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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\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\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "When Adults Learn about Trauma-Informed Practices, Students Can Recover",
"headTitle": "When Adults Learn about Trauma-Informed Practices, Students Can Recover | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When students at Mercer County Intermediate School returned to in-person learning during the 2021-2022 school year, school counselor \u003ca href=\"https://twitter.com/AmyRiley1994\">Amy Riley\u003c/a> noticed heightened anxiety among the third through fifth grade students in Harrodsburg, Kentucky. Riley attributed this change to isolation, economic disadvantage, and increased social media use during the pandemic. During remote learning – which lasted from March 2020 through June 2021 – some students would be home alone all day because their parents were essential workers; others told Riley that they had one or two parents out of work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The strain, economically, on some of our families was intense and the kids knew that,” she said. When school was primarily virtual, Riley went from monthly in-classroom counseling lessons to no structured school counseling class at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really difficult. And honestly, for the first few weeks, I felt useless,” said Riley. So she decided to connect with her students over her YouTube channel. Riley took requests from students, like making slime or doing gymnastics, and fit those into counseling lessons. “There were kids who connected with me through my YouTube channel that would have never walked up to me at school and said anything to me or would have never come to my office,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prior to the pandemic, they had about one suicide threat assessment per month, which was, according to Riley, typical for a school with a student population of 600. However, during the 2021-2022 school year, when kids were back in school buildings, there were 52 instances of a child threatening suicide. “Before COVID, we had students who had gone through trauma” said Riley, “but after COVID, [suicide risk assessments] just skyrocketed.” This was a crisis and Mercer County Intermediate wasn’t alone.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019926/#:~:text=Feelings%20of%20social%20isolation%20with,followed%20by%20depression%20and%20stress.\">\u003cspan style=\"font-weight: 400\">A study published by the Cambridge University Press\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023 found that not only did the pandemic increase social isolation, but the social isolation that children ages 6-17 experienced dramatically increased their rate of diagnosed anxiety. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to address the sudden uptick in suicide threat assessments on campus, Riley read \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/about.html\">\u003cspan style=\"font-weight: 400\">the CDC’s Adverse Childhood Experiences (ACE) study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and was struck by the connection between childhood trauma and health problems later in life. Trauma can be invisible, and one’s experience with it can vary; an event that might cause trauma to a certain individual might not cause trauma to another individual.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A schoolwide approach to trauma\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley saw the benefit of recognizing how childhood trauma – such as neglect, food insecurity, and homelessness – may manifest in the children around her, but decided against \u003c/span>\u003ca href=\"https://www.acesaware.org/implement-screening/stage-1-prepare-foundation/\">\u003cspan style=\"font-weight: 400\">using the ACEs survey to collect data on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We thought it would be triggering,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, she chose to focus on educating the school staff and faculty about ACEs and the variety of outcomes and experiences of their students. They had the urgent goal of bringing down the number of suicide threat assessments and improve the mental health outcomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the CDC, \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html\">\u003cspan style=\"font-weight: 400\">one of the ways to mitigate ACEs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to “connect youth to caring adults and activities.” At Riley’s school, she and several colleagues went through a list of all students and matched them with a caring adult on campus, regardless of academics. This kind of \u003c/span>\u003ca href=\"https://www.edutopia.org/video/making-sure-each-child-known\">\u003cspan style=\"font-weight: 400\">adult-student matching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a practice recommended by other educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While she recognized that teachers are a vital piece of a student’s experience in a school setting, Riley made sure to include other faculty and staff like bus drivers, custodians and lunchroom workers. “We are all on this journey of trying to help our students, helping the whole child,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She saw the difference a schoolwide program could make and said it was a necessity to improve the mental health and mental health response for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school counselor, Riley is used to seeing students in her office, who use her sensory wall and de-escalation techniques to regulate their nervous systems and return to the classroom after a triggering event. While Riley tends to see students in her office who have already been triggered, the schoolwide approach is meant to train other adults to recognize and anticipate potential triggers to ensure that students are being cared for in all areas of their school environment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Faculty and staff must also do things that seem obvious and appropriate in working with other people: like using a child’s name every day; no raised voices, ever; and having predictable daily routines. She found that these steps helped the kids better regulate themselves and created a more supportive environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Confronting alarming behavior can be tough for adults, too, so she recommended guided language – such as “[student name] is having a hard day” – for faculty and staff to use as a more caring way to alert other adults to concerns about a particular student instead of relying on labels or conjecture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These schoolwide practices are based on the national initiative by the\u003c/span>\u003ca href=\"https://www.acf.hhs.gov/blog/2020/07/handle-care\">\u003cspan style=\"font-weight: 400\"> U.S. Administration for Children and Families’ “Handle with Care” program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. HWC provides a systematic approach to informing the responsible adults around children who have experienced a traumatic event or trigger. For Riley and Mercer County Intermediate School, this framework provided the benefit of communication without breaking down the necessary barriers of student confidentiality. According to Riley, the school’s student suicide threat assessments lowered from 52 to 14 in the following 2022-2023 school year thanks, in part, to this program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Nashville, Tennessee, \u003ca href=\"https://twitter.com/principalest?lang=en\">Mathew Portell\u003c/a> also saw an increase in suicide threat assessments and suicidal ideation in students as young as five during the 2021-2022 school year. Portell is the founder of the \u003c/span>\u003ca href=\"https://www.tienetwork.org/\">\u003cspan style=\"font-weight: 400\">Trauma Informed Education Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a former elementary school principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Portell’s school resumed in person learning, he was disappointed in the state’s approach to the effects of the pandemic on students. It was “the opposite of what we wish would have happened in trauma-informed work,” he said, noting an \u003c/span>\u003ca href=\"https://www.ncja.org/crimeandjusticenews/school-suspensions-discipline-policies-ramp-up-after-covid-19#:~:text=2%20min-,School%20Suspensions%2C%20Discipline%20Policies%20Ramp%20Up%20After%20COVID%2D19,or%20talking%20back%20to%20teachers.\">\u003cspan style=\"font-weight: 400\">increase in exclusionary practices and punishment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He and other educators had to manage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59211/6-in-10-teachers-experienced-physical-violence-or-verbal-aggression-during-covid\">\u003cspan style=\"font-weight: 400\">disruptive behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from both students and parents. “We have needed a trauma-informed paradigm shift for decades,” Portell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had higher percentages of kids that were coming back dysregulated, are feeling symptoms of stress, even depression, even trauma,” he continued. “There’s an idea that kids don’t know what’s going on; it’s not impacting them; they’re too little. It’s all misinformation. I mean, that’s just not how our bodies and brains operate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers in his network identified effective strategies to mitigate triggered student behavior, Portell found that routines and predictability made a big difference. “We know that [for] kids who have heightened senses of stress or trauma, \u003c/span>\u003ca href=\"https://www.trepeducator.org/consistency-and-predictability#:~:text=Consistency%20%26%20Predictability,-The%20need%20for&text=Consistency%20and%20predictability%20are%20imperatives,their%20lives%20outside%20of%20school.\">\u003cspan style=\"font-weight: 400\">predictability allows the brain to get into a state of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Supporting teachers to support kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it take for a schoolwide trauma-informed program to work? Riley said programs must be intentional and have buy-in from educators and school staff. Those programs must also have school-wide support beyond instructional periods, including during meal times and school bus rides.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A big part of trauma-informed schools is making sure that the teachers feel grounded and supported,” said \u003ca href=\"https://twitter.com/AlexSVenet\">Alex Shevrin Venet\u003c/a>, educator, professional development facilitator and author of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003ci>\u003cspan style=\"font-weight: 400\">Equity-Centered Trauma-Informed Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends that school counselors and administrators start with a “why” when presenting a new trauma-informed practice program to teachers in order to shift their thinking. “Start with the adults” and create “systems of support that support the adults equally or as much as you support the kids,” he said. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">One way Portell has supported teachers is by using what he calls a “tap in and tap out process.” Teachers would communicate via a text chain in the app GroupMe, keeping their phone numbers anonymous. A teacher might say, “I need to tap out,” in which case two other teachers would “tap in” and help with the students and offer support to the teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell, like many other educators, noticed an immediate need for \u003c/span>\u003ca href=\"https://teachbetter.com/blog/moving-from-self-care-to-collective-care/#:~:text=Collective%20care%20removes%20the%20responsibility,help%20you%20develop%20firm%20boundaries\">\u003cspan style=\"font-weight: 400\">“collective care”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after the first year of the pandemic. “Post-pandemic, post racial reckoning, post all of the increase of school shootings, there [was an] insurmountable, incomprehensible amount of stress on teachers,” said Portell. “We’re in a situation where we can’t just self-care our way out of where we’re in right now in education,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By beginning with the “why” and emphasizing collective care, Portell was able to create buy-in from teachers. However, Portell also values positivity. “As a school culture, you have to have fun through this process. We’ve lost this idea of fun in the community,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kentucky, Riley created a process for onboarding all staff and faculty involved in a student’s learning day including lunchroom workers and bus drivers. Implementing trauma-informed practices as a new and unfamiliar initiative takes some creativity, so here are some ways that Riley has achieved this: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Changing discipline practices inside and outside the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Positive messages in bathroom stalls \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A sensory room \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Advanced notice of potentially triggering events\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing access to animals for students on the campus farm\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing for alternative ways for students to participate in assemblies\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A family resource center\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Awareness during natural disaster anniversaries\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">504s and IEP plans for trauma\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends \u003c/span>\u003ca href=\"https://revelationsineducation.com/the-book/\">\u003cspan style=\"font-weight: 400\">Lori Desautels’ books\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">Connection Over Compliance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, both of which provide practical application strategies for trauma-informed practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step a teacher can take toward trauma-informed practices is to start viewing disruptive or emotionally heightened behavior “skill gaps,” said Portell. He recommends that teachers build in “pause time” to their daily planning which can help to address students who might feel overwhelmed. This can be as simple as a morning meeting, or with younger learners, circle time for morning greetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another trauma-informed strategy that teachers can use in the classroom is to name and teach de-escalation strategies. Portell suggested looking up de-escalation strategy videos online. His favorites are simple breathing strategies, like \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=z-3n5iBi4u0\">\u003cspan style=\"font-weight: 400\">star breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IIbBI-BT9c4\">\u003cspan style=\"font-weight: 400\">rainbow breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once the students are taught these self-regulation strategies, teachers can post simple instructions in the classroom so that students can reference them when needed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For little to no cost, teachers can also create space in their room for students to go when they are feeling overwhelmed. “We refer to them as peace corners,” said Portell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be who children need right now,” said Portell. “Meeting that child where they are is more important than the objective you’re trying to teach.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a trend that trauma-informed work is not only a necessity, it’s imperative,” he added. “If we know what we’re doing isn’t working, then we have to do something else.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley recently changed schools, and as she brings her trauma-informed practices to a new set of staff and students, her word of the year is “resilience.” Including educators in schoolwide trauma-informed practices is doable in many different ways, and allows for more mental health support in schools. According to Venet, “We’re normalizing talking about mental health and we’re normalizing different levels of support.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students at Mercer County Intermediate School returned to in-person learning during the 2021-2022 school year, school counselor \u003ca href=\"https://twitter.com/AmyRiley1994\">Amy Riley\u003c/a> noticed heightened anxiety among the third through fifth grade students in Harrodsburg, Kentucky. Riley attributed this change to isolation, economic disadvantage, and increased social media use during the pandemic. During remote learning – which lasted from March 2020 through June 2021 – some students would be home alone all day because their parents were essential workers; others told Riley that they had one or two parents out of work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The strain, economically, on some of our families was intense and the kids knew that,” she said. When school was primarily virtual, Riley went from monthly in-classroom counseling lessons to no structured school counseling class at all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really difficult. And honestly, for the first few weeks, I felt useless,” said Riley. So she decided to connect with her students over her YouTube channel. Riley took requests from students, like making slime or doing gymnastics, and fit those into counseling lessons. “There were kids who connected with me through my YouTube channel that would have never walked up to me at school and said anything to me or would have never come to my office,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prior to the pandemic, they had about one suicide threat assessment per month, which was, according to Riley, typical for a school with a student population of 600. However, during the 2021-2022 school year, when kids were back in school buildings, there were 52 instances of a child threatening suicide. “Before COVID, we had students who had gone through trauma” said Riley, “but after COVID, [suicide risk assessments] just skyrocketed.” This was a crisis and Mercer County Intermediate wasn’t alone.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019926/#:~:text=Feelings%20of%20social%20isolation%20with,followed%20by%20depression%20and%20stress.\">\u003cspan style=\"font-weight: 400\">A study published by the Cambridge University Press\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2023 found that not only did the pandemic increase social isolation, but the social isolation that children ages 6-17 experienced dramatically increased their rate of diagnosed anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to address the sudden uptick in suicide threat assessments on campus, Riley read \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/about.html\">\u003cspan style=\"font-weight: 400\">the CDC’s Adverse Childhood Experiences (ACE) study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and was struck by the connection between childhood trauma and health problems later in life. Trauma can be invisible, and one’s experience with it can vary; an event that might cause trauma to a certain individual might not cause trauma to another individual.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A schoolwide approach to trauma\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley saw the benefit of recognizing how childhood trauma – such as neglect, food insecurity, and homelessness – may manifest in the children around her, but decided against \u003c/span>\u003ca href=\"https://www.acesaware.org/implement-screening/stage-1-prepare-foundation/\">\u003cspan style=\"font-weight: 400\">using the ACEs survey to collect data on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We thought it would be triggering,” said Riley.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, she chose to focus on educating the school staff and faculty about ACEs and the variety of outcomes and experiences of their students. They had the urgent goal of bringing down the number of suicide threat assessments and improve the mental health outcomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the CDC, \u003c/span>\u003ca href=\"https://www.cdc.gov/violenceprevention/aces/fastfact.html\">\u003cspan style=\"font-weight: 400\">one of the ways to mitigate ACEs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to “connect youth to caring adults and activities.” At Riley’s school, she and several colleagues went through a list of all students and matched them with a caring adult on campus, regardless of academics. This kind of \u003c/span>\u003ca href=\"https://www.edutopia.org/video/making-sure-each-child-known\">\u003cspan style=\"font-weight: 400\">adult-student matching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a practice recommended by other educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While she recognized that teachers are a vital piece of a student’s experience in a school setting, Riley made sure to include other faculty and staff like bus drivers, custodians and lunchroom workers. “We are all on this journey of trying to help our students, helping the whole child,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She saw the difference a schoolwide program could make and said it was a necessity to improve the mental health and mental health response for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a school counselor, Riley is used to seeing students in her office, who use her sensory wall and de-escalation techniques to regulate their nervous systems and return to the classroom after a triggering event. While Riley tends to see students in her office who have already been triggered, the schoolwide approach is meant to train other adults to recognize and anticipate potential triggers to ensure that students are being cared for in all areas of their school environment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Faculty and staff must also do things that seem obvious and appropriate in working with other people: like using a child’s name every day; no raised voices, ever; and having predictable daily routines. She found that these steps helped the kids better regulate themselves and created a more supportive environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Confronting alarming behavior can be tough for adults, too, so she recommended guided language – such as “[student name] is having a hard day” – for faculty and staff to use as a more caring way to alert other adults to concerns about a particular student instead of relying on labels or conjecture.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These schoolwide practices are based on the national initiative by the\u003c/span>\u003ca href=\"https://www.acf.hhs.gov/blog/2020/07/handle-care\">\u003cspan style=\"font-weight: 400\"> U.S. Administration for Children and Families’ “Handle with Care” program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. HWC provides a systematic approach to informing the responsible adults around children who have experienced a traumatic event or trigger. For Riley and Mercer County Intermediate School, this framework provided the benefit of communication without breaking down the necessary barriers of student confidentiality. According to Riley, the school’s student suicide threat assessments lowered from 52 to 14 in the following 2022-2023 school year thanks, in part, to this program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Nashville, Tennessee, \u003ca href=\"https://twitter.com/principalest?lang=en\">Mathew Portell\u003c/a> also saw an increase in suicide threat assessments and suicidal ideation in students as young as five during the 2021-2022 school year. Portell is the founder of the \u003c/span>\u003ca href=\"https://www.tienetwork.org/\">\u003cspan style=\"font-weight: 400\">Trauma Informed Education Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a former elementary school principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Portell’s school resumed in person learning, he was disappointed in the state’s approach to the effects of the pandemic on students. It was “the opposite of what we wish would have happened in trauma-informed work,” he said, noting an \u003c/span>\u003ca href=\"https://www.ncja.org/crimeandjusticenews/school-suspensions-discipline-policies-ramp-up-after-covid-19#:~:text=2%20min-,School%20Suspensions%2C%20Discipline%20Policies%20Ramp%20Up%20After%20COVID%2D19,or%20talking%20back%20to%20teachers.\">\u003cspan style=\"font-weight: 400\">increase in exclusionary practices and punishment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He and other educators had to manage \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59211/6-in-10-teachers-experienced-physical-violence-or-verbal-aggression-during-covid\">\u003cspan style=\"font-weight: 400\">disruptive behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from both students and parents. “We have needed a trauma-informed paradigm shift for decades,” Portell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had higher percentages of kids that were coming back dysregulated, are feeling symptoms of stress, even depression, even trauma,” he continued. “There’s an idea that kids don’t know what’s going on; it’s not impacting them; they’re too little. It’s all misinformation. I mean, that’s just not how our bodies and brains operate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers in his network identified effective strategies to mitigate triggered student behavior, Portell found that routines and predictability made a big difference. “We know that [for] kids who have heightened senses of stress or trauma, \u003c/span>\u003ca href=\"https://www.trepeducator.org/consistency-and-predictability#:~:text=Consistency%20%26%20Predictability,-The%20need%20for&text=Consistency%20and%20predictability%20are%20imperatives,their%20lives%20outside%20of%20school.\">\u003cspan style=\"font-weight: 400\">predictability allows the brain to get into a state of learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Supporting teachers to support kids\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it take for a schoolwide trauma-informed program to work? Riley said programs must be intentional and have buy-in from educators and school staff. Those programs must also have school-wide support beyond instructional periods, including during meal times and school bus rides.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A big part of trauma-informed schools is making sure that the teachers feel grounded and supported,” said \u003ca href=\"https://twitter.com/AlexSVenet\">Alex Shevrin Venet\u003c/a>, educator, professional development facilitator and author of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003ci>\u003cspan style=\"font-weight: 400\">Equity-Centered Trauma-Informed Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends that school counselors and administrators start with a “why” when presenting a new trauma-informed practice program to teachers in order to shift their thinking. “Start with the adults” and create “systems of support that support the adults equally or as much as you support the kids,” he said. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">One way Portell has supported teachers is by using what he calls a “tap in and tap out process.” Teachers would communicate via a text chain in the app GroupMe, keeping their phone numbers anonymous. A teacher might say, “I need to tap out,” in which case two other teachers would “tap in” and help with the students and offer support to the teacher. