Ohio State University; Biddy Martin, president of Amherst College in Massachusetts; Mark Schlissel, the president of the University of Michigan; and Rebecca Blank, chancellor of the University of Wisconsin-Madison. Our conversations have been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>What's the impetus for you to be a part of this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Blank:\u003c/strong> This is really important. We need to make sure that we are accessible to all students. The symbolism of that is as important as the actuality of what we are doing.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> We [Michigan] are a public university. And to me, that means we have to serve and capture the talent from the full breadth of the public. To be honest, we've done a poor job of identifying and recruiting students from the lower half of the income spectrum in my home state of Michigan. Only 10 or 15 percent of our in-state students are from the lower 50 percent of the economic spectrum. I'm 100 percent convinced that talent is distributed uniformly across society. There's no data to suggest that if you happen to be born into a less well-to-do family you are somehow less intelligent. The challenge for us is to recruit them and make it financially viable for them.\u003c/p>\n\u003cp>\u003cstrong>Drake:\u003c/strong> The students exist. The pool is ready for us. And as I talked with presidents and chancellors of other schools, I actually found we had research and energy from colleagues to do something about it.\u003c/p>\n\u003cp>\u003cstrong>Why is it necessary to do this together, across the higher education system? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Martin:\u003c/strong> The size and scale of an Amherst can be an advantage. But, obviously, Amherst and other liberal arts colleges can't do this alone. Our great flagship campuses graduate by far the great majority of students with college degrees in this country and also do the majority of the research that has been an engine of growth and well-being for the country for so long.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> We can all hear one another's ideas and the different challenges we're trying to meet. And although we're different types of institutions, we share the best practices. I've presented what we've done, and a lot of other schools are excited about it.\u003c/p>\n\u003cp>\u003cstrong>Drake:\u003c/strong> We'll learn the most effective things and the most impactful things on an ongoing basis from each other. So this is an initiative where people come together and share their best practices with the hope that the rest of the members of the initiative will be able to copy and make good use of them.\u003c/p>\n\u003cp>\u003cstrong>Blank:\u003c/strong> It's always more fun to work with a whole club of other schools.\u003c/p>\n\u003cp>\u003cstrong>Are there other schools you've been watching? Things you've seen that you want to adapt for your schools? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Martin:\u003c/strong> We're looking at what Princeton is doing in their summer bridge programs for students from low-income backgrounds and first-generation students. Last year I visited the University of Maryland, Baltimore County. I like the idea of borrowing from all kinds of institutions.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> One thing Princeton is doing is they're starting to take transfer students. So that's something they hadn't done before.\u003c/p>\n\u003cp>\u003cstrong>Drake\u003c/strong>: I heard from the University of Michigan that they follow up on their outreach to students from low-income communities and high schools. In addition to letters and emails, they were following up with phone calls and invitations and other secondary levels of recruitment that seemed to be very effective; more effective than just sending a letter. The University of Washington is focusing on their students who began at a different campus. They are featuring speakers who transfer to their school and we're planning to do that this year at Ohio State.\u003c/p>\n\u003cp>\u003cstrong>As enrollment shifts and changes, do institutions have to change their culture, and how they go about doing things on campus? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Martin:\u003c/strong> I think the institutions have to let themselves be changed by the student bodies we have. There's also a whole set of ways — including curriculum pedagogy and cultural dimensions of the place — that change as the student body changes and that is a really wonderful and fascinating process to watch and to have some responsibility for ensuring that goes well.\u003c/p>\n\u003cp>\u003cstrong>Schlissel: \u003c/strong>We need to use our current students as a focus group and ask them, you know, what was on their minds as they were looking at their futures and how did they decide or to think about college or work. We do this in an unorganized way. So for example even as the president of a big organization I have office hours for students to sign up to come and see me.\u003c/p>\n\u003cp>\u003cstrong>One way schools in the initiative are attracting low-income students is to offer free tuition to students with families that make under a certain threshold. For Michigan, it's $65,000, for University of Wisconsin-Madison it's $56,000.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Blank:\u003c/strong> It's a message to low-income families who are hearing, \"College is expensive. You don't want to take out loans. It's terrible.\" Often if you're a first-generation student, no one's gone to college. You're thinking it's just not for you. We want to get the message out: If you are able to get into UW-Madison, we will work with you to make sure you can afford it. It's really about making it clear that we're affordable to low-income and moderate-income students.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> Half the families in my state are below that level. And to me, attracting students from that part of the socioeconomic spectrum is part of diversity on campus. The hard part is convincing a person that they could actually afford to go to a highly selective college like the University of Michigan. This is the branding of our financial aid. Instead of saying \"need-based,\" we say \"free tuition.\" I'm happy to do that.\u003c/p>\n\u003cp>\u003cstrong>Drake:\u003c/strong> It's really making sure that talented young people understand that there are opportunities available for them. So our initiative to offer free tuition to Pell Grant students is meant to both be simple for people to understand, and that by covering the cost of tuition we decrease the cost of going to college. And so these students can leave with less debt.\u003c/p>\n\u003cp>\u003cstrong>Even after students enroll, there's often huge wealth disparity on campus.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> Students arrive on campuses with all different levels of wealth. Some kids get to take ski trips on three-day weekends and can fly out to Colorado with their family. And other students, you know, don't really even have a home to go back to. And that's a broad spectrum and yet they're all being educated side-by-side. So you can imagine the social model, when you're confronted with peers with tremendously different capacities, is challenging. So that's another thing we have to work to support.\u003c/p>\n\u003cp>\u003cstrong>Martin: \u003c/strong>I've spent a lot of time thinking about how to identify what I call opportunity gaps that arise and become apparent once you have a student body from such a wide range of backgrounds. Maybe one of the most obvious, but also significant, would be internships. But it's also the case when it comes to travel, or when it comes to anything additional that students and faculty decide would be advantageous. We have to make sure that it's possible for all of our students to take part.\u003c/p>\n\u003cp>\u003cstrong>So does it all come back to money?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Martin: \u003c/strong>I mean, there's no question that Amherst is able to do what we have done and continue to do because of our endowment. For schools with smaller endowments, it's harder. Different choices have to be made. You're going to sacrifice other things in order to put resources toward this effort. It's always a matter of trade-offs — like making need-based aid a higher priority.