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell, like many other educators, noticed an immediate need for \u003c/span>\u003ca href=\"https://teachbetter.com/blog/moving-from-self-care-to-collective-care/#:~:text=Collective%20care%20removes%20the%20responsibility,help%20you%20develop%20firm%20boundaries\">\u003cspan style=\"font-weight: 400\">“collective care”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after the first year of the pandemic. “Post-pandemic, post racial reckoning, post all of the increase of school shootings, there [was an] insurmountable, incomprehensible amount of stress on teachers,” said Portell. “We’re in a situation where we can’t just self-care our way out of where we’re in right now in education,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By beginning with the “why” and emphasizing collective care, Portell was able to create buy-in from teachers. However, Portell also values positivity. “As a school culture, you have to have fun through this process. We’ve lost this idea of fun in the community,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Kentucky, Riley created a process for onboarding all staff and faculty involved in a student’s learning day including lunchroom workers and bus drivers. Implementing trauma-informed practices as a new and unfamiliar initiative takes some creativity, so here are some ways that Riley has achieved this: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Changing discipline practices inside and outside the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Positive messages in bathroom stalls \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A sensory room \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Advanced notice of potentially triggering events\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing access to animals for students on the campus farm\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allowing for alternative ways for students to participate in assemblies\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A family resource center\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Awareness during natural disaster anniversaries\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">504s and IEP plans for trauma\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Portell recommends \u003c/span>\u003ca href=\"https://revelationsineducation.com/the-book/\">\u003cspan style=\"font-weight: 400\">Lori Desautels’ books\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">Connection Over Compliance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, both of which provide practical application strategies for trauma-informed practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step a teacher can take toward trauma-informed practices is to start viewing disruptive or emotionally heightened behavior “skill gaps,” said Portell. He recommends that teachers build in “pause time” to their daily planning which can help to address students who might feel overwhelmed. This can be as simple as a morning meeting, or with younger learners, circle time for morning greetings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another trauma-informed strategy that teachers can use in the classroom is to name and teach de-escalation strategies. Portell suggested looking up de-escalation strategy videos online. His favorites are simple breathing strategies, like \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=z-3n5iBi4u0\">\u003cspan style=\"font-weight: 400\">star breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IIbBI-BT9c4\">\u003cspan style=\"font-weight: 400\">rainbow breath\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once the students are taught these self-regulation strategies, teachers can post simple instructions in the classroom so that students can reference them when needed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For little to no cost, teachers can also create space in their room for students to go when they are feeling overwhelmed. “We refer to them as peace corners,” said Portell.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be who children need right now,” said Portell. “Meeting that child where they are is more important than the objective you’re trying to teach.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see a trend that trauma-informed work is not only a necessity, it’s imperative,” he added. “If we know what we’re doing isn’t working, then we have to do something else.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Riley recently changed schools, and as she brings her trauma-informed practices to a new set of staff and students, her word of the year is “resilience.” Including educators in schoolwide trauma-informed practices is doable in many different ways, and allows for more mental health support in schools. According to Venet, “We’re normalizing talking about mental health and we’re normalizing different levels of support.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As the coronavirus pandemic ravaged communities and shuttered schools, many educators and parents worried about kindergarteners who were learning online. That concern now appears well-founded as we’re starting to see evidence that remote school and socially distanced instruction were profoundly detrimental to their reading development.\u003c/p>\n\u003cp>Children in kindergarten when the pandemic broke out in the spring of 2020 are now roughly eight years old and in third grade this 2022-23 school year. A new report by the nonprofit educational assessment maker NWEA documents that \u003ca href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">third graders are currently suffering the largest pandemic-related learning losses in reading\u003c/a>, compared to older students in grades four to eight, and not readily recovering.\u003c/p>\n\u003cp>Learning to read well in elementary school matters. After children learn to read, they read to learn. Poor reading ability in third grade can hobble their future academic achievement. It also matters to society as a whole. Students who fall behind at school are more likely to be arrested, incarcerated and become teen mothers. A separate December 2022 analysis calculated that if recent academic losses from the pandemic were to become permanent, it would add up to \u003ca href=\"https://www.nber.org/papers/w30701#fromrss\" target=\"_blank\" rel=\"noopener noreferrer\">$900 billion in lower lifetime earnings\u003c/a> for the 48 million students in public schools.\u003c/p>\n\u003cp>That’s why NWEA’s findings for third graders are alarming. The results emerged from an analysis of fall 2022 test scores of seven million elementary and middle school children across the nation, in which the reading abilities of third graders remained far behind what children used to be able to do in third grade before the pandemic. The differences between pre- and post-pandemic reading levels are smaller in older grades. While it’s good news that third graders are learning at a typical pace again and no longer falling further behind, they are also not gaining much extra ground. Their learning recovery is the smallest among students in grades three through eight. (See the purple reading graphic below.)\u003c/p>\n\u003cp>\u003cstrong>Third graders in 2022 are the furthest behind in reading, as depicted by the bar on the far left. So far they’ve recovered only 10 percent of their pandemic learning losses, which were at their greatest in the spring of 2021. Older grades are making better progress in catching up.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_60591\" class=\"wp-caption alignnone\" style=\"max-width: 624px\">\u003cimg class=\"wp-image-60591 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1.png\" alt=\"\" width=\"624\" height=\"401\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1-160x103.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">The current achievement gaps are the difference between the pre-COVID and COVID assessment scores in fall 2022. The widest achievement gaps were generally recorded in the spring of 2021. The percentages are the change in these gaps and reflect how much students have rebounded. (Source: NWEA)\u003c/figcaption>\u003c/figure>\n\u003cp>Karyn Lewis, a researcher at NWEA who led this analysis of test scores, said that current third graders are “a group that we really need to pay a lot of attention to” because the pandemic disrupted their kindergarten and first grade years when they were supposed to learn foundational reading skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Slightly older students in fifth, sixth and seventh grades, who were in second grade and above when the pandemic hit, are making much better progress in reading. If their current pace of learning continues, they’ll be on track to recover in two or three years, Lewis calculated. By contrast, it’s unclear when, if ever, current third graders will even catch up to pre-pandemic norms in reading. Lewis said there is a “long road to go” and that she estimates it will be “five plus years” for these third graders to catch up. That would be after eighth grade for this class of children. (See recovery graphic below.)\u003c/p>\n\u003cp>\u003cstrong>Estimated years to reach recovery by subject and grade\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_60592\" class=\"wp-caption alignnone\" style=\"max-width: 624px\">\u003cimg class=\"size-full wp-image-60592\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2.png\" alt=\"\" width=\"624\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2-160x81.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">These estimates were calculated by dividing the fall 2022 achievement gap by the cumulative rate of change between a cohort’s widest gap and the fall 2022 gap. Any estimate over 5 years as 5+. The vertical red line represents the deadline for committing federal ESSER funds (September 2024). Grade refers to the grade students are in during the 2022–23 school year.\u003c/figcaption>\u003c/figure>\n\u003cp>It’s worth noting that \u003ca href=\"https://hechingerreport.org/proof-points-why-reading-comprehension-is-deteriorating/\" target=\"_blank\" rel=\"noopener noreferrer\">pre-pandemic reading levels\u003c/a> weren’t spectacular and had been deteriorating; most children were not proficient in reading for their grade level, as measured by a national yardstick. So, it’s an estimated “long road” to return to a rather low level of achievement that was already a subject of consternation and hand-wringing.\u003c/p>\n\u003cp>The NWEA research brief, \u003ca href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year\u003c/a>, was released on Dec. 6, 2022. It analyzes scores on its Measures of Academic Progress (MAP) assessments that are purchased by more than 22,000 schools to measure student progress in both reading and math twice a year, in the fall and the spring. These are in addition to mandatory state assessments taken by students each spring.\u003c/p>\n\u003cp>This latest NWEA report describes how student achievement deteriorated in 2020 and hit a bottom in the spring of 2021, after which student learning stabilized – a sign that students were once again learning at a typical pace as schools reopened.\u003c/p>\n\u003cp>Though the report delves into both math and reading, I chose to focus on reading, a subject in which students didn’t fall as far behind during the pandemic, but are now making weaker catch-up progress. Interestingly, the report was able to detect that reading recovery among older students in grades four through seven isn’t happening at school. They’re learning at a typical pre-pandemic pace during the school year but avoiding some of the usual deterioration of reading skills during the summer. Typically, students forget a lot over the summer, a phenomenon known as “summer slide” or “summer learning loss.” It is unclear from this report why students retained more than usual during the summer of 2022 and returned to school in the fall with better-than-expected reading levels.\u003c/p>\n\u003cp>I was more concerned about the alarm bells for third graders and why they’re struggling so much more than older students in reading. Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago, said that younger elementary school kids rely on classroom instruction in school to learn to read. In older grades, much of the learning that accrues in reading is due to the students’ own reading and writing activity.\u003c/p>\n\u003cp>“Those [early] grades are particularly sensitive to educational disruptions,” Shanahan explained by email. “A fourth grader may have read for some number of minutes per day during those missed school days, while a kindergartner or first grader may not have been able to do that at all (since they wouldn’t know how yet).”\u003c/p>\n\u003cp>The early elementary years are critical because that’s when most children learn how to read words, what educators call “decoding.” Teachers in older grades don’t necessarily have the specialized training to backfill what students missed. A second grade teacher, for example, would likely not know much about teaching students how to identify and manipulate individual sounds in spoken words, an important step in learning to read called “\u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\" target=\"_blank\" rel=\"noopener noreferrer\">phonemic awareness\u003c/a>,” because it’s a skill that is the province of kindergarten and first grade teachers, Shanahan explained.\u003c/p>\n\u003cp>“I didn’t hear of lots of schools that were making explicit efforts to deal with that problem though certainly some individual teachers or schools might have,” said Shanahan.\u003c/p>\n\u003cp>Callie Lowenstein, a second grade teacher at a bilingual elementary school in Washington, D.C., said that teachers feel “pressure” to stay on track with grade level lessons that don’t “accommodate or plan for the kinds of gaps we’re seeing.”\u003c/p>\n\u003cp>“Many curricula include an extremely cursory review of previous skills — so students who didn’t master earlier grades’ content are just left in the dust,” Lowenstein said. For example, the second grade reading lessons used by her school review the entire alphabet in one day and move quickly on. Many students need more practice.\u003c/p>\n\u003cp>Catlin Goodrow is a reading specialist who works with third, fourth and fifth grade students who need extra help at a charter school in Spokane, Washington. She said she is working daily with a small number of third graders on basic first grade phonics. In some cases their parents kept them out of school for a full two years. But most students aren’t this far behind.\u003c/p>\n\u003cp>More common are random gaps because children didn’t receive enough reinforcement or weren’t taught topics during quarantines. One child might not understand how a silent “e” at the end of a word affects pronunciation. Another child might not understand how to sound out words with “ough” in them.\u003c/p>\n\u003cp>“It’s not as simple as being a year behind,” Goodrow said. “That would maybe be easier. It’s that they each have these really specific things that they didn’t pick up on. They each missed crucial bits and pieces.” Discovering them and filling them in for each child isn’t easy.\u003c/p>\n\u003cp>Goodrow is hearing from third grade teachers that even children who can read words are having a much harder time paying attention to what they are reading than in previous years. Third graders are having greater trouble absorbing the meaning, identifying the main character or explaining what the story is about.\u003c/p>\n\u003cp>“The comprehension piece can be something they’re having challenges with,” said Goodrow. “I often think about, ‘Did they get those experiences where they were having their teacher read aloud to them and think aloud, and they’re on the carpet nearby?’ A lot of times, even when they were back at school full time, they were distanced. So they might not have had some of those early literacy experiences that built their ability to focus on the text that they’re reading.”\u003c/p>\n\u003cp>Because third grade is so critical, \u003ca href=\"https://www.ncsl.org/research/education/a-look-at-third-grade-reading-retention-policies.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">16 states plus the District of Columbia\u003c/a> require children to repeat the year if they cannot read at a basic level. Based on this NWEA test score report, states could be facing an avalanche of held-back children if those retention rules are enforced later this school year. That’s something I’ll be watching.\u003c/p>\n\u003cp>*Correction: An earlier version of this story incorrectly identified Callie Lowenstein as a New York City teacher. She now teaches in Washington D.C. In addition, Lowenstein does not follow the curriculum used in her school and gives her students more review when needed.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>third grade reading\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "A new report finds that third graders are currently suffering the largest pandemic-related learning losses in reading, compared to older students in grades four to eight.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the coronavirus pandemic ravaged communities and shuttered schools, many educators and parents worried about kindergarteners who were learning online. That concern now appears well-founded as we’re starting to see evidence that remote school and socially distanced instruction were profoundly detrimental to their reading development.\u003c/p>\n\u003cp>Children in kindergarten when the pandemic broke out in the spring of 2020 are now roughly eight years old and in third grade this 2022-23 school year. A new report by the nonprofit educational assessment maker NWEA documents that \u003ca href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">third graders are currently suffering the largest pandemic-related learning losses in reading\u003c/a>, compared to older students in grades four to eight, and not readily recovering.\u003c/p>\n\u003cp>Learning to read well in elementary school matters. After children learn to read, they read to learn. Poor reading ability in third grade can hobble their future academic achievement. It also matters to society as a whole. Students who fall behind at school are more likely to be arrested, incarcerated and become teen mothers. A separate December 2022 analysis calculated that if recent academic losses from the pandemic were to become permanent, it would add up to \u003ca href=\"https://www.nber.org/papers/w30701#fromrss\" target=\"_blank\" rel=\"noopener noreferrer\">$900 billion in lower lifetime earnings\u003c/a> for the 48 million students in public schools.\u003c/p>\n\u003cp>That’s why NWEA’s findings for third graders are alarming. The results emerged from an analysis of fall 2022 test scores of seven million elementary and middle school children across the nation, in which the reading abilities of third graders remained far behind what children used to be able to do in third grade before the pandemic. The differences between pre- and post-pandemic reading levels are smaller in older grades. While it’s good news that third graders are learning at a typical pace again and no longer falling further behind, they are also not gaining much extra ground. Their learning recovery is the smallest among students in grades three through eight. (See the purple reading graphic below.)\u003c/p>\n\u003cp>\u003cstrong>Third graders in 2022 are the furthest behind in reading, as depicted by the bar on the far left. So far they’ve recovered only 10 percent of their pandemic learning losses, which were at their greatest in the spring of 2021. Older grades are making better progress in catching up.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_60591\" class=\"wp-caption alignnone\" style=\"max-width: 624px\">\u003cimg class=\"wp-image-60591 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1.png\" alt=\"\" width=\"624\" height=\"401\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart1-160x103.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">The current achievement gaps are the difference between the pre-COVID and COVID assessment scores in fall 2022. The widest achievement gaps were generally recorded in the spring of 2021. The percentages are the change in these gaps and reflect how much students have rebounded. (Source: NWEA)\u003c/figcaption>\u003c/figure>\n\u003cp>Karyn Lewis, a researcher at NWEA who led this analysis of test scores, said that current third graders are “a group that we really need to pay a lot of attention to” because the pandemic disrupted their kindergarten and first grade years when they were supposed to learn foundational reading skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Slightly older students in fifth, sixth and seventh grades, who were in second grade and above when the pandemic hit, are making much better progress in reading. If their current pace of learning continues, they’ll be on track to recover in two or three years, Lewis calculated. By contrast, it’s unclear when, if ever, current third graders will even catch up to pre-pandemic norms in reading. Lewis said there is a “long road to go” and that she estimates it will be “five plus years” for these third graders to catch up. That would be after eighth grade for this class of children. (See recovery graphic below.)\u003c/p>\n\u003cp>\u003cstrong>Estimated years to reach recovery by subject and grade\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_60592\" class=\"wp-caption alignnone\" style=\"max-width: 624px\">\u003cimg class=\"size-full wp-image-60592\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2.png\" alt=\"\" width=\"624\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/readingchart2-160x81.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">\u003cfigcaption class=\"wp-caption-text\">These estimates were calculated by dividing the fall 2022 achievement gap by the cumulative rate of change between a cohort’s widest gap and the fall 2022 gap. Any estimate over 5 years as 5+. The vertical red line represents the deadline for committing federal ESSER funds (September 2024). Grade refers to the grade students are in during the 2022–23 school year.\u003c/figcaption>\u003c/figure>\n\u003cp>It’s worth noting that \u003ca href=\"https://hechingerreport.org/proof-points-why-reading-comprehension-is-deteriorating/\" target=\"_blank\" rel=\"noopener noreferrer\">pre-pandemic reading levels\u003c/a> weren’t spectacular and had been deteriorating; most children were not proficient in reading for their grade level, as measured by a national yardstick. So, it’s an estimated “long road” to return to a rather low level of achievement that was already a subject of consternation and hand-wringing.\u003c/p>\n\u003cp>The NWEA research brief, \u003ca href=\"https://www.nwea.org/uploads/2022/12/CSSP-Brief_Progress-toward-pandemic-recovery_DEC22_Final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year\u003c/a>, was released on Dec. 6, 2022. It analyzes scores on its Measures of Academic Progress (MAP) assessments that are purchased by more than 22,000 schools to measure student progress in both reading and math twice a year, in the fall and the spring. These are in addition to mandatory state assessments taken by students each spring.\u003c/p>\n\u003cp>This latest NWEA report describes how student achievement deteriorated in 2020 and hit a bottom in the spring of 2021, after which student learning stabilized – a sign that students were once again learning at a typical pace as schools reopened.\u003c/p>\n\u003cp>Though the report delves into both math and reading, I chose to focus on reading, a subject in which students didn’t fall as far behind during the pandemic, but are now making weaker catch-up progress. Interestingly, the report was able to detect that reading recovery among older students in grades four through seven isn’t happening at school. They’re learning at a typical pre-pandemic pace during the school year but avoiding some of the usual deterioration of reading skills during the summer. Typically, students forget a lot over the summer, a phenomenon known as “summer slide” or “summer learning loss.” It is unclear from this report why students retained more than usual during the summer of 2022 and returned to school in the fall with better-than-expected reading levels.\u003c/p>\n\u003cp>I was more concerned about the alarm bells for third graders and why they’re struggling so much more than older students in reading. Timothy Shanahan, a literacy expert and a professor emeritus at the University of Illinois at Chicago, said that younger elementary school kids rely on classroom instruction in school to learn to read. In older grades, much of the learning that accrues in reading is due to the students’ own reading and writing activity.\u003c/p>\n\u003cp>“Those [early] grades are particularly sensitive to educational disruptions,” Shanahan explained by email. “A fourth grader may have read for some number of minutes per day during those missed school days, while a kindergartner or first grader may not have been able to do that at all (since they wouldn’t know how yet).”\u003c/p>\n\u003cp>The early elementary years are critical because that’s when most children learn how to read words, what educators call “decoding.” Teachers in older grades don’t necessarily have the specialized training to backfill what students missed. A second grade teacher, for example, would likely not know much about teaching students how to identify and manipulate individual sounds in spoken words, an important step in learning to read called “\u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\" target=\"_blank\" rel=\"noopener noreferrer\">phonemic awareness\u003c/a>,” because it’s a skill that is the province of kindergarten and first grade teachers, Shanahan explained.\u003c/p>\n\u003cp>“I didn’t hear of lots of schools that were making explicit efforts to deal with that problem though certainly some individual teachers or schools might have,” said Shanahan.\u003c/p>\n\u003cp>Callie Lowenstein, a second grade teacher at a bilingual elementary school in Washington, D.C., said that teachers feel “pressure” to stay on track with grade level lessons that don’t “accommodate or plan for the kinds of gaps we’re seeing.”\u003c/p>\n\u003cp>“Many curricula include an extremely cursory review of previous skills — so students who didn’t master earlier grades’ content are just left in the dust,” Lowenstein said. For example, the second grade reading lessons used by her school review the entire alphabet in one day and move quickly on. Many students need more practice.\u003c/p>\n\u003cp>Catlin Goodrow is a reading specialist who works with third, fourth and fifth grade students who need extra help at a charter school in Spokane, Washington. She said she is working daily with a small number of third graders on basic first grade phonics. In some cases their parents kept them out of school for a full two years. But most students aren’t this far behind.\u003c/p>\n\u003cp>More common are random gaps because children didn’t receive enough reinforcement or weren’t taught topics during quarantines. One child might not understand how a silent “e” at the end of a word affects pronunciation. Another child might not understand how to sound out words with “ough” in them.\u003c/p>\n\u003cp>“It’s not as simple as being a year behind,” Goodrow said. “That would maybe be easier. It’s that they each have these really specific things that they didn’t pick up on. They each missed crucial bits and pieces.” Discovering them and filling them in for each child isn’t easy.\u003c/p>\n\u003cp>Goodrow is hearing from third grade teachers that even children who can read words are having a much harder time paying attention to what they are reading than in previous years. Third graders are having greater trouble absorbing the meaning, identifying the main character or explaining what the story is about.\u003c/p>\n\u003cp>“The comprehension piece can be something they’re having challenges with,” said Goodrow. “I often think about, ‘Did they get those experiences where they were having their teacher read aloud to them and think aloud, and they’re on the carpet nearby?’ A lot of times, even when they were back at school full time, they were distanced. So they might not have had some of those early literacy experiences that built their ability to focus on the text that they’re reading.”\u003c/p>\n\u003cp>Because third grade is so critical, \u003ca href=\"https://www.ncsl.org/research/education/a-look-at-third-grade-reading-retention-policies.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">16 states plus the District of Columbia\u003c/a> require children to repeat the year if they cannot read at a basic level. Based on this NWEA test score report, states could be facing an avalanche of held-back children if those retention rules are enforced later this school year. That’s something I’ll be watching.\u003c/p>\n\u003cp>*Correction: An earlier version of this story incorrectly identified Callie Lowenstein as a New York City teacher. She now teaches in Washington D.C. In addition, Lowenstein does not follow the curriculum used in her school and gives her students more review when needed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>third grade reading\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>School started on an ominous note this year. On Sept.1, the U.S. Department of Education released disastrous test results. Based on a sample of more than 7,000 9-year-olds around the country, two decades of academic progress in reading and math were erased from 2020 to 2022. But the scores also raised many questions. I will try to answer six of them here. (Thank you to everyone on Twitter who challenged me to explain numbers that seem to be nonsensical and contradictory.)