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> It's also about support. A community that doesn't often send their kids to selective colleges, these students need some transition support. They need closer mentoring and advising. They need some community building activities. They need to find a sense of place. And after a year or so, they do as well as any other student admitted to Michigan. But they just need some transition support.\u003c/p>\n\u003cp>\u003cstrong>Drake:\u003c/strong> Retention is a big part of this. We have early outreach advising, particularly when students show signs early on of tripping up in ways that we know are likely to predict the lack of success later on. We don't wait until a student gets a bad grade in a class or drops a class before we intervene.\u003c/p>\n\u003cp>Friends from Georgia State found many students who were poor seniors were very close to graduation but couldn't register because of a financial hold on their records. It might be something small; a few hundred dollars for instance. So they gave completion grants [that were] available to students who in the past maybe would have had to drop out to work for a while, getting some money and then re-enrolling. We've done the same and have significantly increased our number of these completion grants in the last year.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=100+Top+Colleges+Vow+To+Enroll+More+Low-Income+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>College access and affordability: It's a common topic in higher education — because college is the one place that can really be a catapult when it comes to moving up the economic ladder.\u003c/p>\n\u003cp>And yet, research has shown \u003ca href=\"https://www.npr.org/sections/ed/2017/08/17/542575305/high-achieving-low-income-students-where-elite-colleges-are-falling-short\">that just 3 percent\u003c/a> of high-achieving, low-income students attend America's most selective colleges. And, it's not that these students just aren't there — every year tens of thousands of top students who don't come from wealthy families never even apply to elite colleges.\u003c/p>\n\u003cp>Universities are taking note — and banding together under something called the American Talent Initiative — a network backed by Bloomberg Philanthropies, the Aspen Institute and the research firm Ithaka S+R.\u003c/p>\n\u003cp>To join the club, schools have to graduate 70 percent of their students in six years — a qualification that leaves just under 300 schools in the U.S. eligible. Nearly a third of those schools — exactly 100 — have signed on.\u003c/p>\n\u003cp>Their goal? Enroll 50,000 additional low- and moderate-income students by 2025.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each school has its own goals, too — many want to increase the number of Pell Grant students on campus, others aim to improve graduation rates — but they're all on board to share strategies, learn from each other's missteps and provide data to monitor their progress.\u003c/p>\n\u003cp>I spoke with four university leaders about this initiative: Michael Drake, the president at The Ohio State University; Biddy Martin, president of Amherst College in Massachusetts; Mark Schlissel, the president of the University of Michigan; and Rebecca Blank, chancellor of the University of Wisconsin-Madison. Our conversations have been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>What's the impetus for you to be a part of this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Blank:\u003c/strong> This is really important. We need to make sure that we are accessible to all students. The symbolism of that is as important as the actuality of what we are doing.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> We [Michigan] are a public university. And to me, that means we have to serve and capture the talent from the full breadth of the public. To be honest, we've done a poor job of identifying and recruiting students from the lower half of the income spectrum in my home state of Michigan. Only 10 or 15 percent of our in-state students are from the lower 50 percent of the economic spectrum. I'm 100 percent convinced that talent is distributed uniformly across society. There's no data to suggest that if you happen to be born into a less well-to-do family you are somehow less intelligent. The challenge for us is to recruit them and make it financially viable for them.\u003c/p>\n\u003cp>\u003cstrong>Drake:\u003c/strong> The students exist. The pool is ready for us. And as I talked with presidents and chancellors of other schools, I actually found we had research and energy from colleagues to do something about it.\u003c/p>\n\u003cp>\u003cstrong>Why is it necessary to do this together, across the higher education system? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Martin:\u003c/strong> The size and scale of an Amherst can be an advantage. But, obviously, Amherst and other liberal arts colleges can't do this alone. Our great flagship campuses graduate by far the great majority of students with college degrees in this country and also do the majority of the research that has been an engine of growth and well-being for the country for so long.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> We can all hear one another's ideas and the different challenges we're trying to meet. And although we're different types of institutions, we share the best practices. I've presented what we've done, and a lot of other schools are excited about it.\u003c/p>\n\u003cp>\u003cstrong>Drake:\u003c/strong> We'll learn the most effective things and the most impactful things on an ongoing basis from each other. So this is an initiative where people come together and share their best practices with the hope that the rest of the members of the initiative will be able to copy and make good use of them.\u003c/p>\n\u003cp>\u003cstrong>Blank:\u003c/strong> It's always more fun to work with a whole club of other schools.\u003c/p>\n\u003cp>\u003cstrong>Are there other schools you've been watching? Things you've seen that you want to adapt for your schools? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Martin:\u003c/strong> We're looking at what Princeton is doing in their summer bridge programs for students from low-income backgrounds and first-generation students. Last year I visited the University of Maryland, Baltimore County. I like the idea of borrowing from all kinds of institutions.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> One thing Princeton is doing is they're starting to take transfer students. So that's something they hadn't done before.\u003c/p>\n\u003cp>\u003cstrong>Drake\u003c/strong>: I heard from the University of Michigan that they follow up on their outreach to students from low-income communities and high schools. In addition to letters and emails, they were following up with phone calls and invitations and other secondary levels of recruitment that seemed to be very effective; more effective than just sending a letter. The University of Washington is focusing on their students who began at a different campus. They are featuring speakers who transfer to their school and we're planning to do that this year at Ohio State.\u003c/p>\n\u003cp>\u003cstrong>As enrollment shifts and changes, do institutions have to change their culture, and how they go about doing things on campus? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Martin:\u003c/strong> I think the institutions have to let themselves be changed by the student bodies we have. There's also a whole set of ways — including curriculum pedagogy and cultural dimensions of the place — that change as the student body changes and that is a really wonderful and fascinating process to watch and to have some responsibility for ensuring that goes well.\u003c/p>\n\u003cp>\u003cstrong>Schlissel: \u003c/strong>We need to use our current students as a focus group and ask them, you know, what was on their minds as they were looking at their futures and how did they decide or to think about college or work. We do this in an unorganized way. So for example even as the president of a big organization I have office hours for students to sign up to come and see me.\u003c/p>\n\u003cp>\u003cstrong>One way schools in the initiative are attracting low-income students is to offer free tuition to students with families that make under a certain threshold. For Michigan, it's $65,000, for University of Wisconsin-Madison it's $56,000.