\u003c/p>\n\u003cp>Q: How can 9-year-olds lose 20 years of academic progress? They weren’t even born 20 years ago.\u003c/p>\n\u003cp>A: Today’s 9-year-olds today are posting the same test scores in reading and math as an earlier generation of 9-year-olds did back in the early 2000s. In other words, children today are reading and adding about as well as children the same age did 20 years ago.\u003c/p>\n\u003cp>Every few years, the Department of Education administers a test called Long-Term Trend NAEP or National Assessment of Educational Progress to a group of students selected to reflect the diversity of the U.S. student population. Before the pandemic, the reading and math abilities of 9-year-olds had been improving. Scores rose strongly in the 2000s* and then flatlined, holding steady in the 2010s.\u003c/p>\n\u003cp>This graph from the statistical unit of the Education Department shows the history of the Long-Term Trend NAEP with the sudden plummet in test scores since the start of the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022.png\" alt=\"\" width=\"977\" height=\"610\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-800x499.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-768x480.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>Q: Is that really so tragic?\u003c/p>\n\u003cp>A: One can reasonably argue that it’s not so bad to be back where we were in 2000. Many children born 30 years ago, who would have been about 9 years old then, are educated adults and leading good lives today.\u003c/p>\n\u003cp>But it is troubling that the lowest achieving students in our schools lost the most ground between 2020 and 2022. Students in the bottom 10 percent in achievement lost four to five times more than students in the top 10 percent. In math, for example, that’s a drop of 12 points versus a three-point drop.\u003c/p>\n\u003cp>If these children don’t catch up, they will be at a far greater risk of not learning to read well enough to function in our economy or of dropping out of high school because they cannot pass minimum math requirements. Based on another set of plummeting test scores during the pandemic, the consulting firm McKinsey & Company estimated that the current generation of less-educated students could reduce the size of the U.S. economy by \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning\">$128 billion to $188 billion a year\u003c/a>.\u003c/p>\n\u003cp>Q: How can student achievement around the country be hit so hard if we reported in July 2022 that the pace of learning was \u003ca href=\"https://hechingerreport.org/proof-points-pace-of-learning-back-to-normal-during-the-2021-22-pandemic-school-year-but-student-achievement-lags-far-behind-data-shows/\">back to normal\u003c/a>? Was that earlier report wrong?\u003c/p>\n\u003cp>A: Both reports are \u003ca href=\"https://twitter.com/MeganKuhfeld/status/1565812327743881216?s=20&t=RvJ0QRRZ4-1WLPi9AR1NEQ\">consistent\u003c/a> with each other and show nearly\u003ca href=\"https://twitter.com/MeganKuhfeld/status/1565812337822801920?s=20&t=_xwxkoB_lMIc2E97k1Xf-Q\"> identical declines in student test scores\u003c/a>. The recent Department of Education report reflects just two snapshots of NAEP test scores: one taken in early 2020 before the pandemic and one in early 2022. Between these two time periods, the achievement of 9-year-olds plummeted.\u003c/p>\n\u003cp>The assessment organization NWEA measures children two to three times during the year using a test called Measures of Academic Progress or MAP, which is taken by millions of elementary and middle school students around the country every year. MAP scores plummeted dramatically in 2020-21 and then started to rebound slightly for many but not all children in 2021-22. Students at each grade level remained far behind where they had been before the pandemic, but they weren’t deteriorating further.\u003c/p>\n\u003cp>I liken it to the difference between a quarterly and an annual report in finance. A company may be making less revenue today than two years ago, but a quarterly report will show more detailed ups and downs. NWEA’s details show that most of the academic decline occurred in 2020 and 2021, but not so much in 2022. The Department of Education’s NAEP report cannot pinpoint the exact timing of the slide between 2000 and 2022.\u003c/p>\n\u003cp>Q: So is there learning loss?\u003c/p>\n\u003cp>A: Students haven’t regressed. It’s not that individual children used to know how to read and then stopped being able to read. The NAEP test implies and the MAP test directly documents that children continued to get better in reading and math during the pandemic. But students missed hours of instruction for many reasons: family tragedies, closed schools, teachers out with COVID, inefficient remote instruction. So students learned less than usual.\u003c/p>\n\u003cp>My best analogy, which I’ve used before, is a cross-country road trip. Imagine that students were traveling at 55 miles an hour, ran out of gas and started walking instead. According to the NWEA report, now they’re back in their cars and humming along again at 55 miles an hour. Some are traveling at 60 miles an hour, catching up slightly, but they’re still far away from the destination that they would have reached if they hadn’t run out of gas.\u003c/p>\n\u003cp>It’s this distance from the destination that educators are describing when they talk about learning loss. Some people like to call this problem “missed learning” or “lost learning.” Whatever you want to call it, it means that today’s 9-year-olds – or third and fourth graders – cannot read and multiply as well as 9-year-olds did 10 years ago.\u003c/p>\n\u003cp>Q: How could scores decline nationally, but not in cities or rural areas?\u003c/p>\n\u003cp>A: In math, it’s a simpler story. Everyone deteriorated. High achievers and low achievers, along with Black, white and Hispanic students. City, suburban and country students all posted lower math scores.\u003c/p>\n\u003cp>But in reading, test scores in urban school districts didn’t decline between 2020 and 2022. They were also unchanged in rural districts and throughout the West.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59857\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP.png\" alt=\"\" width=\"977\" height=\"479\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-800x392.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-160x78.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-768x377.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>I talked with Grady Wilburn, a statistician in the assessment division at the National Center for Education Statistics, who drilled down into the data with me. There were not substantial changes in the racial or income composition of these regions between 2020 and 2022 that could explain why reading achievement held stable. Hypothetically, if cities had gentrified during the pandemic, higher income students would have had higher test scores and could have masked the score declines. But that did not happen.\u003c/p>\n\u003cp>We also looked at different combinations of race, income and geography. Nationally, Black students scored six points lower in reading, but in the cities, Black 9-year olds scored the same in 2022 as they did before the pandemic hit in 2020. Also unchanged were the scores of white city students, Hispanic city students and city students who are poor enough to qualify for free lunch. In rural areas, both Black and Hispanic students held steady too, but white students in rural areas did deteriorate a bit.\u003c/p>\n\u003cp>“We were puzzled by these numbers too,” said Wilburn. “Our commissioner has been saying maybe that’s one place that researchers should dive into, to better understand what city and rural communities may have done.”\u003c/p>\n\u003cp>Meanwhile, the scores of Black, white, Hispanic and free-lunch eligible students in the suburbs as well as small towns all declined sharply during the pandemic. This means that the national declines in test scores were primarily driven by suburban 9-year-olds.\u003c/p>\n\u003cp>One possibility is that city and rural families read more at home. Perhaps brothers and sisters read to each other. Another possibility is that suburban schools deliver a vastly superior education to students that, in normal times, is very effective in teaching young elementary school children to read well. When school days were disrupted during the pandemic, student achievement suffered more. The more effective school is, the more students might suffer when they get less of it.\u003c/p>\n\u003cp>Q: Can we tell from this NAEP report whether school closures and remote instruction are to blame?\u003c/p>\n\u003cp>A: No. But the fact that city schools, where students were most likely to have missed more in-person days, held steady in reading (see above) is a sign that remote learning wasn’t always so detrimental. Suburban and small town students, who tended to have more in-person days, fared worse.\u003c/p>\n\u003cp>Accompanying the NAEP test was a student survey, which asked students if they learned remotely even once during the 2020-21 school year. But it didn’t ask 9-year-olds to count the number of remote days, so it’s impossible to say if more days of remote school led to worse outcomes.\u003c/p>\n\u003cp>A separate analysis of NWEA’s MAP scores, circulated in May 2022, found that students who learned \u003ca href=\"https://www.nber.org/papers/w30010\">remotely lost far more ground\u003c/a>. It indicated that remote instruction was the primary driver of widening achievement gaps between rich and poor and between children of color and white students.\u003c/p>\n\u003cp>A more detailed report from the Department of Education on student achievement during the pandemic is expected in October. It will list state achievement scores for fourth and eighth graders on another NAEP test. Hopefully, we can unravel more of these knots together.\u003c/p>\n\u003cp>\u003cem>*Correction: An earlier version of this story mistakenly described the history of test scores. Scores rose strongly in the 2000s, not the 2010s.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\">\u003cem>NAEP\u003c/em>\u003c/a>\u003cem> scores was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School started on an ominous note this year. On Sept.1, the U.S. Department of Education released disastrous test results. Based on a sample of more than 7,000 9-year-olds around the country, two decades of academic progress in reading and math were erased from 2020 to 2022. But the scores also raised many questions. I will try to answer six of them here. (Thank you to everyone on Twitter who challenged me to explain numbers that seem to be nonsensical and contradictory.)\u003c/p>\n\u003cp>Q: How can 9-year-olds lose 20 years of academic progress? They weren’t even born 20 years ago.\u003c/p>\n\u003cp>A: Today’s 9-year-olds today are posting the same test scores in reading and math as an earlier generation of 9-year-olds did back in the early 2000s. In other words, children today are reading and adding about as well as children the same age did 20 years ago.\u003c/p>\n\u003cp>Every few years, the Department of Education administers a test called Long-Term Trend NAEP or National Assessment of Educational Progress to a group of students selected to reflect the diversity of the U.S. student population. Before the pandemic, the reading and math abilities of 9-year-olds had been improving. Scores rose strongly in the 2000s* and then flatlined, holding steady in the 2010s.\u003c/p>\n\u003cp>This graph from the statistical unit of the Education Department shows the history of the Long-Term Trend NAEP with the sudden plummet in test scores since the start of the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022.png\" alt=\"\" width=\"977\" height=\"610\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-800x499.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-768x480.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>Q: Is that really so tragic?\u003c/p>\n\u003cp>A: One can reasonably argue that it’s not so bad to be back where we were in 2000. Many children born 30 years ago, who would have been about 9 years old then, are educated adults and leading good lives today.\u003c/p>\n\u003cp>But it is troubling that the lowest achieving students in our schools lost the most ground between 2020 and 2022. Students in the bottom 10 percent in achievement lost four to five times more than students in the top 10 percent. In math, for example, that’s a drop of 12 points versus a three-point drop.\u003c/p>\n\u003cp>If these children don’t catch up, they will be at a far greater risk of not learning to read well enough to function in our economy or of dropping out of high school because they cannot pass minimum math requirements. Based on another set of plummeting test scores during the pandemic, the consulting firm McKinsey & Company estimated that the current generation of less-educated students could reduce the size of the U.S. economy by \u003ca href=\"https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning\">$128 billion to $188 billion a year\u003c/a>.\u003c/p>\n\u003cp>Q: How can student achievement around the country be hit so hard if we reported in July 2022 that the pace of learning was \u003ca href=\"https://hechingerreport.org/proof-points-pace-of-learning-back-to-normal-during-the-2021-22-pandemic-school-year-but-student-achievement-lags-far-behind-data-shows/\">back to normal\u003c/a>? Was that earlier report wrong?\u003c/p>\n\u003cp>A: Both reports are \u003ca href=\"https://twitter.com/MeganKuhfeld/status/1565812327743881216?s=20&t=RvJ0QRRZ4-1WLPi9AR1NEQ\">consistent\u003c/a> with each other and show nearly\u003ca href=\"https://twitter.com/MeganKuhfeld/status/1565812337822801920?s=20&t=_xwxkoB_lMIc2E97k1Xf-Q\"> identical declines in student test scores\u003c/a>. The recent Department of Education report reflects just two snapshots of NAEP test scores: one taken in early 2020 before the pandemic and one in early 2022. Between these two time periods, the achievement of 9-year-olds plummeted.\u003c/p>\n\u003cp>The assessment organization NWEA measures children two to three times during the year using a test called Measures of Academic Progress or MAP, which is taken by millions of elementary and middle school students around the country every year. MAP scores plummeted dramatically in 2020-21 and then started to rebound slightly for many but not all children in 2021-22. Students at each grade level remained far behind where they had been before the pandemic, but they weren’t deteriorating further.\u003c/p>\n\u003cp>I liken it to the difference between a quarterly and an annual report in finance. A company may be making less revenue today than two years ago, but a quarterly report will show more detailed ups and downs. NWEA’s details show that most of the academic decline occurred in 2020 and 2021, but not so much in 2022. The Department of Education’s NAEP report cannot pinpoint the exact timing of the slide between 2000 and 2022.\u003c/p>\n\u003cp>Q: So is there learning loss?\u003c/p>\n\u003cp>A: Students haven’t regressed. It’s not that individual children used to know how to read and then stopped being able to read. The NAEP test implies and the MAP test directly documents that children continued to get better in reading and math during the pandemic. But students missed hours of instruction for many reasons: family tragedies, closed schools, teachers out with COVID, inefficient remote instruction. So students learned less than usual.\u003c/p>\n\u003cp>My best analogy, which I’ve used before, is a cross-country road trip. Imagine that students were traveling at 55 miles an hour, ran out of gas and started walking instead. According to the NWEA report, now they’re back in their cars and humming along again at 55 miles an hour. Some are traveling at 60 miles an hour, catching up slightly, but they’re still far away from the destination that they would have reached if they hadn’t run out of gas.\u003c/p>\n\u003cp>It’s this distance from the destination that educators are describing when they talk about learning loss. Some people like to call this problem “missed learning” or “lost learning.” Whatever you want to call it, it means that today’s 9-year-olds – or third and fourth graders – cannot read and multiply as well as 9-year-olds did 10 years ago.\u003c/p>\n\u003cp>Q: How could scores decline nationally, but not in cities or rural areas?\u003c/p>\n\u003cp>A: In math, it’s a simpler story. Everyone deteriorated. High achievers and low achievers, along with Black, white and Hispanic students. City, suburban and country students all posted lower math scores.\u003c/p>\n\u003cp>But in reading, test scores in urban school districts didn’t decline between 2020 and 2022. They were also unchanged in rural districts and throughout the West.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59857\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP.png\" alt=\"\" width=\"977\" height=\"479\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-800x392.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-160x78.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/NCES-Math-and-English-Scores-2022-MAP-768x377.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003c/p>\n\u003cp>I talked with Grady Wilburn, a statistician in the assessment division at the National Center for Education Statistics, who drilled down into the data with me. There were not substantial changes in the racial or income composition of these regions between 2020 and 2022 that could explain why reading achievement held stable. Hypothetically, if cities had gentrified during the pandemic, higher income students would have had higher test scores and could have masked the score declines. But that did not happen.\u003c/p>\n\u003cp>We also looked at different combinations of race, income and geography. Nationally, Black students scored six points lower in reading, but in the cities, Black 9-year olds scored the same in 2022 as they did before the pandemic hit in 2020. Also unchanged were the scores of white city students, Hispanic city students and city students who are poor enough to qualify for free lunch. In rural areas, both Black and Hispanic students held steady too, but white students in rural areas did deteriorate a bit.\u003c/p>\n\u003cp>“We were puzzled by these numbers too,” said Wilburn. “Our commissioner has been saying maybe that’s one place that researchers should dive into, to better understand what city and rural communities may have done.”\u003c/p>\n\u003cp>Meanwhile, the scores of Black, white, Hispanic and free-lunch eligible students in the suburbs as well as small towns all declined sharply during the pandemic. This means that the national declines in test scores were primarily driven by suburban 9-year-olds.\u003c/p>\n\u003cp>One possibility is that city and rural families read more at home. Perhaps brothers and sisters read to each other. Another possibility is that suburban schools deliver a vastly superior education to students that, in normal times, is very effective in teaching young elementary school children to read well. When school days were disrupted during the pandemic, student achievement suffered more. The more effective school is, the more students might suffer when they get less of it.\u003c/p>\n\u003cp>Q: Can we tell from this NAEP report whether school closures and remote instruction are to blame?\u003c/p>\n\u003cp>A: No. But the fact that city schools, where students were most likely to have missed more in-person days, held steady in reading (see above) is a sign that remote learning wasn’t always so detrimental. Suburban and small town students, who tended to have more in-person days, fared worse.\u003c/p>\n\u003cp>Accompanying the NAEP test was a student survey, which asked students if they learned remotely even once during the 2020-21 school year. But it didn’t ask 9-year-olds to count the number of remote days, so it’s impossible to say if more days of remote school led to worse outcomes.\u003c/p>\n\u003cp>A separate analysis of NWEA’s MAP scores, circulated in May 2022, found that students who learned \u003ca href=\"https://www.nber.org/papers/w30010\">remotely lost far more ground\u003c/a>. It indicated that remote instruction was the primary driver of widening achievement gaps between rich and poor and between children of color and white students.\u003c/p>\n\u003cp>A more detailed report from the Department of Education on student achievement during the pandemic is expected in October. It will list state achievement scores for fourth and eighth graders on another NAEP test. Hopefully, we can unravel more of these knots together.\u003c/p>\n\u003cp>\u003cem>*Correction: An earlier version of this story mistakenly described the history of test scores. Scores rose strongly in the 2000s, not the 2010s.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\">\u003cem>NAEP\u003c/em>\u003c/a>\u003cem> scores was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Some families are being forced to choose between remote learning and school meals",
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"content": "\u003cp>Joel Barron, a mother of two in Minnetonka, Minn., has a question for policymakers:\u003c/p>\n\u003cp>\"Will you look in my child's eyes when they do not have any food?\"\u003c/p>\n\u003cp>Until recently, Barron's children, ages 10 and 12, qualified for free school meals. During the last school year, when they and millions of other kids were learning remotely, Barron received the value of the meals they missed on a debit card that she could use to buy groceries herself.\u003c/p>\n\u003cp>The program, \u003ca href=\"https://www.npr.org/2021/04/26/990860172/usda-moves-to-feed-millions-of-children-over-the-summer\">called P-EBT\u003c/a>, began with the pandemic in March 2020.\u003c/p>\n\u003cp>\"It was a godsend,\" Barron says of the Pandemic Electronic Benefit Transfer program, which is administered by the U.S. Department of Agriculture (USDA). \"We were able to actually get through the whole month without trying to think about, 'Oh, we have to go to the food [pantry].' \"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That changed after Barron's school district reopened for in-person learning. Because a COVID-19 vaccine wasn't yet available for her 10-year-old son and her daughter struggles with asthma, Barron felt safer keeping them home again this school year and enrolling them in the district's online academy.\u003c/p>\n\u003cp>The problem is that, \u003ca href=\"https://fns-prod.azureedge.net/sites/default/files/resource-files/Attachment-1-PEBT-QA-School-Year-2021-2022.pdf\">according to USDA guidance\u003c/a>, \"a virtual academy, whether administered by the State or the school district, is not eligible to participate in the [National School Lunch Program (NSLP)].\" Which means no P-EBT this year for families like Barron's.\u003c/p>\n\u003ch2>The guidance excludes some students who are still learning remotely\u003c/h2>\n\u003cp>Most schools in the U.S. started the 2021-'22 school year in person, including Barron's district. But, she says, \"I decided what was best for my children was to have them attend the distance learning academy.\"\u003c/p>\n\u003cp>That academy is run by White Bear Lake Area Schools (WBLAS), and \u003ca href=\"https://www.isd624.org/academics/distance-learning-academy\">according to its website\u003c/a> is \"taught by WBLAS teachers, aligned with WBLAS curriculum and Minnesota state standards and designed to meet the same high levels of academic rigor present in traditional in-person school.\"\u003c/p>\n\u003cp>In short, Barron's kids still attend public school – just online. She was shocked when she realized, months into the school year, that decision meant they no longer qualified for P-EBT.\u003c/p>\n\u003cp>Barron took her confusion and frustration to social media in January. Her story appeared \u003ca href=\"https://thecounter.org/p-ebt-families-children-virtual-learning-school-lunch-hunger/\">in The Counter\u003c/a>, a food journalism website, and she even \u003ca href=\"https://twitter.com/jojomagicc/status/1482063767202680844?s=20&t=lbjK6O2TOxuQALHmARGeFw\">challenged NPR on Twitter\u003c/a>: \"Will you write an article on P-ebt and how virtual student[s] are left out\"?\u003c/p>\n\u003cp>USDA, meanwhile, says students cannot receive P-EBT benefits this year if they attend a program that has not traditionally offered school meals, like a virtual academy.\u003c/p>\n\u003cp>\"Benefits are available to children who would have received free or reduced price meals at their schools... if not for their schools' closure or reduced attendance or hours in response to the COVID emergency,\" a USDA spokesperson tells NPR.\u003c/p>\n\u003ch2>\"I feel like I was punished for making the best choice for my child.\"\u003c/h2>\n\u003cp>According to \u003ca href=\"https://www.brookings.edu/research/an-update-on-the-effect-of-pandemic-ebt-on-measures-of-food-hardship/\">an analysis by the Brookings Institution,\u003c/a> P-EBT \"significantly reduced food hardship in the winter, spring, and summer of 2020-21.\"\u003c/p>\n\u003cp>Anti-hunger advocates say it's important for policymakers to understand that some families still don't feel comfortable returning to brick-and-mortar schools, and the USDA shouldn't simply cut them off from money that helped put food on their tables last year.\u003c/p>\n\u003cp>\"We're trying to fit the current problem into rules that were designed pre-pandemic,\" says Rachel Cooper, a senior policy analyst with the nonprofit think tank Every Texan.\u003c/p>\n\u003cp>Yes, virtual academies are traditionally excluded from the school lunch program, Cooper says, but there's nothing traditional about this school year. Many vulnerable children depended on P-EBT last year and are now enrolled in virtual schools because of continued COVID concerns.\u003c/p>\n\u003cp>In many places, these academies are families' only remaining online option.\u003c/p>\n\u003cp>Cooper says the USDA is forcing some families to choose between keeping children home, for fear of COVID, and sending them back to school so they can receive free breakfast and lunch.\u003c/p>\n\u003cp>\"That is a choice that we shouldn't be forcing families to make. It is a technicality that is playing out on the most vulnerable families,\" she explains. \"\u003cem>Kinship\u003c/em> families – kids being raised by grandparents who are at high risk themselves, and ... they're on fixed incomes. P-EBT and free school meals are critical for them. And so having it cut off really means there's nothing to put on the dinner table.\"\u003c/p>\n\u003cp>Many parents and caregivers, including Barron, say they had no idea enrolling in a virtual academy would cut off access to P-EBT. Barron's district is still offering meals to go, but they must be picked up and Barron has no car.\u003c/p>\n\u003cp>\"I feel like I was punished for making the best choice for my child,\" Barron says. \"I never wanted to keep my children away from school.\" They loved school, she says.\u003c/p>\n\u003ch2>Not all students have been cut off from P-EBT\u003c/h2>\n\u003cp>USDA's guidance does allow P-EBT for students who are learning virtually \u003cem>temporarily\u003c/em>.\u003c/p>\n\u003cp>Students who attend schools that participate in the school lunch program and \"that adopt a hybrid schedule or temporarily switch to virtual instruction in response to COVID are eligible for P-EBT benefits on those remote learning days,\" a USDA spokesperson tells NPR.\u003c/p>\n\u003cp>But to continue to provide P-EBT benefits, even in these limited situations, states must meet strict new USDA reporting requirements – and before they can access the funds, they have to submit plans outlining how they'll do that. Halfway through this school year, 29 states have submitted their plans. \u003ca href=\"https://www.fns.usda.gov/snap/state-guidance-coronavirus-pandemic-ebt-pebt\">Just 12 have been approved\u003c/a>.\u003c/p>\n\u003cp>\"USDA is requiring that [schools] have a process to be able to track those individual kids [who are receiving P-EBT]. And that's not data that states and school districts ever really track,\" says Lisa Davis, senior vice president of Share Our Strength's No Kid Hungry campaign. \"It's very, very onerous to determine if Susie's out because of COVID or for another reason ... so because of that, we know that some states have been hesitant to apply [for P-EBT].\"\u003c/p>\n\u003cp>\"Nobody's ill-intentioned,\" Davis says, pointing out that USDA can no longer make broad assumptions about who qualifies for P-EBT as it did last year, when entire districts were remote. But asking schools to meet strict new rules and provide more detailed data, especially when staffing has been stretched thin by the surge in coronavirus cases, is unrealistic in many places, if not impossible.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And Davis warns of another crisis looming: States that don't submit a school-year P-EBT plan won't be able to offer the program to students \u003ca href=\"https://www.npr.org/2021/04/26/990860172/usda-moves-to-feed-millions-of-children-over-the-summer\">over the summer\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+families+are+being+forced+to+choose+between+remote+learning+and+school+meals&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Joel Barron, a mother of two in Minnetonka, Minn., has a question for policymakers:\u003c/p>\n\u003cp>\"Will you look in my child's eyes when they do not have any food?\"\u003c/p>\n\u003cp>Until recently, Barron's children, ages 10 and 12, qualified for free school meals. During the last school year, when they and millions of other kids were learning remotely, Barron received the value of the meals they missed on a debit card that she could use to buy groceries herself.\u003c/p>\n\u003cp>The program, \u003ca href=\"https://www.npr.org/2021/04/26/990860172/usda-moves-to-feed-millions-of-children-over-the-summer\">called P-EBT\u003c/a>, began with the pandemic in March 2020.\u003c/p>\n\u003cp>\"It was a godsend,\" Barron says of the Pandemic Electronic Benefit Transfer program, which is administered by the U.S. Department of Agriculture (USDA). \"We were able to actually get through the whole month without trying to think about, 'Oh, we have to go to the food [pantry].' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That changed after Barron's school district reopened for in-person learning. Because a COVID-19 vaccine wasn't yet available for her 10-year-old son and her daughter struggles with asthma, Barron felt safer keeping them home again this school year and enrolling them in the district's online academy.\u003c/p>\n\u003cp>The problem is that, \u003ca href=\"https://fns-prod.azureedge.net/sites/default/files/resource-files/Attachment-1-PEBT-QA-School-Year-2021-2022.pdf\">according to USDA guidance\u003c/a>, \"a virtual academy, whether administered by the State or the school district, is not eligible to participate in the [National School Lunch Program (NSLP)].\" Which means no P-EBT this year for families like Barron's.\u003c/p>\n\u003ch2>The guidance excludes some students who are still learning remotely\u003c/h2>\n\u003cp>Most schools in the U.S. started the 2021-'22 school year in person, including Barron's district. But, she says, \"I decided what was best for my children was to have them attend the distance learning academy.\"\u003c/p>\n\u003cp>That academy is run by White Bear Lake Area Schools (WBLAS), and \u003ca href=\"https://www.isd624.org/academics/distance-learning-academy\">according to its website\u003c/a> is \"taught by WBLAS teachers, aligned with WBLAS curriculum and Minnesota state standards and designed to meet the same high levels of academic rigor present in traditional in-person school.\"\u003c/p>\n\u003cp>In short, Barron's kids still attend public school – just online. She was shocked when she realized, months into the school year, that decision meant they no longer qualified for P-EBT.\u003c/p>\n\u003cp>Barron took her confusion and frustration to social media in January. Her story appeared \u003ca href=\"https://thecounter.org/p-ebt-families-children-virtual-learning-school-lunch-hunger/\">in The Counter\u003c/a>, a food journalism website, and she even \u003ca href=\"https://twitter.com/jojomagicc/status/1482063767202680844?s=20&t=lbjK6O2TOxuQALHmARGeFw\">challenged NPR on Twitter\u003c/a>: \"Will you write an article on P-ebt and how virtual student[s] are left out\"?\u003c/p>\n\u003cp>USDA, meanwhile, says students cannot receive P-EBT benefits this year if they attend a program that has not traditionally offered school meals, like a virtual academy.\u003c/p>\n\u003cp>\"Benefits are available to children who would have received free or reduced price meals at their schools... if not for their schools' closure or reduced attendance or hours in response to the COVID emergency,\" a USDA spokesperson tells NPR.\u003c/p>\n\u003ch2>\"I feel like I was punished for making the best choice for my child.\"\u003c/h2>\n\u003cp>According to \u003ca href=\"https://www.brookings.edu/research/an-update-on-the-effect-of-pandemic-ebt-on-measures-of-food-hardship/\">an analysis by the Brookings Institution,\u003c/a> P-EBT \"significantly reduced food hardship in the winter, spring, and summer of 2020-21.\"\u003c/p>\n\u003cp>Anti-hunger advocates say it's important for policymakers to understand that some families still don't feel comfortable returning to brick-and-mortar schools, and the USDA shouldn't simply cut them off from money that helped put food on their tables last year.\u003c/p>\n\u003cp>\"We're trying to fit the current problem into rules that were designed pre-pandemic,\" says Rachel Cooper, a senior policy analyst with the nonprofit think tank Every Texan.\u003c/p>\n\u003cp>Yes, virtual academies are traditionally excluded from the school lunch program, Cooper says, but there's nothing traditional about this school year. Many vulnerable children depended on P-EBT last year and are now enrolled in virtual schools because of continued COVID concerns.\u003c/p>\n\u003cp>In many places, these academies are families' only remaining online option.\u003c/p>\n\u003cp>Cooper says the USDA is forcing some families to choose between keeping children home, for fear of COVID, and sending them back to school so they can receive free breakfast and lunch.\u003c/p>\n\u003cp>\"That is a choice that we shouldn't be forcing families to make. It is a technicality that is playing out on the most vulnerable families,\" she explains. \"\u003cem>Kinship\u003c/em> families – kids being raised by grandparents who are at high risk themselves, and ... they're on fixed incomes. P-EBT and free school meals are critical for them. And so having it cut off really means there's nothing to put on the dinner table.\"\u003c/p>\n\u003cp>Many parents and caregivers, including Barron, say they had no idea enrolling in a virtual academy would cut off access to P-EBT. Barron's district is still offering meals to go, but they must be picked up and Barron has no car.\u003c/p>\n\u003cp>\"I feel like I was punished for making the best choice for my child,\" Barron says. \"I never wanted to keep my children away from school.\" They loved school, she says.\u003c/p>\n\u003ch2>Not all students have been cut off from P-EBT\u003c/h2>\n\u003cp>USDA's guidance does allow P-EBT for students who are learning virtually \u003cem>temporarily\u003c/em>.\u003c/p>\n\u003cp>Students who attend schools that participate in the school lunch program and \"that adopt a hybrid schedule or temporarily switch to virtual instruction in response to COVID are eligible for P-EBT benefits on those remote learning days,\" a USDA spokesperson tells NPR.\u003c/p>\n\u003cp>But to continue to provide P-EBT benefits, even in these limited situations, states must meet strict new USDA reporting requirements – and before they can access the funds, they have to submit plans outlining how they'll do that. Halfway through this school year, 29 states have submitted their plans. \u003ca href=\"https://www.fns.usda.gov/snap/state-guidance-coronavirus-pandemic-ebt-pebt\">Just 12 have been approved\u003c/a>.\u003c/p>\n\u003cp>\"USDA is requiring that [schools] have a process to be able to track those individual kids [who are receiving P-EBT]. And that's not data that states and school districts ever really track,\" says Lisa Davis, senior vice president of Share Our Strength's No Kid Hungry campaign. \"It's very, very onerous to determine if Susie's out because of COVID or for another reason ... so because of that, we know that some states have been hesitant to apply [for P-EBT].\"\u003c/p>\n\u003cp>\"Nobody's ill-intentioned,\" Davis says, pointing out that USDA can no longer make broad assumptions about who qualifies for P-EBT as it did last year, when entire districts were remote. But asking schools to meet strict new rules and provide more detailed data, especially when staffing has been stretched thin by the surge in coronavirus cases, is unrealistic in many places, if not impossible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And Davis warns of another crisis looming: States that don't submit a school-year P-EBT plan won't be able to offer the program to students \u003ca href=\"https://www.npr.org/2021/04/26/990860172/usda-moves-to-feed-millions-of-children-over-the-summer\">over the summer\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+families+are+being+forced+to+choose+between+remote+learning+and+school+meals&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Students are still struggling to get internet. The infrastructure law could help",
"title": "Students are still struggling to get internet. The infrastructure law could help",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated November 15, 2021 at 5:22 PM ET\u003c/strong>\u003c/div>\n\u003cp>Internet access has always been a problem for Faylene Begay, a single mother of four living in Tuba City, Ariz.\u003c/p>\n\u003cp>Before the pandemic, she didn't have an internet connection at her home on the Navajo Nation Reservation — all she had was an old phone with limited data. Back then, her lack of connection was a nuisance as she worked her way through classes at Diné College.\u003c/p>\n\u003cp>But when her college campus closed in spring 2020, internet access became a major challenge: She could complete all of her assignments, but uploading them required a strong internet connection, which she didn't have.\u003c/p>\n\u003cp>\"Doing the work alone is a lot of work, but not even being able to submit it is just more tragic,\" she says. Her professors were understanding, but she knew if they couldn't see her work, she couldn't get credit for it.\u003c/p>\n\u003cp>\"It was just beyond my power to submit my work,\" Begay recalls. \"That alone just kind of depleted my purpose ... made me feel like I was defeated by the internet.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She made it through the semester without failing, but after that she was done. Begay didn't sign up for classes the next semester, despite being only a handful of credits away from her goal: an associate degree in health occupations.\u003c/p>\n\u003cp>In many parts of the country, access to a strong internet connection isn't a given. The Hope Center at Temple University \u003ca href=\"https://hope4college.com/wp-content/uploads/2021/03/RCReport2021.pdf\">reported in March\u003c/a> that about 40% of college students have struggled with internet or computer access during the pandemic. The real number may be much higher: The report noted that, because the research relied on student responses from an online survey, \"inadequate internet access could have contributed to low response rates.\"\u003c/p>\n\u003cp>But help is on the way. President Biden signed the infrastructure package into law on Monday. It includes $65 billion for improving broadband. The majority of that money goes toward creating access and improving speed. It's poised to help students across the country, especially those living in rural areas and tribal communities, like Faylene Begay.\u003c/p>\n\u003cfigure id=\"attachment_58752\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58752\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0822_slide-73069004f4aaef355fc6b6340ec14db94c967712-scaled-e1637052624354.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">President Biden's infrastructure law includes $65 billion for improving broadband access. The money could help students across the country, especially those in rural areas and tribal communities. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Rural college students are especially disconnected\u003c/h3>\n\u003cp>The pandemic forced many colleges \u003ca href=\"https://www.chronicle.com/article/one-college-district-brainstorms-internet-access-solutions-with-help-from-the-local-school-system\">to address\u003c/a> \u003ca href=\"https://www.wgu.edu/newsroom/press-release/2020/texas/wgu-grant-one-million-scholarships-internet-access.html\">their students'\u003c/a> \u003ca href=\"https://www.npr.org/2020/08/15/902500905/need-a-laptop-colleges-boost-loaner-programs-amid-pandemic\">lack of access\u003c/a> to the internet, but experts say most schools still don't have good data on their students' home connections. For regional public universities, community colleges and commuter schools, that can be a hard blind spot to navigate. You can't fix a problem if you don't know the extent of it.\u003c/p>\n\u003cp>\"There is this presumption of connectivity when you get to college, like, 'Oh, you'll just have it.' Well, that's not the case,\" says Christopher Ali, who studies internet access at the University of Virginia.\u003c/p>\n\u003cp>Rural students, like those living \u003ca href=\"https://www.arc.gov/computer-and-broadband-access-in-appalachia/\">in parts of Appalachia\u003c/a> and \u003ca href=\"https://www.diverseeducation.com/demographics/native-americans/article/15113590/broadband-access-still-a-struggle-for-tribal-colleges-and-universities-18-months-into-the-pandemic\">in tribal communities\u003c/a>, are particularly affected. Sixty-eight percent of people living in rural areas of tribal lands don't have access to broadband, \u003ca href=\"https://www.fcc.gov/reports-research/reports/broadband-progress-reports/2016-broadband-progress-report\">according to research\u003c/a> by the Federal Communications Commission, though a 2018 U.S. Government Accountability Office \u003ca href=\"https://www.gao.gov/products/gao-18-630\">report\u003c/a> indicates the real number may be even higher.\u003c/p>\n\u003cfigure id=\"attachment_58753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0265_slide-0245bbfafadd754c9d403f89d53861ca8b4b2138-scaled-e1637052673881.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Diné College students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"In rural communities, tribal communities, the traditional logic has been there are not enough people and they live too far apart from each other to merit a high quality, high speed, affordable broadband,\" explains Ali. \"But we know this problem is solvable because it's not a matter of technology, it's a matter of politics and market rate. By constantly prioritizing the private market and the largest providers who have no financial incentive to serve the Navajo Nation [and other Indigenous communities], they're not going to get served right.\"\u003c/p>\n\u003cp>Tribal colleges and universities (TCUs) — often some of the main places students and community members go for strong internet — are also underequipped when it comes to internet speeds. According to \u003ca href=\"http://aihec.org/what-we-do/docs/FY21/AIHEC%20TCU%20E-Rate..3.17.20_clb.pdf\">a report from\u003c/a> the American Indian Higher Education Consortium, on average, TCUs have more expensive, yet much slower internet than other U.S. institutions of higher education.\u003c/p>\n\u003ch3>A tribal college is trying to bring the internet to its students\u003c/h3>\n\u003cp>Charles \"Monty\" Roessel is the president of Diné College, where Faylene Begay had been taking classes. When he thinks about the ideal student experience, he imagines a seamless transition between campus and home, life and study.\u003c/p>\n\u003cp>\"Education is an extension of the home,\" he says from his office overlooking Diné's main campus, which is laid out in a circle, to represent a traditional Navajo home, or \u003cem>hogan\u003c/em>.\u003c/p>\n\u003cfigure id=\"attachment_58754\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0171_slide-7c1f19f653f0fb85eabbe3ac82e0d453d2f01158-scaled-e1637052708530.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Charles \"Monty\" Roessel, the president of Diné College, says \"Everyone has a right to the internet,\" and by internet he means more than just two bars on your phone. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Education is the extension of the school, the community, everything.\"\u003c/p>\n\u003cp>But without good internet access, his ideal of a seamless transition is nearly impossible. \"Because of technology, it's only where you have enough bars, right? And it just really creates a very different approach to education.\"\u003c/p>\n\u003cp>In recent years, Roessel has started to think of the internet as an essential service. He feels his college should play an important role in making sure his students have access to it. \"Everyone has a right to the internet,\" he says, and by internet he means more than just two bars on your phone.\u003c/p>\n\u003cp>Established in 1968, Diné is America's first tribal college, serving more than 1,000 students. In addition to the main campus in Tsaile, Ariz., it has several satellite campuses throughout the Navajo Nation. The college's students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus.\u003c/p>\n\u003cfigure id=\"attachment_58755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0117_slide-7f109633f5558ed23347751f68b514b95f694b70-scaled-e1637052748601.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Established in 1968, Diné College is America's first tribal college. The main campus in Tsaile, Ariz., is laid out in a circle, to represent a traditional Navajo home, or hogan. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the pandemic forced campuses to close, Roessel was impressed that professors and staff were able to transfer all their work and classes online so quickly.\u003c/p>\n\u003cp>\"I remember sitting back in my chair, I said, 'We did it.' \" he recalls. \"But most of our students had to go home and use their phones. So they ran out of minutes. They ran out of data. They couldn't access anything.\"\u003c/p>\n\u003cp>He remembers thinking, \"We didn't even solve the right problem here.\"\u003c/p>\n\u003cp>The problem was student access: \"We were sending a signal out, but nobody's getting it.\"\u003c/p>\n\u003cp>So Diné College shifted its focus to student access. It used federal CARES Act money to help purchase Wi-Fi hotspots and laptops for students. It built two additional microcampuses with internet access — one in Aneth, Utah, and another in Newcomb, N.M. — so students wouldn't have to drive as far to get connected.\u003c/p>\n\u003cp>The college also upgraded the connection it already had. Before the pandemic, Diné's on-campus internet bandwidth was about 400 megabytes per second. \"You can imagine that in the best of times, we were, you know, very, very slow. And in the worst of times, we were standing still and falling forward,\" Roessel says. CARES Act money allowed the college to increase the strength of campus internet to 2.5 gigabytes per second, a major improvement.\u003c/p>\n\u003cp>But off campus upgrades posed a greater challenge. Roessel points to the limitations of the Wi-Fi hot spots the college handed out. In some locations, they just don't work well — students have told him they have to drive to the top of a nearby hill to get a good connection, so they're still doing their homework in their car instead of at home.\u003c/p>\n\u003cp>\"We've got to look at the big picture and not just these little wins,\" he says. \"I know it's helpful. Don't get me wrong, it is helpful. But there's a larger issue here. And if we don't address that, then that was a waste of tragedy.\"\u003c/p>\n\u003ch3>The infrastructure package offers a one-in-a-lifetime fix\u003c/h3>\n\u003cp>One way Roessel is hoping to address the larger issue — the lack of connectivity — comes in the form of President Biden's infrastructure package. The new law includes $65 billion for broadband access, aimed at improving internet service in rural areas, including tribal communities. Of that, $2 billion is set aside for the Tribal Broadband Connectivity Program, a federal grant program.\u003c/p>\n\u003cp>\"This is going to be a once-in-a-lifetime opportunity to pour in this much money,\" says Christopher Ali at UVA. \"For students who are un- and under-connected, this will hopefully make a tremendous difference in their online learning experiences or just in their educational experiences more generally.\"\u003c/p>\n\u003cp>He's hopeful the infrastructure law will help reframe the way we think about the internet. \"It's no longer a luxury, but let's start thinking about it as infrastructure, as essential as a paved road or a sewer system.\"\u003c/p>\n\u003cp>Experts say getting good internet to rural communities may take a while. The challenge now lies in implementing programs at the state and local level, and maintaining them once they're established. While most states do have task forces or internet initiatives, as of June 2020, \u003ca href=\"https://www.ncsl.org/research/telecommunications-and-information-technology/state-broadband-task-forces-commissions.aspx\">only about 26 states\u003c/a> had a centralized internet or broadband office to facilitate such updates and improvements. And Ali says those offices are often understaffed.\u003c/p>\n\u003ch3>Improved internet paved the way for one student to try again\u003c/h3>\n\u003cp>Last spring, after taking time off from school, Faylene Begay decided it was time to go back.\u003c/p>\n\u003cp>\"Everything just revolves around the internet. I can't get away from it. So you have to adapt. If you don't have it. It's kind of like ....\" she trails off looking out the window. \"You have to make sure that you do,\" she finally says.\u003c/p>\n\u003cfigure id=\"attachment_58757\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58757\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0687_slide-48b3fa75c13eb2001544b40c8c9d0171166302c4-scaled-e1637052794685.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"Everything just revolves around the internet. I can't get away from it. So you have to adapt,\" says Begay, who has had many internet challenges throughout the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early November, when NPR visited her home — an hour and a half drive from Flagstaff, surrounded by desert — she was in the middle of a Zoom biology class, learning about whales. Diné College had provided her with a free Wi-Fi hotspot, and she had a home internet connection now, though neither option is particularly strong.\u003c/p>\n\u003cp>Begay says it's an incredible improvement over a year ago — but it still makes being a college student a real challenge. Her internet can cut in and out, especially when it's windy, and twice now she's had to give class presentations without her planned visuals, because the internet wasn't stable enough.\u003c/p>\n\u003cp>Her chemistry class requires a special program to do labs online, but those programs take up too much bandwidth for her to connect from home. For that, she drives to the Tuba City satellite campus, which is now open, though with limited hours, to use the school's internet.\u003c/p>\n\u003cp>She says despite her current internet challenges, being back in classes has offered her a lifeline, and a connection to professors and classmates at a time when she has felt really alone. She mentions the Navajo word \u003cem>hózhó\u003c/em> several times to describe her reenrollment at Diné. It means balance and beauty, a state of harmony.\u003c/p>\n\u003cp>\"I went through a really bad depression during the time that the pandemic hit,\" she explains. She was dealing with domestic violence, homelessness and a recent miscarriage.\u003c/p>\n\u003cp>\"This is my reality,\" she says, \"I've been fighting to be in college for so long.\"\u003c/p>\n\u003cp>Her uncle also died of COVID-19, a grief she says she's still processing. It's been hard to escape the toll the pandemic has taken on the Navajo people. Across the country, Native Americans have been \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6949a3.htm\">hit especially hard\u003c/a> by COVID-19.\u003c/p>\n\u003cp>Going back to school helped Begay process that grief, and a class on microbiology helped her better understand the virus. She says that knowledge was empowering. She used it to educate her family about how to protect themselves. She says her new goal is to earn a bachelor's degree in biomedical sciences and maybe go on for a master's degree.\u003c/p>\n\u003cp>Her persistence and focus has left an impression on her children. On her fridge, she's taped up a photo of herself in a lab coat, looking into a microscope.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She says when her son sees the photo, he declares, \"My mom's a scientist. I'm going to be a scientist, too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+are+still+struggling+to+get+internet.+The+infrastructure+law+could+help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated November 15, 2021 at 5:22 PM ET\u003c/strong>\u003c/div>\n\u003cp>Internet access has always been a problem for Faylene Begay, a single mother of four living in Tuba City, Ariz.\u003c/p>\n\u003cp>Before the pandemic, she didn't have an internet connection at her home on the Navajo Nation Reservation — all she had was an old phone with limited data. Back then, her lack of connection was a nuisance as she worked her way through classes at Diné College.\u003c/p>\n\u003cp>But when her college campus closed in spring 2020, internet access became a major challenge: She could complete all of her assignments, but uploading them required a strong internet connection, which she didn't have.\u003c/p>\n\u003cp>\"Doing the work alone is a lot of work, but not even being able to submit it is just more tragic,\" she says. Her professors were understanding, but she knew if they couldn't see her work, she couldn't get credit for it.\u003c/p>\n\u003cp>\"It was just beyond my power to submit my work,\" Begay recalls. \"That alone just kind of depleted my purpose ... made me feel like I was defeated by the internet.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She made it through the semester without failing, but after that she was done. Begay didn't sign up for classes the next semester, despite being only a handful of credits away from her goal: an associate degree in health occupations.\u003c/p>\n\u003cp>In many parts of the country, access to a strong internet connection isn't a given. The Hope Center at Temple University \u003ca href=\"https://hope4college.com/wp-content/uploads/2021/03/RCReport2021.pdf\">reported in March\u003c/a> that about 40% of college students have struggled with internet or computer access during the pandemic. The real number may be much higher: The report noted that, because the research relied on student responses from an online survey, \"inadequate internet access could have contributed to low response rates.\"\u003c/p>\n\u003cp>But help is on the way. President Biden signed the infrastructure package into law on Monday. It includes $65 billion for improving broadband. The majority of that money goes toward creating access and improving speed. It's poised to help students across the country, especially those living in rural areas and tribal communities, like Faylene Begay.\u003c/p>\n\u003cfigure id=\"attachment_58752\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58752\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0822_slide-73069004f4aaef355fc6b6340ec14db94c967712-scaled-e1637052624354.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">President Biden's infrastructure law includes $65 billion for improving broadband access. The money could help students across the country, especially those in rural areas and tribal communities. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Rural college students are especially disconnected\u003c/h3>\n\u003cp>The pandemic forced many colleges \u003ca href=\"https://www.chronicle.com/article/one-college-district-brainstorms-internet-access-solutions-with-help-from-the-local-school-system\">to address\u003c/a> \u003ca href=\"https://www.wgu.edu/newsroom/press-release/2020/texas/wgu-grant-one-million-scholarships-internet-access.html\">their students'\u003c/a> \u003ca href=\"https://www.npr.org/2020/08/15/902500905/need-a-laptop-colleges-boost-loaner-programs-amid-pandemic\">lack of access\u003c/a> to the internet, but experts say most schools still don't have good data on their students' home connections. For regional public universities, community colleges and commuter schools, that can be a hard blind spot to navigate. You can't fix a problem if you don't know the extent of it.\u003c/p>\n\u003cp>\"There is this presumption of connectivity when you get to college, like, 'Oh, you'll just have it.' Well, that's not the case,\" says Christopher Ali, who studies internet access at the University of Virginia.