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Blank:\u003c/strong> It's a message to low-income families who are hearing, \"College is expensive. You don't want to take out loans. It's terrible.\" Often if you're a first-generation student, no one's gone to college. You're thinking it's just not for you. We want to get the message out: If you are able to get into UW-Madison, we will work with you to make sure you can afford it. It's really about making it clear that we're affordable to low-income and moderate-income students.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> Half the families in my state are below that level. And to me, attracting students from that part of the socioeconomic spectrum is part of diversity on campus. The hard part is convincing a person that they could actually afford to go to a highly selective college like the University of Michigan. This is the branding of our financial aid. Instead of saying \"need-based,\" we say \"free tuition.\" I'm happy to do that.\u003c/p>\n\u003cp>\u003cstrong>Drake:\u003c/strong> It's really making sure that talented young people understand that there are opportunities available for them. So our initiative to offer free tuition to Pell Grant students is meant to both be simple for people to understand, and that by covering the cost of tuition we decrease the cost of going to college. And so these students can leave with less debt.\u003c/p>\n\u003cp>\u003cstrong>Even after students enroll, there's often huge wealth disparity on campus.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> Students arrive on campuses with all different levels of wealth. Some kids get to take ski trips on three-day weekends and can fly out to Colorado with their family. And other students, you know, don't really even have a home to go back to. And that's a broad spectrum and yet they're all being educated side-by-side. So you can imagine the social model, when you're confronted with peers with tremendously different capacities, is challenging. So that's another thing we have to work to support.\u003c/p>\n\u003cp>\u003cstrong>Martin: \u003c/strong>I've spent a lot of time thinking about how to identify what I call opportunity gaps that arise and become apparent once you have a student body from such a wide range of backgrounds. Maybe one of the most obvious, but also significant, would be internships. But it's also the case when it comes to travel, or when it comes to anything additional that students and faculty decide would be advantageous. We have to make sure that it's possible for all of our students to take part.\u003c/p>\n\u003cp>\u003cstrong>So does it all come back to money?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Martin: \u003c/strong>I mean, there's no question that Amherst is able to do what we have done and continue to do because of our endowment. For schools with smaller endowments, it's harder. Different choices have to be made. You're going to sacrifice other things in order to put resources toward this effort. It's always a matter of trade-offs — like making need-based aid a higher priority.\u003c/p>\n\u003cp>\u003cstrong>Schlissel:\u003c/strong> It's also about support. A community that doesn't often send their kids to selective colleges, these students need some transition support. They need closer mentoring and advising. They need some community building activities. They need to find a sense of place. And after a year or so, they do as well as any other student admitted to Michigan. But they just need some transition support.\u003c/p>\n\u003cp>\u003cstrong>Drake:\u003c/strong> Retention is a big part of this. We have early outreach advising, particularly when students show signs early on of tripping up in ways that we know are likely to predict the lack of success later on. We don't wait until a student gets a bad grade in a class or drops a class before we intervene.\u003c/p>\n\u003cp>Friends from Georgia State found many students who were poor seniors were very close to graduation but couldn't register because of a financial hold on their records. It might be something small; a few hundred dollars for instance. 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"content": "\u003cp>Cameron is no ordinary dog, and not just because he was born on Valentine’s Day. To Maggie, a first-grader at Burgundy Farm Country Day School, the Labrador/terrier mix with chestnut-brown eyes and “really fluffy” black hair who spends most days on campus is more like a friend. When Cameron is near, Maggie feels “really, really, happy,” she said. “I feel safe around him,” she added. “He’ll lay down and ask me to scratch his tummy,” she explained, because Cameron likes Maggie.\u003c/p>\n\u003cp>Cameron is one of a handful of dogs at Burgundy, a K-8 private day school in Alexandria, Virginia. Dogs started showing up there when the head of school, Jeff Sindler, brought his lumbering lab, Luke, to the main office building where Sindler works. After Luke died, Sindler adopted Cameron and brought him to campus, too, where the dog Maggie describes as “really cute” became a school favorite.\u003c/p>\n\u003cp>“They don’t care if you’re good at basketball, or a great reader, or popular,” Sindler said. “They just want to be loved—equal opportunity,” he added. Cameron and the other dogs on campus—always on a leash and with their owner—go a long way toward improving students’ social and emotional well-being, he said: They reduce tension and soothe anxiety, and elicit happy feelings from students.\u003c/p>\n\u003cfigure id=\"attachment_50657\" class=\"wp-caption alignnone\" style=\"max-width: 453px\">\u003cimg class=\"wp-image-50657 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Cameron-CC.png\" alt=\"\" width=\"453\" height=\"293\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC.png 453w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-240x155.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-375x243.png 375w\" sizes=\"(max-width: 453px) 100vw, 453px\">\u003cfigcaption class=\"wp-caption-text\">Cameron is one of several dogs at Burgundy Farm Country Day school in Alexandria, Virginia. He waits for visitors at the top of the stairs that lead to the main office. \u003ccite>(Courtesy of Meghan Williams)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They bring out some super-basic and important emotions,” he said, and are especially helpful for children and adults who struggle in social interactions. Just as important, dogs on school grounds set a positive, welcoming tone. They help preserve the school climate that Sindler believes Burgundy embodies: one that is accepting, supportive and curious. “Dogs are one way to hold on to that atmosphere,” Sindler said, adding that “schools should be fun and exciting, and dogs can be a big part of that.”\u003c/p>\n\u003cp>According to research \u003ca href=\"https://iilab.yale.edu/\">carried\u003c/a> out at the Yale Innovative Interactions Lab, there is something distinctive about dogs that makes them so companionable. Unlike cats, \u003ca href=\"https://www.washingtonpost.com/news/animalia/wp/2018/01/22/fur-and-fury-at-40000-feet-as-more-people-bring-animals-on-planes/?utm_term=.a14aa02992c3\">parakeets\u003c/a> or \u003ca href=\"https://www.washingtonpost.com/opinions/a-snake-on-a-plane-for-emotional-support/2018/02/07/3931607c-0b69-11e8-8b0d-891602206fb7_story.html?utm_term=.50b92fb9f436\">snakes,\u003c/a> dogs have \u003ca href=\"https://phys.org/news/2013-05-dogs-domesticated-earlier-thought.html\">co-evolved\u003c/a> with humans for about 30,000 years, prompting them to develop skills that make them adept at understanding social and emotional cues from humans. Dogs make eye contact, for example. They follow where a person points. When frightened, they seek comfort from humans. And according to Yale researcher Molly Crossman, who studies how humans interact with dogs, “there is encouraging, preliminary evidence that dogs might reduce stress.