\u003c/p>\n\u003cp>Rural students, like those living \u003ca href=\"https://www.arc.gov/computer-and-broadband-access-in-appalachia/\">in parts of Appalachia\u003c/a> and \u003ca href=\"https://www.diverseeducation.com/demographics/native-americans/article/15113590/broadband-access-still-a-struggle-for-tribal-colleges-and-universities-18-months-into-the-pandemic\">in tribal communities\u003c/a>, are particularly affected. Sixty-eight percent of people living in rural areas of tribal lands don't have access to broadband, \u003ca href=\"https://www.fcc.gov/reports-research/reports/broadband-progress-reports/2016-broadband-progress-report\">according to research\u003c/a> by the Federal Communications Commission, though a 2018 U.S. Government Accountability Office \u003ca href=\"https://www.gao.gov/products/gao-18-630\">report\u003c/a> indicates the real number may be even higher.\u003c/p>\n\u003cfigure id=\"attachment_58753\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58753\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0265_slide-0245bbfafadd754c9d403f89d53861ca8b4b2138-scaled-e1637052673881.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Diné College students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"In rural communities, tribal communities, the traditional logic has been there are not enough people and they live too far apart from each other to merit a high quality, high speed, affordable broadband,\" explains Ali. \"But we know this problem is solvable because it's not a matter of technology, it's a matter of politics and market rate. By constantly prioritizing the private market and the largest providers who have no financial incentive to serve the Navajo Nation [and other Indigenous communities], they're not going to get served right.\"\u003c/p>\n\u003cp>Tribal colleges and universities (TCUs) — often some of the main places students and community members go for strong internet — are also underequipped when it comes to internet speeds. According to \u003ca href=\"http://aihec.org/what-we-do/docs/FY21/AIHEC%20TCU%20E-Rate..3.17.20_clb.pdf\">a report from\u003c/a> the American Indian Higher Education Consortium, on average, TCUs have more expensive, yet much slower internet than other U.S. institutions of higher education.\u003c/p>\n\u003ch3>A tribal college is trying to bring the internet to its students\u003c/h3>\n\u003cp>Charles \"Monty\" Roessel is the president of Diné College, where Faylene Begay had been taking classes. When he thinks about the ideal student experience, he imagines a seamless transition between campus and home, life and study.\u003c/p>\n\u003cp>\"Education is an extension of the home,\" he says from his office overlooking Diné's main campus, which is laid out in a circle, to represent a traditional Navajo home, or \u003cem>hogan\u003c/em>.\u003c/p>\n\u003cfigure id=\"attachment_58754\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58754\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0171_slide-7c1f19f653f0fb85eabbe3ac82e0d453d2f01158-scaled-e1637052708530.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Charles \"Monty\" Roessel, the president of Diné College, says \"Everyone has a right to the internet,\" and by internet he means more than just two bars on your phone. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Education is the extension of the school, the community, everything.\"\u003c/p>\n\u003cp>But without good internet access, his ideal of a seamless transition is nearly impossible. \"Because of technology, it's only where you have enough bars, right? And it just really creates a very different approach to education.\"\u003c/p>\n\u003cp>In recent years, Roessel has started to think of the internet as an essential service. He feels his college should play an important role in making sure his students have access to it. \"Everyone has a right to the internet,\" he says, and by internet he means more than just two bars on your phone.\u003c/p>\n\u003cp>Established in 1968, Diné is America's first tribal college, serving more than 1,000 students. In addition to the main campus in Tsaile, Ariz., it has several satellite campuses throughout the Navajo Nation. The college's students are scattered across 27,000 square miles and multiple states, and it's not uncommon for students to live several hours from campus.\u003c/p>\n\u003cfigure id=\"attachment_58755\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58755\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad021121_dinecollege0117_slide-7f109633f5558ed23347751f68b514b95f694b70-scaled-e1637052748601.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Established in 1968, Diné College is America's first tribal college. The main campus in Tsaile, Ariz., is laid out in a circle, to represent a traditional Navajo home, or hogan. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the pandemic forced campuses to close, Roessel was impressed that professors and staff were able to transfer all their work and classes online so quickly.\u003c/p>\n\u003cp>\"I remember sitting back in my chair, I said, 'We did it.' \" he recalls. \"But most of our students had to go home and use their phones. So they ran out of minutes. They ran out of data. They couldn't access anything.\"\u003c/p>\n\u003cp>He remembers thinking, \"We didn't even solve the right problem here.\"\u003c/p>\n\u003cp>The problem was student access: \"We were sending a signal out, but nobody's getting it.\"\u003c/p>\n\u003cp>So Diné College shifted its focus to student access. It used federal CARES Act money to help purchase Wi-Fi hotspots and laptops for students. It built two additional microcampuses with internet access — one in Aneth, Utah, and another in Newcomb, N.M. — so students wouldn't have to drive as far to get connected.\u003c/p>\n\u003cp>The college also upgraded the connection it already had. Before the pandemic, Diné's on-campus internet bandwidth was about 400 megabytes per second. \"You can imagine that in the best of times, we were, you know, very, very slow. And in the worst of times, we were standing still and falling forward,\" Roessel says. CARES Act money allowed the college to increase the strength of campus internet to 2.5 gigabytes per second, a major improvement.\u003c/p>\n\u003cp>But off campus upgrades posed a greater challenge. Roessel points to the limitations of the Wi-Fi hot spots the college handed out. In some locations, they just don't work well — students have told him they have to drive to the top of a nearby hill to get a good connection, so they're still doing their homework in their car instead of at home.\u003c/p>\n\u003cp>\"We've got to look at the big picture and not just these little wins,\" he says. \"I know it's helpful. Don't get me wrong, it is helpful. But there's a larger issue here. And if we don't address that, then that was a waste of tragedy.\"\u003c/p>\n\u003ch3>The infrastructure package offers a one-in-a-lifetime fix\u003c/h3>\n\u003cp>One way Roessel is hoping to address the larger issue — the lack of connectivity — comes in the form of President Biden's infrastructure package. The new law includes $65 billion for broadband access, aimed at improving internet service in rural areas, including tribal communities. Of that, $2 billion is set aside for the Tribal Broadband Connectivity Program, a federal grant program.\u003c/p>\n\u003cp>\"This is going to be a once-in-a-lifetime opportunity to pour in this much money,\" says Christopher Ali at UVA. \"For students who are un- and under-connected, this will hopefully make a tremendous difference in their online learning experiences or just in their educational experiences more generally.\"\u003c/p>\n\u003cp>He's hopeful the infrastructure law will help reframe the way we think about the internet. \"It's no longer a luxury, but let's start thinking about it as infrastructure, as essential as a paved road or a sewer system.\"\u003c/p>\n\u003cp>Experts say getting good internet to rural communities may take a while. The challenge now lies in implementing programs at the state and local level, and maintaining them once they're established. While most states do have task forces or internet initiatives, as of June 2020, \u003ca href=\"https://www.ncsl.org/research/telecommunications-and-information-technology/state-broadband-task-forces-commissions.aspx\">only about 26 states\u003c/a> had a centralized internet or broadband office to facilitate such updates and improvements. And Ali says those offices are often understaffed.\u003c/p>\n\u003ch3>Improved internet paved the way for one student to try again\u003c/h3>\n\u003cp>Last spring, after taking time off from school, Faylene Begay decided it was time to go back.\u003c/p>\n\u003cp>\"Everything just revolves around the internet. I can't get away from it. So you have to adapt. If you don't have it. It's kind of like ....\" she trails off looking out the window. \"You have to make sure that you do,\" she finally says.\u003c/p>\n\u003cfigure id=\"attachment_58757\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58757\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/enad031121_dinecollege0687_slide-48b3fa75c13eb2001544b40c8c9d0171166302c4-scaled-e1637052794685.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"Everything just revolves around the internet. I can't get away from it. So you have to adapt,\" says Begay, who has had many internet challenges throughout the pandemic. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In early November, when NPR visited her home — an hour and a half drive from Flagstaff, surrounded by desert — she was in the middle of a Zoom biology class, learning about whales. Diné College had provided her with a free Wi-Fi hotspot, and she had a home internet connection now, though neither option is particularly strong.\u003c/p>\n\u003cp>Begay says it's an incredible improvement over a year ago — but it still makes being a college student a real challenge. Her internet can cut in and out, especially when it's windy, and twice now she's had to give class presentations without her planned visuals, because the internet wasn't stable enough.\u003c/p>\n\u003cp>Her chemistry class requires a special program to do labs online, but those programs take up too much bandwidth for her to connect from home. For that, she drives to the Tuba City satellite campus, which is now open, though with limited hours, to use the school's internet.\u003c/p>\n\u003cp>She says despite her current internet challenges, being back in classes has offered her a lifeline, and a connection to professors and classmates at a time when she has felt really alone. She mentions the Navajo word \u003cem>hózhó\u003c/em> several times to describe her reenrollment at Diné. It means balance and beauty, a state of harmony.\u003c/p>\n\u003cp>\"I went through a really bad depression during the time that the pandemic hit,\" she explains. She was dealing with domestic violence, homelessness and a recent miscarriage.\u003c/p>\n\u003cp>\"This is my reality,\" she says, \"I've been fighting to be in college for so long.\"\u003c/p>\n\u003cp>Her uncle also died of COVID-19, a grief she says she's still processing. It's been hard to escape the toll the pandemic has taken on the Navajo people. Across the country, Native Americans have been \u003ca href=\"https://www.cdc.gov/mmwr/volumes/69/wr/mm6949a3.htm\">hit especially hard\u003c/a> by COVID-19.\u003c/p>\n\u003cp>Going back to school helped Begay process that grief, and a class on microbiology helped her better understand the virus. She says that knowledge was empowering. She used it to educate her family about how to protect themselves. She says her new goal is to earn a bachelor's degree in biomedical sciences and maybe go on for a master's degree.\u003c/p>\n\u003cp>Her persistence and focus has left an impression on her children. On her fridge, she's taped up a photo of herself in a lab coat, looking into a microscope.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says when her son sees the photo, he declares, \"My mom's a scientist. I'm going to be a scientist, too.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+are+still+struggling+to+get+internet.+The+infrastructure+law+could+help&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Last month, Tsong Tong Vang was walking his 5-year-old grandson to the school bus in St. Paul, Minn., when, according to \u003ca href=\"https://sahanjournal.com/race/st-paul-asian-racism-bus-stop/\">local media reports\u003c/a>, a woman pulled up in a car and started yelling anti-Asian abuse and threats at him.\u003c/p>\n\u003cp>Reports of such incidents have been \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2021/03/26/980480882/why-pandemics-give-birth-to-hate-from-black-death-to-covid-19\">growing around the country\u003c/a> since early last year, amid public statements by President Trump and others linking China with the coronavirus pandemic. And they may be one reason for some Asian families not to send children to school in-person right now.\u003c/p>\n\u003cp>Asian American students are far more likely to be learning remotely than members of any other racial or ethnic group in the United States. As of \u003ca href=\"https://ies.ed.gov/schoolsurvey/\">February 2021\u003c/a>, almost 7 in 10 Asian American K-12 students were still learning online only, according to the U.S. Education Department's latest school survey. That's 12 points higher than Hispanic students, 15 points higher than Black students, and 45 points higher than white students.\u003c/p>\n\u003cp>Some of that gap may be because a large number of the nation's Asian students live in California, where most public schools remained closed in February. But the gap holds across the Northeast, the Midwest and the South, suggesting that Asian students are choosing to stay remote even where there are in-person options.\u003c/p>\n\u003cp>\"I think it is striking that Asian-Americans are so hesitant to send their kids back to school,\" says Russell Jeung, professor of Asian American studies at San Francisco State University and co-founder of the group Stop AAPI Hate. They \u003ca href=\"https://stopaapihate.org/youth-incidents-report/\">published a report\u003c/a> last fall in which youths detailed hundreds of incidents of harassment and physical assault.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Jeung and other experts say anti-Asian racism and even violence, as exemplified by the Atlanta-area mass shooting last month, may be keeping some students at home.\u003c/p>\n\u003cp>\"Concern about the pandemic, plus the concern over the racism that their kids may experience on the way to school or within the classroom,\" Jeung says, \"are both major issues to sending your kid back to school.\"\u003c/p>\n\u003cp>OiYan Poon agrees. She's an expert in the racial politics of education, access and Asian-Americans, at the University of Illinois at Chicago.\u003c/p>\n\u003cp>\"I know plenty of people, including myself, who experienced this kind of racialized bullying in schools as children,\" she said. \"And as a parent to a young child in public school systems, I'm not comfortable, personally, now with sending my child in to school for that reason.\"\u003c/p>\n\u003cp>Poon, Jeung and other experts say that, beyond the rise in anti-Asian racism, there are other reasons that Asian-Americans may be staying home from school in larger numbers than others. They are more likely than any other racial or ethnic group to live in intergenerational households, making them potentially more worried about putting grandparents at risk from COVID-19, while also providing more adults who can help balance the demands of work and remote learning.\u003c/p>\n\u003cp>And, says Poon, \"Asian-Americans tend to be a very transnational population, meaning that the majority of this population is immigrant or has immigrant ties. \"\u003c/p>\n\u003cp>With friends and family living overseas, Poon says, she is looking at the experience of places like South Korea or Taiwan where they are \"living their best life,\" having brought the pandemic well under control. Some Asian Americans may feel that the U.S. is not taking the pandemic seriously enough. \"The last few decades, places in Asia have experienced epidemics and have managed things very differently than how the United States has been handling this current pandemic.\"\u003c/p>\n\u003cp>Van Tran is a sociologist at the Graduate Center of the City University of New York. His research has found that Asian-Americans are historically more loyal to public schools than other racial and ethnic groups. He points out yet another reason that Asian families may be hesitant to go in person: They are more likely to choose magnet schools which require them to travel longer distances. In New York City, that can mean public transit.\u003c/p>\n\u003cp>Asian families, Tran says, including his own sibling's, are sharing information over WhatsApp and on social media, and concluding that New York City's schools are just not physically safe right now.\u003c/p>\n\u003cp>And that, he adds, is a real loss: \"It cuts to the very core of trust and among immigrant families, what we call an institutional trust, with the public education system being one of the most important ones that many Asian immigrants encounter upon arriving in the United States.\"\u003c/p>\n\u003cp>When New York City recently had another chance for students to opt-in to in-person learning, he said, some families that had already gone back to school in person told their friends and neighbors that it wasn't worth it because of the frequent quarantines.\u003c/p>\n\u003cp>\"And this kind of mismanagement, of the opening and closing of the transition from remote and online that we experienced over the last year has been tremendously disruptive,\" Tran says.\u003c/p>\n\u003cp>Tran and other experts worry the educational consequences of this extended time in remote learning could be grim, especially for Asian students who are English language learners.\u003c/p>\n\u003cp>Poon's 6-year-old daughter is in the Chicago public schools, learning remotely this year. And she agrees it hasn't been ideal. Her daughter sometimes wanders away from Zoom class altogether.\u003c/p>\n\u003cp>Still, they are debating about what to do in the fall.\u003c/p>\n\u003cp>\"My husband and I have talked about sending our daughter back in physically in September, but we've also said, 'let's see what happens,' \" Poon says. \"Let's have another check in in August about what that looks like and what that means and how the school is handling things.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says that rebuilding trust and making public schools feel safe for her family — both physically and emotionally — will take time and effort.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+So+Many+Asian+Americans+Are+Learning+Remotely&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last month, Tsong Tong Vang was walking his 5-year-old grandson to the school bus in St. Paul, Minn., when, according to \u003ca href=\"https://sahanjournal.com/race/st-paul-asian-racism-bus-stop/\">local media reports\u003c/a>, a woman pulled up in a car and started yelling anti-Asian abuse and threats at him.\u003c/p>\n\u003cp>Reports of such incidents have been \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2021/03/26/980480882/why-pandemics-give-birth-to-hate-from-black-death-to-covid-19\">growing around the country\u003c/a> since early last year, amid public statements by President Trump and others linking China with the coronavirus pandemic. And they may be one reason for some Asian families not to send children to school in-person right now.\u003c/p>\n\u003cp>Asian American students are far more likely to be learning remotely than members of any other racial or ethnic group in the United States. As of \u003ca href=\"https://ies.ed.gov/schoolsurvey/\">February 2021\u003c/a>, almost 7 in 10 Asian American K-12 students were still learning online only, according to the U.S. Education Department's latest school survey. That's 12 points higher than Hispanic students, 15 points higher than Black students, and 45 points higher than white students.\u003c/p>\n\u003cp>Some of that gap may be because a large number of the nation's Asian students live in California, where most public schools remained closed in February. But the gap holds across the Northeast, the Midwest and the South, suggesting that Asian students are choosing to stay remote even where there are in-person options.\u003c/p>\n\u003cp>\"I think it is striking that Asian-Americans are so hesitant to send their kids back to school,\" says Russell Jeung, professor of Asian American studies at San Francisco State University and co-founder of the group Stop AAPI Hate. They \u003ca href=\"https://stopaapihate.org/youth-incidents-report/\">published a report\u003c/a> last fall in which youths detailed hundreds of incidents of harassment and physical assault.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Jeung and other experts say anti-Asian racism and even violence, as exemplified by the Atlanta-area mass shooting last month, may be keeping some students at home.\u003c/p>\n\u003cp>\"Concern about the pandemic, plus the concern over the racism that their kids may experience on the way to school or within the classroom,\" Jeung says, \"are both major issues to sending your kid back to school.\"\u003c/p>\n\u003cp>OiYan Poon agrees. She's an expert in the racial politics of education, access and Asian-Americans, at the University of Illinois at Chicago.\u003c/p>\n\u003cp>\"I know plenty of people, including myself, who experienced this kind of racialized bullying in schools as children,\" she said. \"And as a parent to a young child in public school systems, I'm not comfortable, personally, now with sending my child in to school for that reason.\"\u003c/p>\n\u003cp>Poon, Jeung and other experts say that, beyond the rise in anti-Asian racism, there are other reasons that Asian-Americans may be staying home from school in larger numbers than others. They are more likely than any other racial or ethnic group to live in intergenerational households, making them potentially more worried about putting grandparents at risk from COVID-19, while also providing more adults who can help balance the demands of work and remote learning.\u003c/p>\n\u003cp>And, says Poon, \"Asian-Americans tend to be a very transnational population, meaning that the majority of this population is immigrant or has immigrant ties. \"\u003c/p>\n\u003cp>With friends and family living overseas, Poon says, she is looking at the experience of places like South Korea or Taiwan where they are \"living their best life,\" having brought the pandemic well under control. Some Asian Americans may feel that the U.S. is not taking the pandemic seriously enough. \"The last few decades, places in Asia have experienced epidemics and have managed things very differently than how the United States has been handling this current pandemic.\"\u003c/p>\n\u003cp>Van Tran is a sociologist at the Graduate Center of the City University of New York. His research has found that Asian-Americans are historically more loyal to public schools than other racial and ethnic groups. He points out yet another reason that Asian families may be hesitant to go in person: They are more likely to choose magnet schools which require them to travel longer distances. In New York City, that can mean public transit.\u003c/p>\n\u003cp>Asian families, Tran says, including his own sibling's, are sharing information over WhatsApp and on social media, and concluding that New York City's schools are just not physically safe right now.\u003c/p>\n\u003cp>And that, he adds, is a real loss: \"It cuts to the very core of trust and among immigrant families, what we call an institutional trust, with the public education system being one of the most important ones that many Asian immigrants encounter upon arriving in the United States.\"\u003c/p>\n\u003cp>When New York City recently had another chance for students to opt-in to in-person learning, he said, some families that had already gone back to school in person told their friends and neighbors that it wasn't worth it because of the frequent quarantines.\u003c/p>\n\u003cp>\"And this kind of mismanagement, of the opening and closing of the transition from remote and online that we experienced over the last year has been tremendously disruptive,\" Tran says.\u003c/p>\n\u003cp>Tran and other experts worry the educational consequences of this extended time in remote learning could be grim, especially for Asian students who are English language learners.\u003c/p>\n\u003cp>Poon's 6-year-old daughter is in the Chicago public schools, learning remotely this year. And she agrees it hasn't been ideal. Her daughter sometimes wanders away from Zoom class altogether.\u003c/p>\n\u003cp>Still, they are debating about what to do in the fall.\u003c/p>\n\u003cp>\"My husband and I have talked about sending our daughter back in physically in September, but we've also said, 'let's see what happens,' \" Poon says. \"Let's have another check in in August about what that looks like and what that means and how the school is handling things.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says that rebuilding trust and making public schools feel safe for her family — both physically and emotionally — will take time and effort.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+So+Many+Asian+Americans+Are+Learning+Remotely&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The U.S. Education Department has\u003ca href=\"https://nces.ed.gov/\"> released the first\u003c/a> in a series of school surveys intended to provide a national view of learning during the pandemic. It reveals that the percentage of students who are still attending school virtually may be higher than previously understood.\u003c/p>\n\u003cp>As of January and early February of this year, 44% of elementary students and 48% of middle school students in the survey remained fully remote. And the survey found large differences by race: 69% of Asian, 58% of Black and 57% of Hispanic fourth graders were learning entirely remotely, while just 27% of White students were.\u003c/p>\n\u003cp>Conversely, nearly half of white fourth-graders were learning full-time in person, compared with just 15% of Asian, 28% of Black and 33% of Hispanic fourth-graders. The remainder had hybrid schedules.\u003c/p>\n\u003cp>This disparity may be partly driven by where students live. City schools, the survey found, are less likely than rural schools to offer full-time, in-person classes. Full-time, in-person schooling dominated in the South and the Midwest, and was much less common in the West and Northeast.\u003c/p>\n\u003cp>The racial and ethnic gaps may also be driven in part by which families are choosing to stay remote, even where some in-person learning is offered. Three out of 4 districts around the country were offering some in-person learning as of January, the report says, with full-time, in person learning more common than hybrid schedules.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Education Department created the survey in response to an \u003ca href=\"https://www.npr.org/sections/president-biden-takes-office/2021/01/21/959162019/biden-announces-executive-actions-meant-to-help-reopen-schools\">executive action \u003c/a>signed by President Biden on his first full day in office. To obtain results quickly, researchers used the existing infrastructure of the National Assessment of Educational Progress, the testing program also known as \"The Nation's Report Card.\"\u003c/p>\n\u003cp>More than a year after schools around the country first switched to virtual learning, this is the first attempt at federal data collection on the progress of school reopening. Although the Trump administration pushed for school reopening, it made no such efforts. \"I'm not sure there's a role at the department to collect and compile that research,\" former Education Secretary Betsy DeVos \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-10-20/betsy-devos-not-my-job-to-track-schools-coronavirus-reopening-plans\">said last October\u003c/a>.\u003c/p>\n\u003cp>This survey covers a nationally representative sample of around 7,000 schools, half of which were educating fourth-graders and the other half educating eighth-graders (those being grades included in The Nation's Report Card testing).\u003c/p>\n\u003cp>New results will be reported monthly through at least July. The results are intended to provide context for The Nation's Report Card in 2022, and state tests, which the\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/02/23/970520559/states-must-test-student-learning-this-spring-biden-administration-says\"> Biden administration is requiring\u003c/a> this year.