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.usatoday.com/story/news/nation-now/2017/03/28/hospital-full-time-comfort-dog/99727894/\">Hospitals\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyg.12159/full\">nursing homes\u003c/a>, \u003ca href=\"http://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2017/06/26/canines-helping-out-in-the-courtroom\">courthouses\u003c/a>, \u003ca href=\"https://www.nbcnews.com/feature/college-game-plan/campus-therapy-dogs-offer-helping-paw-stressed-students-n556576\">colleges and universities\u003c/a>, and other groups have pounced on such studies and brought in dogs and other animals as a way to reduce stress among their populations. But there’s one large cohort that’s usually excluded from the canine influx: children in public schools. With the exception of service and police dogs, and the occasional visit from a designated “\u003ca href=\"http://newyorktherapyanimals.org/r-e-a-d/\">reading\u003c/a>” dog, ordinary dogs are largely absent from public schools. Many towns pass ordinances that forbid dogs from even stepping on school property, let alone taking up residence in the guidance department or principal’s office. Some school districts enact no-dogs rules to protect children who are afraid of or allergic to the animals and to keep school property free of dog waste.\u003c/p>\n\u003cp>But a new program started in New York City that incorporates dogs in ordinary classrooms may be challenging the no-dogs rule. \u003ca href=\"http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2017-2018/ComfortDogExpansion.htm\">The Comfort Dog Pilot Program\u003c/a>, launched in fall 2016 by the Department of Education, pairs select dogs from the North Shore Animal League America with participating New York City schools. Begun as a pilot with seven schools, the program expanded at the start of the 2017 school year to include a total of 42 varied elementary, middle and high schools. Chancellor of City Schools Carmen Fariña gave the go-ahead for the idea when a fifth-grade boy from Queens made the suggestion. In addition to offering ordinary comfort, some of the dogs are deployed in teachers’ lesson plans to encourage empathy, cooperation and decision-making as part of the \u003ca href=\"http://education.muttigrees.org/how-does-it-work\">Mutt-i-grees Curriculum\u003c/a>.\u003c/p>\n\u003cp>“It’s an innovative approach to social-emotional learning,” said Miranda Barbot, a spokeswoman at the NYC education department who is familiar with the program.\u003c/p>\n\u003cfigure id=\"attachment_50655\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50655\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2.png\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-768x1024.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-1180x1573.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-960x1280.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-240x320.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-375x500.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-520x693.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Several people at Abraham Lincoln High School in Brooklyn stop to pet Nina in the hallway. \u003ccite>(Courtesy of David Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nina is a 9-month-old boxer/beagle mix with a toffee-colored coat and a distinctive underbite. Rescued from a kill shelter in Virginia, she made her way up to New York and now trots off most days to \u003ca href=\"http://schools.nyc.gov/schoolportals/21/k410/default.htm\">Abraham Lincoln High School\u003c/a> in Brooklyn with Dave Robinson, an assistant principal there who adopted her. Robinson and school principal Ari A. Hoogenboom applied to the Comfort Dog Program when they heard how well it had worked in elementary and middle schools around the city. “Our attitude was, if something’s good, let’s do it here,” Hoogenboom said. Abraham Lincoln High School educates some 2,000 kids from various backgrounds and is the only large high school in New York with a comfort dog.\u003c/p>\n\u003cp>Hoogenboom recognized that some teenagers might not want to interact with Nina, either because of allergies, fear or a cultural inhibition. Before bringing in Nina, he sent all parents a “positive option letter” that they had to sign before their child could interact with her. Having a dog in school requires sensitivity to faculty, too, Hoogenboom said.\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>Nina gets to work early. In the morning, she holds office hours (with Robinson) so that students can drop in for impromptu social visits. After lunch, she spends two hours in counseling sessions with small groups of kids, where she “does the basic stuff,” Robinson said: wags her tail, looks at students with her doe-like eyes and exudes indiscriminate affection. Hoogenboom and Robinson said she has had a positive effect on both students and teachers. Attendance at counseling sessions has picked up because kids want to see Nina, and her presence in the meetings gets students to talk more openly. She has helped kids in crisis, offering elemental comfort that humans could not provide. And she sets a welcoming tone at school that has proved helpful in lowering tension.\u003c/p>\n\u003cp>“We’ve had instances with students who were agitated and about to get in a conflict, and she helped bring them down from 10 to 0,” Robinson said.\u003c/p>\n\u003cfigure id=\"attachment_50656\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-50656 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1.png\" alt=\"\" width=\"1920\" height=\"2286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-160x191.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-800x953.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-768x914.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-1020x1214.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-1180x1405.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-960x1143.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-240x286.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-375x446.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-520x619.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nina with principal Ari Hoogenboom. \u003ccite>(Courtesy of Dave Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sindler has observed similar reactions to his dogs, not only with the children at Burgundy but also among students at a year-round school in Baltimore where he used to work. Children there often came from challenging backgrounds: Many lived in poverty, or had to travel through dangerous neighborhoods to get to school, or shared a too-crowded home. When these emotionally needy children encountered Luke, Sindler’s benevolent Labrador, they relaxed and were more prepared to learn. The dog seemed to fill unmet emotional needs. For children whose primary experiences with dogs had been limited to frightening confrontations involving growling and teeth, the interactions with Luke also softened their perception of animals. For Sindler, including Luke was all part of an effort to create a safe environment where learning could flourish.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Crossman from Yale is careful to point out that public enthusiasm for the efficacy of dogs as support animals far outstrips actual evidence that canines do in fact ease anxiety. Dog-crazy humans are so hopelessly \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29023782\">partial\u003c/a> to the animals that they might perceive emotional benefits that do not exist. Further research is needed, she said. But many students and teachers swear by them. If by some decree all dogs were forced to leave campus, something special would be lost, said Max, an eighth-grader at Burgundy who is especially happy when the math teacher’s dog lopes around during exams.\u003c/p>\n\n",
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"excerpt": "Some schools, including a public high school in New York City, are embracing a program that allows comfort dogs on campus. Educators say the dogs' regular presence helps soothe students and lighten the mood. ",