\u003c/p>\n\u003cp>The survey is also intended to pinpoint inequities. For example, among the other key findings: More than 4 in 10 districts said they were giving priority to students with disabilities for in-person instruction. Yet in practice, 39% of elementary students with disabilities remained remote, compared with 44% overall. Many families of students with disabilities \u003ca href=\"https://www.npr.org/2020/08/20/904195408/students-with-disabilities-struggle-to-learn-remotely\">have said\u003c/a> that their children receive limited benefit from virtual learning.\u003c/p>\n\u003cp>Finally, this pilot survey asked how many hours of live video instruction students were receiving when learning remotely. The majority of schools said they are offering more than three hours per day. But 10% of eighth-graders, and 5% of fourth-graders, are getting no live instruction at all when learning remotely. They may be working on other activities such as homework packets, or software, or watching pre-recorded lessons.\u003c/p>\n\u003cp>The response rate to this nationally representative survey varied around the country and was lowest in the Northeast. Notably, out of 27 large urban districts targeted in the survey, 16 declined to participate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Previously, NPR has been citing school reopening data provided by an organization called Burbio. Burbio scrapes school district websites to find out whether school is being offered hybrid, full-time or all-virtual. Their data set — 1,200 school districts representing 35,000 schools and nearly half of the U.S. school population, is larger than that covered in this federal survey.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Data+Highlight+Disparities+In+Students+Learning+In+Person&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The U.S. Education Department has\u003ca href=\"https://nces.ed.gov/\"> released the first\u003c/a> in a series of school surveys intended to provide a national view of learning during the pandemic. It reveals that the percentage of students who are still attending school virtually may be higher than previously understood.\u003c/p>\n\u003cp>As of January and early February of this year, 44% of elementary students and 48% of middle school students in the survey remained fully remote. And the survey found large differences by race: 69% of Asian, 58% of Black and 57% of Hispanic fourth graders were learning entirely remotely, while just 27% of White students were.\u003c/p>\n\u003cp>Conversely, nearly half of white fourth-graders were learning full-time in person, compared with just 15% of Asian, 28% of Black and 33% of Hispanic fourth-graders. The remainder had hybrid schedules.\u003c/p>\n\u003cp>This disparity may be partly driven by where students live. City schools, the survey found, are less likely than rural schools to offer full-time, in-person classes. Full-time, in-person schooling dominated in the South and the Midwest, and was much less common in the West and Northeast.\u003c/p>\n\u003cp>The racial and ethnic gaps may also be driven in part by which families are choosing to stay remote, even where some in-person learning is offered. Three out of 4 districts around the country were offering some in-person learning as of January, the report says, with full-time, in person learning more common than hybrid schedules.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Education Department created the survey in response to an \u003ca href=\"https://www.npr.org/sections/president-biden-takes-office/2021/01/21/959162019/biden-announces-executive-actions-meant-to-help-reopen-schools\">executive action \u003c/a>signed by President Biden on his first full day in office. To obtain results quickly, researchers used the existing infrastructure of the National Assessment of Educational Progress, the testing program also known as \"The Nation's Report Card.\"\u003c/p>\n\u003cp>More than a year after schools around the country first switched to virtual learning, this is the first attempt at federal data collection on the progress of school reopening. Although the Trump administration pushed for school reopening, it made no such efforts. \"I'm not sure there's a role at the department to collect and compile that research,\" former Education Secretary Betsy DeVos \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-10-20/betsy-devos-not-my-job-to-track-schools-coronavirus-reopening-plans\">said last October\u003c/a>.\u003c/p>\n\u003cp>This survey covers a nationally representative sample of around 7,000 schools, half of which were educating fourth-graders and the other half educating eighth-graders (those being grades included in The Nation's Report Card testing).\u003c/p>\n\u003cp>New results will be reported monthly through at least July. The results are intended to provide context for The Nation's Report Card in 2022, and state tests, which the\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/02/23/970520559/states-must-test-student-learning-this-spring-biden-administration-says\"> Biden administration is requiring\u003c/a> this year.\u003c/p>\n\u003cp>The survey is also intended to pinpoint inequities. For example, among the other key findings: More than 4 in 10 districts said they were giving priority to students with disabilities for in-person instruction. Yet in practice, 39% of elementary students with disabilities remained remote, compared with 44% overall. Many families of students with disabilities \u003ca href=\"https://www.npr.org/2020/08/20/904195408/students-with-disabilities-struggle-to-learn-remotely\">have said\u003c/a> that their children receive limited benefit from virtual learning.\u003c/p>\n\u003cp>Finally, this pilot survey asked how many hours of live video instruction students were receiving when learning remotely. The majority of schools said they are offering more than three hours per day. But 10% of eighth-graders, and 5% of fourth-graders, are getting no live instruction at all when learning remotely. They may be working on other activities such as homework packets, or software, or watching pre-recorded lessons.\u003c/p>\n\u003cp>The response rate to this nationally representative survey varied around the country and was lowest in the Northeast. Notably, out of 27 large urban districts targeted in the survey, 16 declined to participate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Previously, NPR has been citing school reopening data provided by an organization called Burbio. Burbio scrapes school district websites to find out whether school is being offered hybrid, full-time or all-virtual. Their data set — 1,200 school districts representing 35,000 schools and nearly half of the U.S. school population, is larger than that covered in this federal survey.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Data+Highlight+Disparities+In+Students+Learning+In+Person&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Online Therapy for Babies and Toddlers with Delays Often Works Well — But Funding Isn't Keeping up with Need",
"title": "Online Therapy for Babies and Toddlers with Delays Often Works Well — But Funding Isn't Keeping up with Need",
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"content": "\u003cp>\u003cem>This story about\u003c/em>\u003cem>\u003cu> early childhood intervention\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cem>\u003cu>The Hechinger Report\u003c/u>\u003c/em>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Hana Abdel Mawgoud, 2, sat on a green blanket on the living room floor, propped up against her mother. On a cell phone in front of them was the face of Benny Delgado, Hana’s developmental therapist, who meets with the toddler once a week to help her reach important toddler milestones like standing and talking.\u003c/p>\n\u003cp>“How have things been going for you?” Delgado asked Hana’s mother, Sara Abdelmoaty. He paused as a translator listening in to the video call repeated his question in Arabic.\u003c/p>\n\u003cp>“She was saying she’s OK, she’s fine,” the translator responded a moment later, adding that recently the toddler has been using a special frame to stand up for 25 minutes at a time, an increase from previous weeks.\u003c/p>\n\u003cp>“Yay Hana!” Delgado said enthusiastically. The toddler looked up and clapped her hands.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hana’s parents first took her to see a physical and occupational therapist in 2018 when she was an infant, after she experienced seizures and showed delays with motor skills, like rolling over and sitting up. Then the pandemic forced the therapies to move online in April 2020.\u003c/p>\n\u003cp>On this particular Friday, Delgado was eager to see if Hana was making progress as she approached her third birthday. He asked Abdelmoaty a barrage of questions: Was Hana eating better? Was she having any stomach problems? How was her sleep? What skills did the family want to work on today? As Hana started to fuss, Abdelmoaty jumped up and grabbed a packet of graham crackers from the kitchen. She came back and handed one to Hana. “Cookie?” she asked. Hana eagerly reached for it.\u003c/p>\n\u003cp>Delgado seized the opportunity. “You did such a great job of giving it to her and saying ‘cookie’” he said. “Another thing you can do to focus on the ‘c’ sound is, ‘c-c-c-cookies’ Work on getting the ‘c’ so she can imitate the ‘c’ sound.”\u003c/p>\n\u003cp>After the translator repeated the directions in Arabic, Abdelmoaty nodded and handed Hana another cookie. “C-c-c-cookies. You like it?” she asked her daughter.\u003c/p>\n\u003cp>“Yeah, that’s perfect. She’s looking right at your face. She’s seeing what you’re doing with your mouth … the more we do it, the more likely she’ll imitate it,” Delgado said.\u003c/p>\n\u003cp>In the United States, an estimated \u003ca href=\"https://www.aafp.org/afp/2017/0701/p36.html\">15 percent of children\u003c/a> ages 3 to 17 have developmental delays or disabilities; in children’s first years, some of these delays may be evident in late acquisition of skills like crawling, walking and talking. \u003ca href=\"https://ectacenter.org/~pdfs/pubs/importanceofearlyintervention.pdf\">Research shows\u003c/a> that early help from experts in the form of speech, physical or occupational therapy and support from pediatric specialists can have profound results for children and often help them meet the same milestones as their peers. In some cases, infants and toddlers who get early support make so much progress they no longer need services or qualify for special education when they start school.\u003c/p>\n\u003cp>Now, the pandemic has forced in-person therapies for infants and toddlers online and onto devices, and that’s not necessarily a bad thing. Some experts say remote therapy for young children has returned early intervention to an important piece its original mission: training parents to be experts who can support their children’s development.\u003c/p>\n\u003cp>“For the longest time, in early intervention, we’ve had this all wrong. We’ve thought that the main person we were there to serve is the child,” said Delgado. “And in reality, the main person we’re there to serve is the parent.”\u003c/p>\n\u003cfigure id=\"attachment_57556\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4.png\" alt=\"\" width=\"1920\" height=\"1011\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-800x421.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-1020x537.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-768x404.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-1536x809.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A therapist employed by Any Baby Can in Austin, Texas, leads a telehealth therapy session for a child receiving early intervention services. \u003ccite>(Any Baby Can)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Delgado has seen this shift in his work with Hana. Abdelmoaty used to sit nearby and watch as Delgado modeled activities. Now that they are separated by a screen, Abdelmoaty gets more practice. Delgado said that teletherapy forced him to say, “‘I can’t do it for you. I can coach you and mentor you through it, but I can’t do it for you.’”\u003c/p>\n\u003cp>He has already seen Abdelmoaty’s confidence increase as she works with her daughter during their sessions. “To be completely honest, I think it’s actually more beneficial than in-person therapy,” he said.\u003c/p>\n\u003cp>Boosting the skills of parents to support their young children was one of the goals of the Program for Infants and Toddlers with Disabilities, also known as Part C of the Individuals with Disabilities Education Act, when it was included in the reauthorization of the IDEA in 1986.\u003c/p>\n\u003cp>Parents say the program can be life-changing for some children. Pennsylvania mom Kaitlyn Transue, whose son was diagnosed with a speech delay at 16 months, said her then-toddler made “astronomical” progress after the early intervention services he received were expanded to include occupational therapy when he was 2. “The difference was insane, unbelievable,” Transue said. By the time her son turned 3 and aged out of early intervention, he had caught up with his peers in his ability to use expressive language skills. The family stopped looking for a preschool for children with disabilities, as the toddler no longer qualified as having a delay.\u003c/p>\n\u003cp>Transue credits her son’s transformation, in large part, to early intervention. “If I hadn’t pushed for it that early, we wouldn’t be where we are,” she said.\u003c/p>\n\u003cp>But early childhood intervention services, which are funded in part by federal money, served about \u003ca href=\"https://www2.ed.gov/about/reports/annual/osep/2019/parts-b-c/key-findings.html\">3 percent\u003c/a> of infants and toddlers in 2017, just a fraction of those who most likely would benefit from the services. Federal funding for the program, which was $470 million in fiscal year 2019, has increased since the program’s launch in 1987, but in recent years hasn’t kept up with inflation.\u003c/p>\n\u003cp>Seventeen states said their funding for the program has been frozen or decreased in 2020-21, according to a survey by the IDEA Infant & Toddler Coordinators Association. \u003ca href=\"https://www.ideainfanttoddler.org/pdf/2020-Tipping-Points-Survey.pdf\">One state\u003c/a> is considering dropping out of the federally-funded program due to “state budget availability.”\u003c/p>\n\u003cfigure id=\"attachment_57555\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57555\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-Early-Intervention-2-scaled-e1615964624940.jpg\" alt=\"\" width=\"1920\" height=\"1822\">\u003cfigcaption class=\"wp-caption-text\">Amelia Schurk’s father, Nick Schurk, said his daughter has made progress in key skills like walking and speech during online therapy sessions. \u003ccite>(Nick Shurk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even before the pandemic, Texas had drastically cut funding and services. Last year, federal officials \u003ca href=\"https://www.texastribune.org/2020/10/09/texas-special-education-budget/\">ordered the state\u003c/a> to boost its early intervention services after a report found the state cut funding by $18 million between fiscal years 2011 and 2019 and served fewer children compared to previous years, despite an increase in the total population of infants and toddlers.\u003c/p>\n\u003cp>“We are grossly underserving children in early intervention,” said Karen Berman, director of Illinois Policy at Start Early, an early learning nonprofit. “When we think about the opportunity to really do early detection and prevention in early intervention, we’re just not doing what we should be doing.”\u003c/p>\n\u003cp>The pandemic has made it harder for families to get these critical services during the short time when children are eligible and would most likely to benefit from added support. Children who are born premature or who are born with a diagnosed disability, such as Down syndrome, can be referred to services. They can also get an evaluation for therapy if a pediatrician notices delays or if parents reach out to their local early intervention program. In some states, like Illinois, lead exposure provides automatic eligibility for early intervention.\u003c/p>\n\u003cp>But after the pandemic hit, many routes to help were cut off. A \u003ca href=\"https://www.advocatesforchildren.org/sites/default/files/library/delayed_interventions_data_brief_1.2021.pdf?pt=1\">study\u003c/a> by the nonprofit Advocates for Children of New York found that in New York City alone, there was an 82 percent decline in referrals to early intervention services during a four-week period beginning in March 2020. Between July and September 2020, the number of infants and toddlers in New York City receiving services was 15 percent lower than in the same period in 2019.\u003c/p>\n\u003cp>Reaching all children eligible for early intervention services has always been a challenge. A \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2686728?resultClick=1\">2018 study\u003c/a> found states vary widely in screening children under the age of 3 for developmental delays. Although experts recommend children receive such screenings from a healthcare provider, nationwide only about a third of children under age 3 receive them. Many children could be slipping through the cracks.\u003c/p>\n\u003cp>The requirements that must be met for a child to \u003ca href=\"https://ectacenter.org/~pdfs/topics/earlyid/partc_elig_table.pdf\">receive services\u003c/a> also vary greatly from state to state. \u003ca href=\"https://ectacenter.org/~pdfs/topics/earlyid/partc_elig_table.pdf\">Arizona and Alaska\u003c/a> only accept children with a delay of 50 percent or greater in one or more areas of development, while other states, like Colorado and Pennsylvania, set the benchmark at 25 percent. Some states ask parents who earn above a certain income level to help pay for the therapies, while others provide services at zero cost to all families. It’s also harder to access pediatric therapists in rural areas.\u003c/p>\n\u003cp>In a recent survey of states, \u003ca href=\"https://www.ideainfanttoddler.org/pdf/2020-Tipping-Points-Survey.pdf\">41 out of 48 states\u003c/a> that responded said they are experiencing shortages in qualified providers. “Even though it’s an entitlement, we have children on waiting lists,” said Berman of Start Early.\u003c/p>\n\u003cp>There can also be societal challenges to enrolling eligible children in therapies. Young children develop at different speeds, so it can be hard to determine how far behind a child may be. Some parents may worry about the stigma of enrolling their child in therapy or second-guess perceived delays. “You hear other family members around you say, ‘Oh they’re fine! Oh boys do things late, or boys just have this typical behavior,’” said Bianca Sikes, a Texas mother of six whose youngest child qualified for early intervention speech therapy at age 2.\u003c/p>\n\u003cp>But early childhood experts say time is of the essence when it comes to young children: the brain develops rapidly in the \u003ca href=\"https://www.zerotothree.org/early-development/brain-development\">first few years\u003c/a> of a child’s life. “You’re going to save money in the end if you’re helping kids before they get to school,” said Amanda Morin, the associate director of thought leadership and expertise at Understood, a nonprofit focused on learning and thinking differences. “You have all these years to make greater gains.”\u003c/p>\n\u003cp>Experts say the pandemic has created a unique Catch-22 for early intervention: While some children have missed out on therapies, the sessions are more accessible than ever.\u003c/p>\n\u003cp>Some states made online therapy eligible through Medicaid and allowed therapists to move online for the first time. Illinois approved a policy allowing providers to offer therapy via telehealth just a few weeks into the pandemic. Delgado said he hopes the pandemic will also make the system easier for families long term, including actions like moving the referral process online and off of fax machines.\u003c/p>\n\u003cp>Still, pediatrician appointments have fallen by the wayside for many families, and many parents have stopped attending face-to-face meetings with community organizations, such as home visiting programs. That means the experts who often refer children to therapy aren’t seeing them nearly as frequently. Referrals to Any Baby Can, a nonprofit early intervention service provider in Austin, Texas, dropped from about 110 a month on average to around 40 in April 2020.\u003c/p>\n\u003cp>Ramping up outreach has helped the nonprofit increase referrals, which now average nearly 160 a month.\u003c/p>\n\u003cp>Remote therapies aren’t perfect: They are only available to families with access to devices and the internet. And experts say some therapies, like physical therapy, are harder than others to offer remotely.\u003c/p>\n\u003cp>But after the pandemic ends, some families hope elements of the new system will continue, including the flexibility and the new parent-centric focus. Nick Schurk was able to move therapy for his 2-year-old daughter, Amelia, online, allowing her to continue physical, occupational and speech therapy as well as specialized skills training several times each month. Schurk said she hasn’t skipped a beat. “The past year has been amazing,” he said. “She started crawling, started walking, her vocabulary has gone through the roof.”\u003c/p>\n\u003cp>Amelia’s speech therapist, Martha Levien, said it’s a testament to how hard her parents have worked to apply what they’ve learned. “She really has surpassed expectations for what we would hope for her development,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em>\u003cem>\u003cu> early childhood intervention\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cem>\u003cu>The Hechinger Report\u003c/u>\u003c/em>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Early childhood intervention services for babies and toddlers have gone online during the pandemic, but states are failing to serve many kids who could benefit and thousands of kids are still missing out",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about\u003c/em>\u003cem>\u003cu> early childhood intervention\u003c/u>\u003c/em>\u003cem> was produced by \u003c/em>\u003cem>\u003cu>The Hechinger Report\u003c/u>\u003c/em>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003cem>\u003cu>Hechinger newsletter\u003c/u>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Hana Abdel Mawgoud, 2, sat on a green blanket on the living room floor, propped up against her mother. On a cell phone in front of them was the face of Benny Delgado, Hana’s developmental therapist, who meets with the toddler once a week to help her reach important toddler milestones like standing and talking.\u003c/p>\n\u003cp>“How have things been going for you?” Delgado asked Hana’s mother, Sara Abdelmoaty. He paused as a translator listening in to the video call repeated his question in Arabic.\u003c/p>\n\u003cp>“She was saying she’s OK, she’s fine,” the translator responded a moment later, adding that recently the toddler has been using a special frame to stand up for 25 minutes at a time, an increase from previous weeks.\u003c/p>\n\u003cp>“Yay Hana!” Delgado said enthusiastically. The toddler looked up and clapped her hands.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hana’s parents first took her to see a physical and occupational therapist in 2018 when she was an infant, after she experienced seizures and showed delays with motor skills, like rolling over and sitting up. Then the pandemic forced the therapies to move online in April 2020.\u003c/p>\n\u003cp>On this particular Friday, Delgado was eager to see if Hana was making progress as she approached her third birthday. He asked Abdelmoaty a barrage of questions: Was Hana eating better? Was she having any stomach problems? How was her sleep? What skills did the family want to work on today? As Hana started to fuss, Abdelmoaty jumped up and grabbed a packet of graham crackers from the kitchen. She came back and handed one to Hana. “Cookie?” she asked. Hana eagerly reached for it.\u003c/p>\n\u003cp>Delgado seized the opportunity. “You did such a great job of giving it to her and saying ‘cookie’” he said. “Another thing you can do to focus on the ‘c’ sound is, ‘c-c-c-cookies’ Work on getting the ‘c’ so she can imitate the ‘c’ sound.”\u003c/p>\n\u003cp>After the translator repeated the directions in Arabic, Abdelmoaty nodded and handed Hana another cookie. “C-c-c-cookies. You like it?” she asked her daughter.\u003c/p>\n\u003cp>“Yeah, that’s perfect. She’s looking right at your face. She’s seeing what you’re doing with your mouth … the more we do it, the more likely she’ll imitate it,” Delgado said.\u003c/p>\n\u003cp>In the United States, an estimated \u003ca href=\"https://www.aafp.org/afp/2017/0701/p36.html\">15 percent of children\u003c/a> ages 3 to 17 have developmental delays or disabilities; in children’s first years, some of these delays may be evident in late acquisition of skills like crawling, walking and talking. \u003ca href=\"https://ectacenter.org/~pdfs/pubs/importanceofearlyintervention.pdf\">Research shows\u003c/a> that early help from experts in the form of speech, physical or occupational therapy and support from pediatric specialists can have profound results for children and often help them meet the same milestones as their peers. In some cases, infants and toddlers who get early support make so much progress they no longer need services or qualify for special education when they start school.\u003c/p>\n\u003cp>Now, the pandemic has forced in-person therapies for infants and toddlers online and onto devices, and that’s not necessarily a bad thing. Some experts say remote therapy for young children has returned early intervention to an important piece its original mission: training parents to be experts who can support their children’s development.\u003c/p>\n\u003cp>“For the longest time, in early intervention, we’ve had this all wrong. We’ve thought that the main person we were there to serve is the child,” said Delgado. “And in reality, the main person we’re there to serve is the parent.”\u003c/p>\n\u003cfigure id=\"attachment_57556\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4.png\" alt=\"\" width=\"1920\" height=\"1011\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-800x421.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-1020x537.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-768x404.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-early-intervention4-1536x809.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A therapist employed by Any Baby Can in Austin, Texas, leads a telehealth therapy session for a child receiving early intervention services. \u003ccite>(Any Baby Can)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Delgado has seen this shift in his work with Hana. Abdelmoaty used to sit nearby and watch as Delgado modeled activities. Now that they are separated by a screen, Abdelmoaty gets more practice. Delgado said that teletherapy forced him to say, “‘I can’t do it for you. I can coach you and mentor you through it, but I can’t do it for you.’”\u003c/p>\n\u003cp>He has already seen Abdelmoaty’s confidence increase as she works with her daughter during their sessions. “To be completely honest, I think it’s actually more beneficial than in-person therapy,” he said.\u003c/p>\n\u003cp>Boosting the skills of parents to support their young children was one of the goals of the Program for Infants and Toddlers with Disabilities, also known as Part C of the Individuals with Disabilities Education Act, when it was included in the reauthorization of the IDEA in 1986.\u003c/p>\n\u003cp>Parents say the program can be life-changing for some children. Pennsylvania mom Kaitlyn Transue, whose son was diagnosed with a speech delay at 16 months, said her then-toddler made “astronomical” progress after the early intervention services he received were expanded to include occupational therapy when he was 2. “The difference was insane, unbelievable,” Transue said. By the time her son turned 3 and aged out of early intervention, he had caught up with his peers in his ability to use expressive language skills. The family stopped looking for a preschool for children with disabilities, as the toddler no longer qualified as having a delay.\u003c/p>\n\u003cp>Transue credits her son’s transformation, in large part, to early intervention. “If I hadn’t pushed for it that early, we wouldn’t be where we are,” she said.\u003c/p>\n\u003cp>But early childhood intervention services, which are funded in part by federal money, served about \u003ca href=\"https://www2.ed.gov/about/reports/annual/osep/2019/parts-b-c/key-findings.html\">3 percent\u003c/a> of infants and toddlers in 2017, just a fraction of those who most likely would benefit from the services. Federal funding for the program, which was $470 million in fiscal year 2019, has increased since the program’s launch in 1987, but in recent years hasn’t kept up with inflation.