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"description": "Some schools, including a public high school in New York City, are embracing a program that allows comfort dogs on campus. Educators say the dogs' regular presence helps soothe students and lighten the mood. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Cameron is no ordinary dog, and not just because he was born on Valentine’s Day. To Maggie, a first-grader at Burgundy Farm Country Day School, the Labrador/terrier mix with chestnut-brown eyes and “really fluffy” black hair who spends most days on campus is more like a friend. When Cameron is near, Maggie feels “really, really, happy,” she said. “I feel safe around him,” she added. “He’ll lay down and ask me to scratch his tummy,” she explained, because Cameron likes Maggie.\u003c/p>\n\u003cp>Cameron is one of a handful of dogs at Burgundy, a K-8 private day school in Alexandria, Virginia. Dogs started showing up there when the head of school, Jeff Sindler, brought his lumbering lab, Luke, to the main office building where Sindler works. After Luke died, Sindler adopted Cameron and brought him to campus, too, where the dog Maggie describes as “really cute” became a school favorite.\u003c/p>\n\u003cp>“They don’t care if you’re good at basketball, or a great reader, or popular,” Sindler said. “They just want to be loved—equal opportunity,” he added. Cameron and the other dogs on campus—always on a leash and with their owner—go a long way toward improving students’ social and emotional well-being, he said: They reduce tension and soothe anxiety, and elicit happy feelings from students.\u003c/p>\n\u003cfigure id=\"attachment_50657\" class=\"wp-caption alignnone\" style=\"max-width: 453px\">\u003cimg class=\"wp-image-50657 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Cameron-CC.png\" alt=\"\" width=\"453\" height=\"293\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC.png 453w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-240x155.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Cameron-CC-375x243.png 375w\" sizes=\"(max-width: 453px) 100vw, 453px\">\u003cfigcaption class=\"wp-caption-text\">Cameron is one of several dogs at Burgundy Farm Country Day school in Alexandria, Virginia. He waits for visitors at the top of the stairs that lead to the main office. \u003ccite>(Courtesy of Meghan Williams)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They bring out some super-basic and important emotions,” he said, and are especially helpful for children and adults who struggle in social interactions. Just as important, dogs on school grounds set a positive, welcoming tone. They help preserve the school climate that Sindler believes Burgundy embodies: one that is accepting, supportive and curious. “Dogs are one way to hold on to that atmosphere,” Sindler said, adding that “schools should be fun and exciting, and dogs can be a big part of that.”\u003c/p>\n\u003cp>According to research \u003ca href=\"https://iilab.yale.edu/\">carried\u003c/a> out at the Yale Innovative Interactions Lab, there is something distinctive about dogs that makes them so companionable. Unlike cats, \u003ca href=\"https://www.washingtonpost.com/news/animalia/wp/2018/01/22/fur-and-fury-at-40000-feet-as-more-people-bring-animals-on-planes/?utm_term=.a14aa02992c3\">parakeets\u003c/a> or \u003ca href=\"https://www.washingtonpost.com/opinions/a-snake-on-a-plane-for-emotional-support/2018/02/07/3931607c-0b69-11e8-8b0d-891602206fb7_story.html?utm_term=.50b92fb9f436\">snakes,\u003c/a> dogs have \u003ca href=\"https://phys.org/news/2013-05-dogs-domesticated-earlier-thought.html\">co-evolved\u003c/a> with humans for about 30,000 years, prompting them to develop skills that make them adept at understanding social and emotional cues from humans. Dogs make eye contact, for example. They follow where a person points. When frightened, they seek comfort from humans. And according to Yale researcher Molly Crossman, who studies how humans interact with dogs, “there is encouraging, preliminary evidence that dogs might reduce stress.”\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.usatoday.com/story/news/nation-now/2017/03/28/hospital-full-time-comfort-dog/99727894/\">Hospitals\u003c/a>, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyg.12159/full\">nursing homes\u003c/a>, \u003ca href=\"http://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2017/06/26/canines-helping-out-in-the-courtroom\">courthouses\u003c/a>, \u003ca href=\"https://www.nbcnews.com/feature/college-game-plan/campus-therapy-dogs-offer-helping-paw-stressed-students-n556576\">colleges and universities\u003c/a>, and other groups have pounced on such studies and brought in dogs and other animals as a way to reduce stress among their populations. But there’s one large cohort that’s usually excluded from the canine influx: children in public schools. With the exception of service and police dogs, and the occasional visit from a designated “\u003ca href=\"http://newyorktherapyanimals.org/r-e-a-d/\">reading\u003c/a>” dog, ordinary dogs are largely absent from public schools. Many towns pass ordinances that forbid dogs from even stepping on school property, let alone taking up residence in the guidance department or principal’s office. Some school districts enact no-dogs rules to protect children who are afraid of or allergic to the animals and to keep school property free of dog waste.\u003c/p>\n\u003cp>But a new program started in New York City that incorporates dogs in ordinary classrooms may be challenging the no-dogs rule. \u003ca href=\"http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2017-2018/ComfortDogExpansion.htm\">The Comfort Dog Pilot Program\u003c/a>, launched in fall 2016 by the Department of Education, pairs select dogs from the North Shore Animal League America with participating New York City schools. Begun as a pilot with seven schools, the program expanded at the start of the 2017 school year to include a total of 42 varied elementary, middle and high schools. Chancellor of City Schools Carmen Fariña gave the go-ahead for the idea when a fifth-grade boy from Queens made the suggestion. In addition to offering ordinary comfort, some of the dogs are deployed in teachers’ lesson plans to encourage empathy, cooperation and decision-making as part of the \u003ca href=\"http://education.muttigrees.org/how-does-it-work\">Mutt-i-grees Curriculum\u003c/a>.\u003c/p>\n\u003cp>“It’s an innovative approach to social-emotional learning,” said Miranda Barbot, a spokeswoman at the NYC education department who is familiar with the program.\u003c/p>\n\u003cfigure id=\"attachment_50655\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50655\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2.png\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-768x1024.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-1180x1573.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-960x1280.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-240x320.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-375x500.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-saying-hi-in-the-Hallway-2-520x693.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Several people at Abraham Lincoln High School in Brooklyn stop to pet Nina in the hallway. \u003ccite>(Courtesy of David Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nina is a 9-month-old boxer/beagle mix with a toffee-colored coat and a distinctive underbite. Rescued from a kill shelter in Virginia, she made her way up to New York and now trots off most days to \u003ca href=\"http://schools.nyc.gov/schoolportals/21/k410/default.htm\">Abraham Lincoln High School\u003c/a> in Brooklyn with Dave Robinson, an assistant principal there who adopted her. Robinson and school principal Ari A. Hoogenboom applied to the Comfort Dog Program when they heard how well it had worked in elementary and middle schools around the city. “Our attitude was, if something’s good, let’s do it here,” Hoogenboom said. Abraham Lincoln High School educates some 2,000 kids from various backgrounds and is the only large high school in New York with a comfort dog.\u003c/p>\n\u003cp>Hoogenboom recognized that some teenagers might not want to interact with Nina, either because of allergies, fear or a cultural inhibition. Before bringing in Nina, he sent all parents a “positive option letter” that they had to sign before their child could interact with her. Having a dog in school requires sensitivity to faculty, too, Hoogenboom said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Nina gets to work early. In the morning, she holds office hours (with Robinson) so that students can drop in for impromptu social visits. After lunch, she spends two hours in counseling sessions with small groups of kids, where she “does the basic stuff,” Robinson said: wags her tail, looks at students with her doe-like eyes and exudes indiscriminate affection. Hoogenboom and Robinson said she has had a positive effect on both students and teachers. Attendance at counseling sessions has picked up because kids want to see Nina, and her presence in the meetings gets students to talk more openly. She has helped kids in crisis, offering elemental comfort that humans could not provide. And she sets a welcoming tone at school that has proved helpful in lowering tension.\u003c/p>\n\u003cp>“We’ve had instances with students who were agitated and about to get in a conflict, and she helped bring them down from 10 to 0,” Robinson said.