\u003c/p>\n\u003cp>Seventeen states said their funding for the program has been frozen or decreased in 2020-21, according to a survey by the IDEA Infant & Toddler Coordinators Association. \u003ca href=\"https://www.ideainfanttoddler.org/pdf/2020-Tipping-Points-Survey.pdf\">One state\u003c/a> is considering dropping out of the federally-funded program due to “state budget availability.”\u003c/p>\n\u003cfigure id=\"attachment_57555\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57555\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Mader-Early-Intervention-2-scaled-e1615964624940.jpg\" alt=\"\" width=\"1920\" height=\"1822\">\u003cfigcaption class=\"wp-caption-text\">Amelia Schurk’s father, Nick Schurk, said his daughter has made progress in key skills like walking and speech during online therapy sessions. \u003ccite>(Nick Shurk)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even before the pandemic, Texas had drastically cut funding and services. Last year, federal officials \u003ca href=\"https://www.texastribune.org/2020/10/09/texas-special-education-budget/\">ordered the state\u003c/a> to boost its early intervention services after a report found the state cut funding by $18 million between fiscal years 2011 and 2019 and served fewer children compared to previous years, despite an increase in the total population of infants and toddlers.\u003c/p>\n\u003cp>“We are grossly underserving children in early intervention,” said Karen Berman, director of Illinois Policy at Start Early, an early learning nonprofit. “When we think about the opportunity to really do early detection and prevention in early intervention, we’re just not doing what we should be doing.”\u003c/p>\n\u003cp>The pandemic has made it harder for families to get these critical services during the short time when children are eligible and would most likely to benefit from added support. Children who are born premature or who are born with a diagnosed disability, such as Down syndrome, can be referred to services. They can also get an evaluation for therapy if a pediatrician notices delays or if parents reach out to their local early intervention program. In some states, like Illinois, lead exposure provides automatic eligibility for early intervention.\u003c/p>\n\u003cp>But after the pandemic hit, many routes to help were cut off. A \u003ca href=\"https://www.advocatesforchildren.org/sites/default/files/library/delayed_interventions_data_brief_1.2021.pdf?pt=1\">study\u003c/a> by the nonprofit Advocates for Children of New York found that in New York City alone, there was an 82 percent decline in referrals to early intervention services during a four-week period beginning in March 2020. Between July and September 2020, the number of infants and toddlers in New York City receiving services was 15 percent lower than in the same period in 2019.\u003c/p>\n\u003cp>Reaching all children eligible for early intervention services has always been a challenge. A \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2686728?resultClick=1\">2018 study\u003c/a> found states vary widely in screening children under the age of 3 for developmental delays. Although experts recommend children receive such screenings from a healthcare provider, nationwide only about a third of children under age 3 receive them. Many children could be slipping through the cracks.\u003c/p>\n\u003cp>The requirements that must be met for a child to \u003ca href=\"https://ectacenter.org/~pdfs/topics/earlyid/partc_elig_table.pdf\">receive services\u003c/a> also vary greatly from state to state. \u003ca href=\"https://ectacenter.org/~pdfs/topics/earlyid/partc_elig_table.pdf\">Arizona and Alaska\u003c/a> only accept children with a delay of 50 percent or greater in one or more areas of development, while other states, like Colorado and Pennsylvania, set the benchmark at 25 percent. Some states ask parents who earn above a certain income level to help pay for the therapies, while others provide services at zero cost to all families. It’s also harder to access pediatric therapists in rural areas.\u003c/p>\n\u003cp>In a recent survey of states, \u003ca href=\"https://www.ideainfanttoddler.org/pdf/2020-Tipping-Points-Survey.pdf\">41 out of 48 states\u003c/a> that responded said they are experiencing shortages in qualified providers. “Even though it’s an entitlement, we have children on waiting lists,” said Berman of Start Early.\u003c/p>\n\u003cp>There can also be societal challenges to enrolling eligible children in therapies. Young children develop at different speeds, so it can be hard to determine how far behind a child may be. Some parents may worry about the stigma of enrolling their child in therapy or second-guess perceived delays. “You hear other family members around you say, ‘Oh they’re fine! Oh boys do things late, or boys just have this typical behavior,’” said Bianca Sikes, a Texas mother of six whose youngest child qualified for early intervention speech therapy at age 2.\u003c/p>\n\u003cp>But early childhood experts say time is of the essence when it comes to young children: the brain develops rapidly in the \u003ca href=\"https://www.zerotothree.org/early-development/brain-development\">first few years\u003c/a> of a child’s life. “You’re going to save money in the end if you’re helping kids before they get to school,” said Amanda Morin, the associate director of thought leadership and expertise at Understood, a nonprofit focused on learning and thinking differences. “You have all these years to make greater gains.”\u003c/p>\n\u003cp>Experts say the pandemic has created a unique Catch-22 for early intervention: While some children have missed out on therapies, the sessions are more accessible than ever.\u003c/p>\n\u003cp>Some states made online therapy eligible through Medicaid and allowed therapists to move online for the first time. Illinois approved a policy allowing providers to offer therapy via telehealth just a few weeks into the pandemic. Delgado said he hopes the pandemic will also make the system easier for families long term, including actions like moving the referral process online and off of fax machines.\u003c/p>\n\u003cp>Still, pediatrician appointments have fallen by the wayside for many families, and many parents have stopped attending face-to-face meetings with community organizations, such as home visiting programs. That means the experts who often refer children to therapy aren’t seeing them nearly as frequently. Referrals to Any Baby Can, a nonprofit early intervention service provider in Austin, Texas, dropped from about 110 a month on average to around 40 in April 2020.\u003c/p>\n\u003cp>Ramping up outreach has helped the nonprofit increase referrals, which now average nearly 160 a month.\u003c/p>\n\u003cp>Remote therapies aren’t perfect: They are only available to families with access to devices and the internet. And experts say some therapies, like physical therapy, are harder than others to offer remotely.\u003c/p>\n\u003cp>But after the pandemic ends, some families hope elements of the new system will continue, including the flexibility and the new parent-centric focus. Nick Schurk was able to move therapy for his 2-year-old daughter, Amelia, online, allowing her to continue physical, occupational and speech therapy as well as specialized skills training several times each month. Schurk said she hasn’t skipped a beat. “The past year has been amazing,” he said. “She started crawling, started walking, her vocabulary has gone through the roof.”\u003c/p>\n\u003cp>Amelia’s speech therapist, Martha Levien, said it’s a testament to how hard her parents have worked to apply what they’ve learned. “She really has surpassed expectations for what we would hope for her development,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "What Does Decreased School Enrollment Mean for Kindergarteners?",
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"content": "\u003cp>\u003cem>This story about kindergarten enrollment was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Five years old and already knowing her letters and basic subtraction, Annika Dunlap sat down in late August for her first day of kindergarten. Her mom helped her log in. Ninety minutes later, kindergarten was over for Annika. For good.\u003c/p>\n\u003cp>“We decided, this is not for a 5-year-old,” said her mom, Nahoko Dunlap, 39. “The teacher was great, and I was really hoping she would love her teacher, but asking a 5-year-old to sit in front of a computer for 90 minutes wasn’t ideal.”\u003c/p>\n\u003cp>After that one morning session, Dunlap, a scientist who grew up in Japan, withdrew Annika from kindergarten at her local public elementary school in Fremont, California. She and her husband, who works as a software engineer, felt that Annika’s social experience was more important than any academic progress she might make in remote kindergarten.\u003c/p>\n\u003cp>“In person, you are learning from each other, but when it comes to virtual school, you’re not having conversations, so I didn’t see many positives of virtual learning,” Dunlap said. “She learned to mute and unmute.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Today Annika attends the Little Mud Puddles Learning Center, a private preschool, with her 3-year-old brother. Her mom works with her on phonics and reading in the evenings, and hopes she will be ready for first grade this fall. The tuition at Little Mud Puddles is $1,400 a month per child, which is typical for the Bay Area, but the Dunlaps get a discount for sending two children and pay $2,660 every month. It’s a stretch, as Nahoko Dunlap is working only part time while attending college to make a career change.\u003c/p>\n\u003cp>“Kindergarten didn’t seem too critical,” she said. “It’s not mandatory in California, and that made us feel that she’s better off in person.”\u003c/p>\n\u003cp>Last fall, parents of 5-year-olds across the country went through the same calculation. Kindergarten, a foundational grade for young children, is typically the first year of elementary school, even in the \u003ca href=\"https://www.ecs.org/kindergarten-policies/#:~:text=Nineteen%20states%20and%20the%20District,either%20full%20or%20half%20day.\">31 states\u003c/a> where it isn’t required. But faced with the substitution of online kindergarten or, where school is offered in person, the risk that bigger school settings pose of contracting the coronavirus, a widespread number of parents chose something else, even if it meant paying for it.\u003c/p>\n\u003cp>In the absence of official national data, independent analyses have tried to quantify this year’s shift away from kindergarten. According to \u003ca href=\"https://www.npr.org/2020/10/09/920316481/enrollment-is-dropping-in-public-schools-around-the-country\">reporting by NPR\u003c/a>, kindergarten enrollment in districts across the country dropped by an average of 16 percent. \u003ca href=\"https://www.chalkbeat.org/2020/12/22/22193775/states-public-school-enrollment-decline-covid\">Another analysis\u003c/a> shows that this drop accounts for nearly a third of the total reduction in public school enrollment across 33 states. The decline might be greater among white families, which presumably have more resources for alternatives. In Oregon, for example, many more white families kept their children out of kindergarten than Black or Latino families there, according to reporting by The Oregonian, the state's largest newspaper.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57549\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic.png\" alt=\"\" width=\"876\" height=\"914\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic.png 876w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-800x835.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-160x167.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-768x801.png 768w\" sizes=\"(max-width: 876px) 100vw, 876px\">\u003c/p>\n\u003cp>School districts and early childhood experts that are tracking the opting out of kindergarten report that some 5-year-olds are attending impromptu kindergarten classes offered by private preschools, while others are enrolled in online charter or for-profit schools. Some well-to-do families hire tutors — sometimes paying a teacher’s salary — to work alongside a child who is attending remote kindergarten. Other families are skipping the school year entirely.\u003c/p>\n\u003cp>The haphazard array of alternatives has early education leaders worried. While any kindergarten class reflects a variety of school readiness, kindergarten and first grade teachers will likely encounter a wider preparedness gap this fall. More children may be off track, not just academically but also emotionally and even physically, exacerbating inequities along class and racial lines.\u003c/p>\n\u003cp>“This does not balance out in favor of lower-income families,” said Steven Barnett, senior co-director of the National Institute for Early Education Research (NIEER) at Rutgers University. “It’s a problem across the board for a whole cohort of kids, but the consequences are going to be the greatest for the most disadvantaged.”\u003c/p>\n\u003cp>Specifics about who isn’t attending kindergarten are spotty and mostly anecdotal. Some districts followed up with families to ask why they didn’t enroll their 5-year-olds and what their plans were, but even then the picture lacked detail. When officials at Harrison School District 2, which serves some of the poorest neighborhoods in Colorado Springs, Colorado, queried families that had not enrolled for kindergarten, most reported choosing one of four alternatives: home schooling, private or parochial school, charter school or skipping kindergarten altogether.\u003c/p>\n\u003cp>“I am very concerned for this group of kids,” said Wendy Birhanzel, the district’s superintendent. “We will have to watch this cohort even through their senior year. They will be starting with a gap.”\u003c/p>\n\u003cp>Kindergarten enrollment in Harrison is down about 10 percent this year, and about 60 percent of the “missing” children are Hispanic English learners. This concerns Birhanzel because preschool enrollment is also down in the community, so some children who register in the fall may never have been in school at all. The district is open for in-person instruction with an option for remote.\u003c/p>\n\u003cp>Students who are learning English “need as much time in front of a teacher as they can get,” she said. “It’s a grave concern that this is just one more year for them of not being exposed to English.”\u003c/p>\n\u003cp>Just five years ago, the district was celebrating having narrowed the proficiency gaps between white, Black and Latino students and bringing test scores in all subjects closer together by revamping curriculum, focusing on different learning styles and eliminating barriers to AP classes. This year may set that progress back.\u003c/p>\n\u003cp>“Any time you talk about achievement gaps, and you have a group of students not coming to school, there’s concern,” Birhanzel said. “Once that gap is created, it’s so much harder to close. We’re going to have to put extra resources through the grades, so this cohort can graduate on time.”\u003c/p>\n\u003cp>In normal years, Harrison District 2 offers a summer program for kids entering third grade through high school. This year, that program will include incoming kindergartners and rising first graders. Assuming the coronavirus is under control, kids will build academic skills, do music and physical education and take field trips (pandemic restrictions permitting). The district will also administer diagnostic testing before school starts to make grade placement and support decisions, reduce class sizes and teach in small groups to address gaps.\u003c/p>\n\u003cp>Kindergarten-age children who aren’t enrolled in school this year are missing out on crucial academic instruction, Birhanzel said, “and that’s not even talking about the social learning — listening to the teacher, making friends.”\u003c/p>\n\u003cp>School attendance isn’t critical just for academic progress. Many families rely on their schools for counseling services, after-school programs, health clinics and physical safety. In addition, the physical education and meals that children get at school play a key role in addressing childhood obesity.\u003c/p>\n\u003cp>“All of the weight gain problems turn out to be in the summer,” NIEER’s Barnett said. “It turns out there is a poorer diet and less activity in the summer.”\u003c/p>\n\u003cp>Affluent parents can pay for an extra year of preschool or a tutor, while many nonmedical frontline jobs pay lower wages, leaving lower-income families with fewer options to support kids in distance learning.\u003c/p>\n\u003cp>But in some cities, local organizations responded early in the pandemic and established free or low-cost centers where children could get support while attending remote school.\u003c/p>\n\u003cp>In Wilmington, Delaware, the city partnered with local school districts and United Way to operate 26 learning pods where children receive a Chromebook and can attend all day for free.\u003c/p>\n\u003cp>“This isn’t a Boys and Girls Club,” said Michelle Taylor, president and CEO of United Way of Delaware. “Parents have to work. If my kid is at home, how do I know they’re in their class? This is as much about ensuring kids have a safe, caring environment to excel as it is getting the supports in place.”\u003c/p>\n\u003cp>About 700 Delaware children attend these pods, which are located in high-need neighborhoods. In order to keep their spots, students have to commit to attend 85 percent of the time and to get 85 percent of their schoolwork done while they are there. Paraprofessional teachers, who work for the school district and live in the pods’ neighborhoods, work with groups of 10 children.\u003c/p>\n\u003cp>“We’re working to make sure the [achievement] gap doesn’t get any wider,” Taylor said. “Over the summer, we are hoping we can focus on catch-up, on closing the gap.”\u003c/p>\n\u003cp>Even when there is an adult present to help a young child with remote school, some children simply cannot focus for the amount of time required.\u003c/p>\n\u003cp>“It’s a very, very steep learning curve for these kids,” said Debra Zweben, child development specialist at Children’s Village, a nonprofit education center in Philadelphia. “Young children cannot have a personal connection to a teacher through a screen. It’s not realistic. So much of kindergarten is the relationship to the teacher in person.”\u003c/p>\n\u003cp>Grouped in age-based pods and wearing headsets, children attend their remote school classes from computers in Children’s Village’s building in the Center City neighborhood. An in-person teacher helps them sign in and get used to Zoom or Google Classroom. There are breaks for lunch, snacks and some outdoor play, but kids spend most of the day on their own, on a computer.\u003c/p>\n\u003cp>“Ethan didn’t want to wear the headsets, and we got three different kinds,” said Ann Voong, 40, whose son attended remote kindergarten at Children’s Village for about three months. “He would just get up and do what he wanted. I can’t just strap him down to his seat.”\u003c/p>\n\u003cp>Voong adjusted her schedule at work, in the human resources department of a home health agency, and kept Ethan at home in the mornings so she could help him with remote kindergarten. Then she’d drop him off at Children’s Village in the afternoon and go to work, but that didn’t go well either.\u003c/p>\n\u003cp>“I would sit with him from 8 to 12 and then drop him off after lunch, but he got drained from it. He would be so tired from the day,” she said. “I want him to enjoy school. I want him to like it. If I take out a book, I want him to be excited about it. He used to be excited about it.”\u003c/p>\n\u003cp>Ethan, who is 5, is still at Children’s Village, but in a preschool classroom. Voong withdrew him from kindergarten, giving up a spot at an in-demand public school that she had secured by getting in line at 5 a.m. on registration day. Now she is waiting to hear if he has a spot in kindergarten at that same school this fall.\u003c/p>\n\u003cp>“I just want him to be happy,” she said. “We’ve taken so many things away from him [during the pandemic], like sports and playing at the playground. When he was in kindergarten he would look at me and say, ‘Why are you making me do this?’”\u003c/p>\n\u003cfigure id=\"attachment_57548\" class=\"wp-caption alignnone\" style=\"max-width: 480px\">\u003cimg class=\"size-full wp-image-57548\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2.jpg\" alt=\"\" width=\"480\" height=\"639\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2-160x213.jpg 160w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003cfigcaption class=\"wp-caption-text\">Ethan Voong, 5, colors with his mom, Ann Voong, 40. Ethan struggled with online kindergarten so much that his parents withdrew him from his popular Philadelphia public school. They hope to enroll him in kindergarten again in fall 2021. \u003ccite>(Ann Voong)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Assessing children for grade-level readiness and building necessary supports may be the best tools that districts have to address potential gaps. In Yakima, Washington, the West Valley School District saw a 20 percent drop in expected kindergarten enrollment last fall. Elementary schools in the district are open for face-to-face instruction. Like Harrison School District 2, the West Valley district is now planning a summer program for all grades, followed by assessments and conversations with parents to discuss the best grade assignment and any necessary supports.\u003c/p>\n\u003cp>“We want to be proactive in placement rather than having children go into first grade, have struggles, and then have to move them back,” said Peter Finch, assistant superintendent for learning and teaching. About 40 percent of West Valley students are Hispanic, and 42 percent qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>But Finch isn’t worried about an achievement gap, at least not in the primary grades, even with so many children not attending kindergarten. West Valley’s “personalized learning” approach translates state standards into badges that children earn at their own pace. Classrooms are also amply staffed, with student teachers from a local college assisting the lead teacher.\u003c/p>\n\u003cp>“You walk into classrooms, and there will be five adults working with five small groups,” he said. “We have a station rotation model. Students learn at their own pace. When they’re ready to show what they know, we do an assessment and they get the badge.”\u003c/p>\n\u003cp>Kim Noyes, principal of Centennial Elementary in Colorado Springs’ Harrison School District 2, is also optimistic that individualized instruction with robust support will be enough to support children who come to school after missing the crucial kindergarten year.\u003c/p>\n\u003cp>“A lot of families are doing what they can at home,” she said. But she does expect to see more readiness gaps. In addition to diagnostic testing, Noyes said her teachers will tap into the district’s curriculum and resource department to identify specific supports. “Even in the first grade, we are going to be maximizing group learning and smaller class sizes to help fill holes. It’s a tricky time right now, but I think we’re well equipped, and our resources can be focused.”\u003c/p>\n\u003cp>Not everyone agrees that assessing children before making a grade assignment will lead to the best outcomes. Many experts worry that tests don’t capture a child’s capacity to learn quickly and catch up.\u003c/p>\n\u003cp>“I would be careful about assessment,” said Rhian Alvin, CEO of the National Association for the Education of Young Children. “We have a long, nasty history of assessing children to sort and characterize.”\u003c/p>\n\u003cp>There will be a gap between parents who have been able to provide recreational and learning opportunities despite the pandemic and those who have not, Alvin predicted. And catching up those left behind will be expensive, too, she said.\u003c/p>\n\u003cp>To start, teachers will need professional development and ongoing coaching so they can help kids make up for lost learning time.\u003c/p>\n\u003cp>“Teachers will have to watch and be sure they don’t become frustrated about the outcome of the pandemic, and take it out on the students,” said Bweikia Steen, associate professor of education at George Mason University. “It’s not their fault what’s happened over this past year.”\u003c/p>\n\u003cp>If a child is behind academically or socially, it isn’t necessarily because the parents weren’t engaged, Steen said. Many parents are working hard to make ends meet, which may leave less or very little time for reading with their kids. Teachers may need training to understand individual family circumstances, she said, so they can provide thoughtful support. She is optimistic that quality instruction can meet the needs of children who have missed a year of school.\u003c/p>\n\u003cp>“If we go into the fall the same way we go into any new year, thinking, ‘I’m going to have a range of students who have a range of experiences, and it’s my job to meet each individual child’s needs,’ it’ll be fine,” Steen said. “Will it be easy? No. But I’m not saying it’s going to be doomsday.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about kindergarten enrollment was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Kindergarten enrollment is down nationally, and the haphazard mix of alternatives has experts worried about who will be ready for first grade in fall 2021",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about kindergarten enrollment was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Five years old and already knowing her letters and basic subtraction, Annika Dunlap sat down in late August for her first day of kindergarten. Her mom helped her log in. Ninety minutes later, kindergarten was over for Annika. For good.\u003c/p>\n\u003cp>“We decided, this is not for a 5-year-old,” said her mom, Nahoko Dunlap, 39. “The teacher was great, and I was really hoping she would love her teacher, but asking a 5-year-old to sit in front of a computer for 90 minutes wasn’t ideal.”\u003c/p>\n\u003cp>After that one morning session, Dunlap, a scientist who grew up in Japan, withdrew Annika from kindergarten at her local public elementary school in Fremont, California. She and her husband, who works as a software engineer, felt that Annika’s social experience was more important than any academic progress she might make in remote kindergarten.\u003c/p>\n\u003cp>“In person, you are learning from each other, but when it comes to virtual school, you’re not having conversations, so I didn’t see many positives of virtual learning,” Dunlap said. “She learned to mute and unmute.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Today Annika attends the Little Mud Puddles Learning Center, a private preschool, with her 3-year-old brother. Her mom works with her on phonics and reading in the evenings, and hopes she will be ready for first grade this fall. The tuition at Little Mud Puddles is $1,400 a month per child, which is typical for the Bay Area, but the Dunlaps get a discount for sending two children and pay $2,660 every month. It’s a stretch, as Nahoko Dunlap is working only part time while attending college to make a career change.\u003c/p>\n\u003cp>“Kindergarten didn’t seem too critical,” she said. “It’s not mandatory in California, and that made us feel that she’s better off in person.”\u003c/p>\n\u003cp>Last fall, parents of 5-year-olds across the country went through the same calculation. Kindergarten, a foundational grade for young children, is typically the first year of elementary school, even in the \u003ca href=\"https://www.ecs.org/kindergarten-policies/#:~:text=Nineteen%20states%20and%20the%20District,either%20full%20or%20half%20day.\">31 states\u003c/a> where it isn’t required. But faced with the substitution of online kindergarten or, where school is offered in person, the risk that bigger school settings pose of contracting the coronavirus, a widespread number of parents chose something else, even if it meant paying for it.\u003c/p>\n\u003cp>In the absence of official national data, independent analyses have tried to quantify this year’s shift away from kindergarten. According to \u003ca href=\"https://www.npr.org/2020/10/09/920316481/enrollment-is-dropping-in-public-schools-around-the-country\">reporting by NPR\u003c/a>, kindergarten enrollment in districts across the country dropped by an average of 16 percent. \u003ca href=\"https://www.chalkbeat.org/2020/12/22/22193775/states-public-school-enrollment-decline-covid\">Another analysis\u003c/a> shows that this drop accounts for nearly a third of the total reduction in public school enrollment across 33 states. The decline might be greater among white families, which presumably have more resources for alternatives. In Oregon, for example, many more white families kept their children out of kindergarten than Black or Latino families there, according to reporting by The Oregonian, the state's largest newspaper.