\u003c/p>\n\u003cfigure id=\"attachment_50656\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-50656 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1.png\" alt=\"\" width=\"1920\" height=\"2286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-160x191.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-800x953.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-768x914.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-1020x1214.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-1180x1405.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-960x1143.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-240x286.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-375x446.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Nina-and-Principal-Hoogenboom-1-520x619.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nina with principal Ari Hoogenboom. \u003ccite>(Courtesy of Dave Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sindler has observed similar reactions to his dogs, not only with the children at Burgundy but also among students at a year-round school in Baltimore where he used to work. Children there often came from challenging backgrounds: Many lived in poverty, or had to travel through dangerous neighborhoods to get to school, or shared a too-crowded home. When these emotionally needy children encountered Luke, Sindler’s benevolent Labrador, they relaxed and were more prepared to learn. The dog seemed to fill unmet emotional needs. For children whose primary experiences with dogs had been limited to frightening confrontations involving growling and teeth, the interactions with Luke also softened their perception of animals. For Sindler, including Luke was all part of an effort to create a safe environment where learning could flourish.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Crossman from Yale is careful to point out that public enthusiasm for the efficacy of dogs as support animals far outstrips actual evidence that canines do in fact ease anxiety. Dog-crazy humans are so hopelessly \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29023782\">partial\u003c/a> to the animals that they might perceive emotional benefits that do not exist. Further research is needed, she said. But many students and teachers swear by them. If by some decree all dogs were forced to leave campus, something special would be lost, said Max, an eighth-grader at Burgundy who is especially happy when the math teacher’s dog lopes around during exams.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Navigating love and relationships can be difficult at any age, but especially so in the angsty teenage years. Budding romances can be fun and exhilarating but also confusing and uncomfortable. In these moments of confusion, teens often turn to friends or the internet for advice. But what if teens were trained with other options? What if lessons in love and romance were taught more explicitly in schools and at home?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It turns out that teens are yearning for these lessons. They're looking for more guidance from parents on emotional aspects of romantic relationships — everything from “how to develop a mature relationship” to “how to deal with breakups,” according to a \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_executive-summary.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Harvard Graduate School of Education’s\u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\"> \u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our data is showing a lot of kids do want to have this conversation,” said Richard Weissbourd, a Harvard psychologist who co-authored the \u003ca href=\"https://mcc.gse.harvard.edu/thetalk\">study\u003c/a> of the 18- to 25-year-olds. He said that teachers and parents should be establishing themselves as experts on mature relationships and, in turn, creating an environment in which teens feel comfortable seeking advice about those experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a huge amount of mistakes and misunderstandings that go on here on a daily basis, and good sex education can really help with that,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The majority of us have experienced lessons on human anatomy and pregnancy prevention in school, but what Weissbourd is referring to when he says “good sex education” goes beyond the basics. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Health educators like \u003ca href=\"http://www.shafiazaloom.com/\">Shafia Zaloom\u003c/a> are trying to create a more holistic approach to sex ed by teaching lessons in love and intimacy. She teaches a six-week course at the Urban School of San Francisco that follows the lifespan of a romantic relationship. The curriculum she has developed encompasses human sexuality and personal integrity with specific lessons in topics like sexual orientation, consent, good sex and pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach it because human relationships are one of the most important aspects of our lives. The quality of our relationships determines the quality of our lives,” she said. “Authentic connection matters and makes a difference. The focus of my work has always been on social justice and equity as well. There’s a lot of work to do with this in the realm of sex education.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Zaloom's students, a 15-year-old boy, says his favorite part has been learning about the nuance of consent. In one class, students watched and analyzed a sex scene from the movie “Super Bad.” He says that activity opened up his eyes to how media can alter our perception of reality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When I watch movies, I usually don't think in my head if it's consensual or not, I just go with it, but looking back on it, I'm like, ‘O\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">h wait, that's not consensual\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> I don't know why he's doing that,’” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">he said.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">You got to be taught those things, you can't just be influenced by the things you see in the movies, you need to learn about it in real life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom acknowledges that, as an adult, initiating these conversations with teens can be nerve-wracking. Her advice is to: “Pace yourself. Have lots of smaller conversations (vs. the BIG TALK) over time that scaffolds the learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a handful of additional tips from educators and researchers on how to effectively teach about love, consent and emotional intelligence. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a safe space\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Lippman is a high school English teacher at Beaver Country Day School in Chestnut Hill, Massachusetts. A few years ago, he began teaching a course called MEMOIR: LOVE.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first thing is that you want to really set up a space that is safe and that will be, at times, uncomfortable. Super uncomfortable,” said Lippman. “Trust the kids. They know what they are talking about in big and deep and meaningful ways. I think it is very important to let them, in their own way, guide the conversation. This means that ‘getting out of the way’ is really important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Talk about your own romantic relationships\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling these conversations with teens can be intimidating, especially if you’ve never done it before. For starters, Weissbourd suggests developing go-to language. One way to do this is to talk about your own relationships. Even if they didn’t last forever, there can be value in learning about failed relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some questions to ask yourself as you begin teaching teens about romantic relationships: What was healthy about my relationships? What was unhealthy? If they were troubled in some way, why did they become that way? What attitudes or behaviors would you change if you could? Were there warning signs in your relationship or concerning qualities in your partner that you should have seen or taken more seriously?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s often helpful to discuss these questions with trusted friends or to consult experts. Share with your teens any lessons you’ve learned about the skills, attitudes and sensitivities that it takes to maintain a healthy romantic relationship or any close relationship,” the \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">Harvard\u003c/a> \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">study suggests\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Facilitate conversations about ethical decision-making\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do I do if I know my friend is cheating on his girlfriend, who is also my friend? Is infidelity justified under any circumstances? Is it exploitation when a high school senior hooks up with a first-year student? These types of questions can engage teens in lively conversation — and help them formulate their own opinions about how to handle complicated situations. It also helps students gain perspective, especially when they’re dissecting these hypothetical situations with the opposite sex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One 15-year-old girl who took Zaloom’s class said the course gave her communication tools and helped her establish her own moral compass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Knowing my priorities and values before going into situations taught me how to interact with people,” she said. “Not just a value for relationships ... life in general. It’s really applicable to everyday life and how I can go through life with an open mind and always willing to hear from other people.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create empathy through perspective exercises\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teaching about consent, building empathy is imperative, says Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The social science shows through research that the only one common piece people who perpetrate assault share is a lack of empathy,” said Zaloom. “Empathy is the foundation of one's capacity to have healthy and caring relationships, to truly respect someone. Needless to say, we talk a ton about empathy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to do this is to have kids interact, share experiences and \u003c/span>\u003cspan style=\"font-weight: 400\">listen \u003c/span>\u003cspan style=\"font-weight: 400\">to each other. For instance, one lesson teaches kids how to ask someone out. Students explain to each other what they're attracted to and how various scenarios make them feel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really great advice, actually,” said Zaloom's 15-year-old male student. “It was really interesting hearing about the other gender. … I didn't understand how important confidence is to a girl — being confident but not being too dominant and not being a jerk.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach about different kinds of love \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Infatuation. Romance. Jealousy. Unconditional love. There is nuance in love, and educators say this is important for kids to understand, especially when they’re feeling these emotions for the first time. In\u003c/span> \u003cspan style=\"font-weight: 400\">Lippman’s course on love, he said students “read and talked and wrote about love in all of its forms and iterations” because “it is one of these topics that lives in everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is when talking about your own experiences with love and dating can be beneficial. Weissbourd puts it like this: \"When I said I love my wife on our wedding day, that was something different than when I say I love her now. The love I have for her now is deeper and more dazzling but it's quieter. it's not intoxication in the same way. We don't talk about these different types of love.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use pop culture and other forms of media as models\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking to incorporate forms of media into your own class, Lippman says, “I find that music is a great literature and one that really speaks to the kids. The most important thing is to be relevant.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a list of his favorite teaching materials, including books, poetry and music: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rainer Marie Rilke’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Letters To A Young Poet\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Matthew Dickman and Tracy K. Smith's poetry \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Leslie Jamison’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Empathy Exams \u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roxane Gay’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Bad Feminist\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">W.P. Kinsella’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Shoeless Joe\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roberta Flack’s “The First Time Ever I Saw Your Face” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">U2’s “One”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, says Zaloom, remember that the majority of sex education is about values. \"Many parents are already teaching about values. Now the challenge is to guide kids to understand what those values sound, look and feel like within the context of sexuality.\" \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Navigating love and relationships can be difficult at any age, but especially so in the angsty teenage years. Budding romances can be fun and exhilarating but also confusing and uncomfortable. In these moments of confusion, teens often turn to friends or the internet for advice. But what if teens were trained with other options? What if lessons in love and romance were taught more explicitly in schools and at home?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It turns out that teens are yearning for these lessons. They're looking for more guidance from parents on emotional aspects of romantic relationships — everything from “how to develop a mature relationship” to “how to deal with breakups,” according to a \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_executive-summary.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Harvard Graduate School of Education’s\u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\"> \u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our data is showing a lot of kids do want to have this conversation,” said Richard Weissbourd, a Harvard psychologist who co-authored the \u003ca href=\"https://mcc.gse.harvard.edu/thetalk\">study\u003c/a> of the 18- to 25-year-olds. He said that teachers and parents should be establishing themselves as experts on mature relationships and, in turn, creating an environment in which teens feel comfortable seeking advice about those experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a huge amount of mistakes and misunderstandings that go on here on a daily basis, and good sex education can really help with that,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The majority of us have experienced lessons on human anatomy and pregnancy prevention in school, but what Weissbourd is referring to when he says “good sex education” goes beyond the basics. \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\">Health educators like \u003ca href=\"http://www.shafiazaloom.com/\">Shafia Zaloom\u003c/a> are trying to create a more holistic approach to sex ed by teaching lessons in love and intimacy. She teaches a six-week course at the Urban School of San Francisco that follows the lifespan of a romantic relationship. The curriculum she has developed encompasses human sexuality and personal integrity with specific lessons in topics like sexual orientation, consent, good sex and pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach it because human relationships are one of the most important aspects of our lives. The quality of our relationships determines the quality of our lives,” she said. “Authentic connection matters and makes a difference. The focus of my work has always been on social justice and equity as well. There’s a lot of work to do with this in the realm of sex education.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Zaloom's students, a 15-year-old boy, says his favorite part has been learning about the nuance of consent. In one class, students watched and analyzed a sex scene from the movie “Super Bad.” He says that activity opened up his eyes to how media can alter our perception of reality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When I watch movies, I usually don't think in my head if it's consensual or not, I just go with it, but looking back on it, I'm like, ‘O\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">h wait, that's not consensual\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> I don't know why he's doing that,’” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">he said.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">You got to be taught those things, you can't just be influenced by the things you see in the movies, you need to learn about it in real life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom acknowledges that, as an adult, initiating these conversations with teens can be nerve-wracking. Her advice is to: “Pace yourself. Have lots of smaller conversations (vs. the BIG TALK) over time that scaffolds the learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a handful of additional tips from educators and researchers on how to effectively teach about love, consent and emotional intelligence. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a safe space\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Lippman is a high school English teacher at Beaver Country Day School in Chestnut Hill, Massachusetts. A few years ago, he began teaching a course called MEMOIR: LOVE.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first thing is that you want to really set up a space that is safe and that will be, at times, uncomfortable. Super uncomfortable,” said Lippman. “Trust the kids. They know what they are talking about in big and deep and meaningful ways. I think it is very important to let them, in their own way, guide the conversation. This means that ‘getting out of the way’ is really important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Talk about your own romantic relationships\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling these conversations with teens can be intimidating, especially if you’ve never done it before. For starters, Weissbourd suggests developing go-to language. One way to do this is to talk about your own relationships. Even if they didn’t last forever, there can be value in learning about failed relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some questions to ask yourself as you begin teaching teens about romantic relationships: What was healthy about my relationships? What was unhealthy? If they were troubled in some way, why did they become that way? What attitudes or behaviors would you change if you could? Were there warning signs in your relationship or concerning qualities in your partner that you should have seen or taken more seriously?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s often helpful to discuss these questions with trusted friends or to consult experts. Share with your teens any lessons you’ve learned about the skills, attitudes and sensitivities that it takes to maintain a healthy romantic relationship or any close relationship,” the \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">Harvard\u003c/a> \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">study suggests\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Facilitate conversations about ethical decision-making\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do I do if I know my friend is cheating on his girlfriend, who is also my friend? Is infidelity justified under any circumstances? Is it exploitation when a high school senior hooks up with a first-year student? These types of questions can engage teens in lively conversation — and help them formulate their own opinions about how to handle complicated situations. It also helps students gain perspective, especially when they’re dissecting these hypothetical situations with the opposite sex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One 15-year-old girl who took Zaloom’s class said the course gave her communication tools and helped her establish her own moral compass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Knowing my priorities and values before going into situations taught me how to interact with people,” she said. “Not just a value for relationships ... life in general. It’s really applicable to everyday life and how I can go through life with an open mind and always willing to hear from other people.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create empathy through perspective exercises\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teaching about consent, building empathy is imperative, says Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The social science shows through research that the only one common piece people who perpetrate assault share is a lack of empathy,” said Zaloom. “Empathy is the foundation of one's capacity to have healthy and caring relationships, to truly respect someone. Needless to say, we talk a ton about empathy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to do this is to have kids interact, share experiences and \u003c/span>\u003cspan style=\"font-weight: 400\">listen \u003c/span>\u003cspan style=\"font-weight: 400\">to each other. For instance, one lesson teaches kids how to ask someone out. Students explain to each other what they're attracted to and how various scenarios make them feel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really great advice, actually,” said Zaloom's 15-year-old male student. “It was really interesting hearing about the other gender. … I didn't understand how important confidence is to a girl — being confident but not being too dominant and not being a jerk.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach about different kinds of love \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Infatuation. Romance. Jealousy. Unconditional love. There is nuance in love, and educators say this is important for kids to understand, especially when they’re feeling these emotions for the first time. In\u003c/span> \u003cspan style=\"font-weight: 400\">Lippman’s course on love, he said students “read and talked and wrote about love in all of its forms and iterations” because “it is one of these topics that lives in everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is when talking about your own experiences with love and dating can be beneficial. Weissbourd puts it like this: \"When I said I love my wife on our wedding day, that was something different than when I say I love her now. The love I have for her now is deeper and more dazzling but it's quieter. it's not intoxication in the same way. We don't talk about these different types of love.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use pop culture and other forms of media as models\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking to incorporate forms of media into your own class, Lippman says, “I find that music is a great literature and one that really speaks to the kids. The most important thing is to be relevant.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a list of his favorite teaching materials, including books, poetry and music: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rainer Marie Rilke’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Letters To A Young Poet\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Matthew Dickman and Tracy K. Smith's poetry \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Leslie Jamison’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Empathy Exams \u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roxane Gay’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Bad Feminist\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">W.P. Kinsella’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Shoeless Joe\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roberta Flack’s “The First Time Ever I Saw Your Face” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">U2’s “One”\u003c/span>\u003c/li>\n\u003c/ul>\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\">Ultimately, says Zaloom, remember that the majority of sex education is about values. \"Many parents are already teaching about values. Now the challenge is to guide kids to understand what those values sound, look and feel like within the context of sexuality.\" \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"perspectives": {
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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