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57549\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic.png\" alt=\"\" width=\"876\" height=\"914\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic.png 876w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-800x835.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-160x167.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-768x801.png 768w\" sizes=\"(max-width: 876px) 100vw, 876px\">\u003c/p>\n\u003cp>School districts and early childhood experts that are tracking the opting out of kindergarten report that some 5-year-olds are attending impromptu kindergarten classes offered by private preschools, while others are enrolled in online charter or for-profit schools. Some well-to-do families hire tutors — sometimes paying a teacher’s salary — to work alongside a child who is attending remote kindergarten. Other families are skipping the school year entirely.\u003c/p>\n\u003cp>The haphazard array of alternatives has early education leaders worried. While any kindergarten class reflects a variety of school readiness, kindergarten and first grade teachers will likely encounter a wider preparedness gap this fall. More children may be off track, not just academically but also emotionally and even physically, exacerbating inequities along class and racial lines.\u003c/p>\n\u003cp>“This does not balance out in favor of lower-income families,” said Steven Barnett, senior co-director of the National Institute for Early Education Research (NIEER) at Rutgers University. “It’s a problem across the board for a whole cohort of kids, but the consequences are going to be the greatest for the most disadvantaged.”\u003c/p>\n\u003cp>Specifics about who isn’t attending kindergarten are spotty and mostly anecdotal. Some districts followed up with families to ask why they didn’t enroll their 5-year-olds and what their plans were, but even then the picture lacked detail. When officials at Harrison School District 2, which serves some of the poorest neighborhoods in Colorado Springs, Colorado, queried families that had not enrolled for kindergarten, most reported choosing one of four alternatives: home schooling, private or parochial school, charter school or skipping kindergarten altogether.\u003c/p>\n\u003cp>“I am very concerned for this group of kids,” said Wendy Birhanzel, the district’s superintendent. “We will have to watch this cohort even through their senior year. They will be starting with a gap.”\u003c/p>\n\u003cp>Kindergarten enrollment in Harrison is down about 10 percent this year, and about 60 percent of the “missing” children are Hispanic English learners. This concerns Birhanzel because preschool enrollment is also down in the community, so some children who register in the fall may never have been in school at all. The district is open for in-person instruction with an option for remote.\u003c/p>\n\u003cp>Students who are learning English “need as much time in front of a teacher as they can get,” she said. “It’s a grave concern that this is just one more year for them of not being exposed to English.”\u003c/p>\n\u003cp>Just five years ago, the district was celebrating having narrowed the proficiency gaps between white, Black and Latino students and bringing test scores in all subjects closer together by revamping curriculum, focusing on different learning styles and eliminating barriers to AP classes. This year may set that progress back.\u003c/p>\n\u003cp>“Any time you talk about achievement gaps, and you have a group of students not coming to school, there’s concern,” Birhanzel said. “Once that gap is created, it’s so much harder to close. We’re going to have to put extra resources through the grades, so this cohort can graduate on time.”\u003c/p>\n\u003cp>In normal years, Harrison District 2 offers a summer program for kids entering third grade through high school. This year, that program will include incoming kindergartners and rising first graders. Assuming the coronavirus is under control, kids will build academic skills, do music and physical education and take field trips (pandemic restrictions permitting). The district will also administer diagnostic testing before school starts to make grade placement and support decisions, reduce class sizes and teach in small groups to address gaps.\u003c/p>\n\u003cp>Kindergarten-age children who aren’t enrolled in school this year are missing out on crucial academic instruction, Birhanzel said, “and that’s not even talking about the social learning — listening to the teacher, making friends.”\u003c/p>\n\u003cp>School attendance isn’t critical just for academic progress. Many families rely on their schools for counseling services, after-school programs, health clinics and physical safety. In addition, the physical education and meals that children get at school play a key role in addressing childhood obesity.\u003c/p>\n\u003cp>“All of the weight gain problems turn out to be in the summer,” NIEER’s Barnett said. “It turns out there is a poorer diet and less activity in the summer.”\u003c/p>\n\u003cp>Affluent parents can pay for an extra year of preschool or a tutor, while many nonmedical frontline jobs pay lower wages, leaving lower-income families with fewer options to support kids in distance learning.\u003c/p>\n\u003cp>But in some cities, local organizations responded early in the pandemic and established free or low-cost centers where children could get support while attending remote school.\u003c/p>\n\u003cp>In Wilmington, Delaware, the city partnered with local school districts and United Way to operate 26 learning pods where children receive a Chromebook and can attend all day for free.\u003c/p>\n\u003cp>“This isn’t a Boys and Girls Club,” said Michelle Taylor, president and CEO of United Way of Delaware. “Parents have to work. If my kid is at home, how do I know they’re in their class? This is as much about ensuring kids have a safe, caring environment to excel as it is getting the supports in place.”\u003c/p>\n\u003cp>About 700 Delaware children attend these pods, which are located in high-need neighborhoods. In order to keep their spots, students have to commit to attend 85 percent of the time and to get 85 percent of their schoolwork done while they are there. Paraprofessional teachers, who work for the school district and live in the pods’ neighborhoods, work with groups of 10 children.\u003c/p>\n\u003cp>“We’re working to make sure the [achievement] gap doesn’t get any wider,” Taylor said. “Over the summer, we are hoping we can focus on catch-up, on closing the gap.”\u003c/p>\n\u003cp>Even when there is an adult present to help a young child with remote school, some children simply cannot focus for the amount of time required.\u003c/p>\n\u003cp>“It’s a very, very steep learning curve for these kids,” said Debra Zweben, child development specialist at Children’s Village, a nonprofit education center in Philadelphia. “Young children cannot have a personal connection to a teacher through a screen. It’s not realistic. So much of kindergarten is the relationship to the teacher in person.”\u003c/p>\n\u003cp>Grouped in age-based pods and wearing headsets, children attend their remote school classes from computers in Children’s Village’s building in the Center City neighborhood. An in-person teacher helps them sign in and get used to Zoom or Google Classroom. There are breaks for lunch, snacks and some outdoor play, but kids spend most of the day on their own, on a computer.\u003c/p>\n\u003cp>“Ethan didn’t want to wear the headsets, and we got three different kinds,” said Ann Voong, 40, whose son attended remote kindergarten at Children’s Village for about three months. “He would just get up and do what he wanted. I can’t just strap him down to his seat.”\u003c/p>\n\u003cp>Voong adjusted her schedule at work, in the human resources department of a home health agency, and kept Ethan at home in the mornings so she could help him with remote kindergarten. Then she’d drop him off at Children’s Village in the afternoon and go to work, but that didn’t go well either.\u003c/p>\n\u003cp>“I would sit with him from 8 to 12 and then drop him off after lunch, but he got drained from it. He would be so tired from the day,” she said. “I want him to enjoy school. I want him to like it. If I take out a book, I want him to be excited about it. He used to be excited about it.”\u003c/p>\n\u003cp>Ethan, who is 5, is still at Children’s Village, but in a preschool classroom. Voong withdrew him from kindergarten, giving up a spot at an in-demand public school that she had secured by getting in line at 5 a.m. on registration day. Now she is waiting to hear if he has a spot in kindergarten at that same school this fall.\u003c/p>\n\u003cp>“I just want him to be happy,” she said. “We’ve taken so many things away from him [during the pandemic], like sports and playing at the playground. When he was in kindergarten he would look at me and say, ‘Why are you making me do this?’”\u003c/p>\n\u003cfigure id=\"attachment_57548\" class=\"wp-caption alignnone\" style=\"max-width: 480px\">\u003cimg class=\"size-full wp-image-57548\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2.jpg\" alt=\"\" width=\"480\" height=\"639\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2-160x213.jpg 160w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003cfigcaption class=\"wp-caption-text\">Ethan Voong, 5, colors with his mom, Ann Voong, 40. Ethan struggled with online kindergarten so much that his parents withdrew him from his popular Philadelphia public school. They hope to enroll him in kindergarten again in fall 2021. \u003ccite>(Ann Voong)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Assessing children for grade-level readiness and building necessary supports may be the best tools that districts have to address potential gaps. In Yakima, Washington, the West Valley School District saw a 20 percent drop in expected kindergarten enrollment last fall. Elementary schools in the district are open for face-to-face instruction. Like Harrison School District 2, the West Valley district is now planning a summer program for all grades, followed by assessments and conversations with parents to discuss the best grade assignment and any necessary supports.\u003c/p>\n\u003cp>“We want to be proactive in placement rather than having children go into first grade, have struggles, and then have to move them back,” said Peter Finch, assistant superintendent for learning and teaching. About 40 percent of West Valley students are Hispanic, and 42 percent qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>But Finch isn’t worried about an achievement gap, at least not in the primary grades, even with so many children not attending kindergarten. West Valley’s “personalized learning” approach translates state standards into badges that children earn at their own pace. Classrooms are also amply staffed, with student teachers from a local college assisting the lead teacher.\u003c/p>\n\u003cp>“You walk into classrooms, and there will be five adults working with five small groups,” he said. “We have a station rotation model. Students learn at their own pace. When they’re ready to show what they know, we do an assessment and they get the badge.”\u003c/p>\n\u003cp>Kim Noyes, principal of Centennial Elementary in Colorado Springs’ Harrison School District 2, is also optimistic that individualized instruction with robust support will be enough to support children who come to school after missing the crucial kindergarten year.\u003c/p>\n\u003cp>“A lot of families are doing what they can at home,” she said. But she does expect to see more readiness gaps. In addition to diagnostic testing, Noyes said her teachers will tap into the district’s curriculum and resource department to identify specific supports. “Even in the first grade, we are going to be maximizing group learning and smaller class sizes to help fill holes. It’s a tricky time right now, but I think we’re well equipped, and our resources can be focused.”\u003c/p>\n\u003cp>Not everyone agrees that assessing children before making a grade assignment will lead to the best outcomes. Many experts worry that tests don’t capture a child’s capacity to learn quickly and catch up.\u003c/p>\n\u003cp>“I would be careful about assessment,” said Rhian Alvin, CEO of the National Association for the Education of Young Children. “We have a long, nasty history of assessing children to sort and characterize.”\u003c/p>\n\u003cp>There will be a gap between parents who have been able to provide recreational and learning opportunities despite the pandemic and those who have not, Alvin predicted. And catching up those left behind will be expensive, too, she said.\u003c/p>\n\u003cp>To start, teachers will need professional development and ongoing coaching so they can help kids make up for lost learning time.\u003c/p>\n\u003cp>“Teachers will have to watch and be sure they don’t become frustrated about the outcome of the pandemic, and take it out on the students,” said Bweikia Steen, associate professor of education at George Mason University. “It’s not their fault what’s happened over this past year.”\u003c/p>\n\u003cp>If a child is behind academically or socially, it isn’t necessarily because the parents weren’t engaged, Steen said. Many parents are working hard to make ends meet, which may leave less or very little time for reading with their kids. Teachers may need training to understand individual family circumstances, she said, so they can provide thoughtful support. She is optimistic that quality instruction can meet the needs of children who have missed a year of school.\u003c/p>\n\u003cp>“If we go into the fall the same way we go into any new year, thinking, ‘I’m going to have a range of students who have a range of experiences, and it’s my job to meet each individual child’s needs,’ it’ll be fine,” Steen said. “Will it be easy? No. But I’m not saying it’s going to be doomsday.”\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 kindergarten enrollment was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "‘Outside, Inside’ Is a Time Capsule That Helps Kids and Adults Reflect on Pandemic Life",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Children’s book creator \u003c/span>\u003ca href=\"https://leuyenpham.com/\">\u003cspan style=\"font-weight: 400\">LeUyen Pham\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> remembers the early days of the COVID-19 pandemic as a time of contrasts and confusion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With her husband and kids at home, the house was suddenly loud all the time, while Los Angeles was abnormally quiet. Unanswerable questions swirled everywhere. “We were all walking around in a weird fog,” said Pham. “We were all nervous. We were all scared. Was it just the flu? Was it something bigger than the flu? Were we all going to die? We just didn’t know.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So Pham did what authors do. She wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first she wrote without a plan, observing what she saw in her neighborhood and in the world. Soon, a pattern emerged. A juxtaposition between what was happening outside and inside, both literally and figuratively. It was almost like a nursery rhyme, said Pham, who has illustrated more than 100 books and was a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=xAOTeGFo2zs\">\u003cspan style=\"font-weight: 400\">2020 Caldecott honoree\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Within months, she turned her jotted-down ideas into the text and art for \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250798350\">\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, a picture book published in January. The book never says words like “coronavirus” or “quarantine,” yet through digitally illustrated scenes of families, workers and neighborhoods pulled from real life in 2020, it’s a literary time capsule that can help kids and adults reflect on their experiences during the pandemic.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57506\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57506\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham.png\" alt=\"Pages from the children's book "Outside, Inside" by LeUyen Pham about life during the pandemic.\" width=\"1920\" height=\"625\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-800x260.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-1020x332.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-160x52.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-768x250.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-1536x500.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pages from the children's book \"Outside, Inside\" by LeUyen Pham about life during the pandemic. \u003ccite>(Courtesy of LeUyen Pham)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s something sorely needed right now, according \u003c/span>\u003ca href=\"https://twitter.com/MsKass1\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former special education teacher who works with districts around the country to improve teaching and learning. Minor said she worries that the ongoing task of keeping people safe from COVID-19 has edged out space for meaningful conversations about the past year.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m worried because I feel like we are teaching children to hold it in and to ignore what happened,” Minor said. “500,000 people died. That's real, and we’ve got to talk about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help teachers open those conversations, Minor teamed up with Pham to create a \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1CLk2MY853cjKJDZVXu-81jTAkRp-QjF3/view\">\u003cspan style=\"font-weight: 400\">“teaching bundle”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a read-aloud guide and hands-on activities to accompany \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. The pair also will discuss the picture book and how to connect it to curriculum during \u003c/span>\u003ca href=\"https://www.crowdcast.io/e/57ie1tfv/register\">\u003cspan style=\"font-weight: 400\">a webinar hosted by the Author Village\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> does not follow one main character but weaves a collective narrative of a period when everyone all over the world “just went inside, shut their doors, and waited.” At the same time, it reflects \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57493/a-year-of-school-like-no-other-how-a-teacher-a-student-and-a-parent-have-coped\">\u003cspan style=\"font-weight: 400\">how differently people experienced the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on their jobs, locations and other circumstances. Its pages present a mosaic of towns, windows, kitchen and homes through which a reader can glimpse these varied lives.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57507\" class=\"wp-caption alignnone\" style=\"max-width: 1868px\">\u003cimg class=\"size-full wp-image-57507\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4.png\" alt=\"Pages from the children's book "Outside, Inside" by LeUyen Pham about life during the pandemic. \" width=\"1868\" height=\"1216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4.png 1868w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-800x521.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-1020x664.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-160x104.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-768x500.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-1536x1000.png 1536w\" sizes=\"(max-width: 1868px) 100vw, 1868px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children's book \"Outside, Inside\" by LeUyen Pham about life during the pandemic. \u003ccite>(Courtesy of LeUyen Pham)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/From-the-book-Outside-Inside-by-LeUyen-Pham.png\">spread\u003c/a>, for example, shows a family baking bread, another family stressing over bills, a pair of smiling children playing a board game, and another a child looking bored in a virtual class. The book also acknowledges that not everyone got to stay home through an outside scene of frontline and essential workers in action and an indoor scene full of hospital rooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Minor’s teaching bundle, educators can find prompts for “think aloud” and “turn and talk” moments to use with specific pages. The prompts encourage children to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55882/how-keeping-a-pandemic-journal-builds-students-historical-thinking-skills-and-helps-them-cope\">\u003cspan style=\"font-weight: 400\">share memories from quarantine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through writing, drawing and talking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">\u003cspan style=\"font-weight: 400\">read aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers can build on the discussion by asking students to create an Outside, Inside \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1pWtPaRg4ahe6JzfJkR61UCjVJPiG5dge/view\">\u003cspan style=\"font-weight: 400\">house\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or a time capsule. Minor said that these multimodal activities kids invite “to think of themselves as illustrators and writers and creators of their own story.” With the Outside, Inside house, children engage with different perspectives by seeing two views of a home and making a window to link them. In the time capsule project, students photograph memorabilia from the past year and discuss themes among items chosen by their peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor’s guide connects both activities to specific Common Core literacy standards related to developing and organizing ideas, writing sequences and participating in collaborative conversations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pham has seen those skills on display during virtual school visits for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. She said her recent classroom interactions have differed from when she toured for previous books. Before, children often wanted to see her illustration skills in action. Now, “it's not about what can I draw, it’s about what can you remember?” she said. “Somehow that empowers the kids to turn it onto themselves.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57505\" class=\"wp-caption alignnone\" style=\"max-width: 1866px\">\u003cimg class=\"size-full wp-image-57505\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham.png\" alt=\"A page from the children's book "Outside, Inside" by LeUyen Pham about life during the pandemic. \" width=\"1866\" height=\"1215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham.png 1866w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-800x521.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-1020x664.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-160x104.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-768x500.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-1536x1000.png 1536w\" sizes=\"(max-width: 1866px) 100vw, 1866px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children's book \"Outside, Inside\" by LeUyen Pham about life during the pandemic. \u003ccite>(Courtesy of LeUyen Pham)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grown-ups’ reactions have surprised Pham, too. She said teachers, who have faced \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">their own host of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic, tear up while reading more often than children. And she’s heard from parents and educators whose children or students have hooked onto particular images that connected to their lives. Those adults have expressed gratitude that the book opened a dialogue when they didn’t know how to. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> ends on a hopeful note, with the arrival of spring, families embracing and children playing outdoors. Though we can’t write “The End” on the pandemic just yet, Pham and Minor hope that the picture book and accompanying lesson plans can be part of the healing process.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Children’s book creator \u003c/span>\u003ca href=\"https://leuyenpham.com/\">\u003cspan style=\"font-weight: 400\">LeUyen Pham\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> remembers the early days of the COVID-19 pandemic as a time of contrasts and confusion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With her husband and kids at home, the house was suddenly loud all the time, while Los Angeles was abnormally quiet. Unanswerable questions swirled everywhere. “We were all walking around in a weird fog,” said Pham. “We were all nervous. We were all scared. Was it just the flu? Was it something bigger than the flu? Were we all going to die? We just didn’t know.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So Pham did what authors do. She wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first she wrote without a plan, observing what she saw in her neighborhood and in the world. Soon, a pattern emerged. A juxtaposition between what was happening outside and inside, both literally and figuratively. It was almost like a nursery rhyme, said Pham, who has illustrated more than 100 books and was a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=xAOTeGFo2zs\">\u003cspan style=\"font-weight: 400\">2020 Caldecott honoree\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Within months, she turned her jotted-down ideas into the text and art for \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250798350\">\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, a picture book published in January. The book never says words like “coronavirus” or “quarantine,” yet through digitally illustrated scenes of families, workers and neighborhoods pulled from real life in 2020, it’s a literary time capsule that can help kids and adults reflect on their experiences during the pandemic.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57506\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57506\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham.png\" alt=\"Pages from the children's book "Outside, Inside" by LeUyen Pham about life during the pandemic.\" width=\"1920\" height=\"625\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-800x260.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-1020x332.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-160x52.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-768x250.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pages-from-Outside-Inside-by-LeUyen-Pham-1536x500.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Pages from the children's book \"Outside, Inside\" by LeUyen Pham about life during the pandemic. \u003ccite>(Courtesy of LeUyen Pham)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s something sorely needed right now, according \u003c/span>\u003ca href=\"https://twitter.com/MsKass1\">\u003cspan style=\"font-weight: 400\">Kass Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former special education teacher who works with districts around the country to improve teaching and learning. Minor said she worries that the ongoing task of keeping people safe from COVID-19 has edged out space for meaningful conversations about the past year.\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\">“I’m worried because I feel like we are teaching children to hold it in and to ignore what happened,” Minor said. “500,000 people died. That's real, and we’ve got to talk about it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help teachers open those conversations, Minor teamed up with Pham to create a \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1CLk2MY853cjKJDZVXu-81jTAkRp-QjF3/view\">\u003cspan style=\"font-weight: 400\">“teaching bundle”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a read-aloud guide and hands-on activities to accompany \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. The pair also will discuss the picture book and how to connect it to curriculum during \u003c/span>\u003ca href=\"https://www.crowdcast.io/e/57ie1tfv/register\">\u003cspan style=\"font-weight: 400\">a webinar hosted by the Author Village\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> does not follow one main character but weaves a collective narrative of a period when everyone all over the world “just went inside, shut their doors, and waited.” At the same time, it reflects \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57493/a-year-of-school-like-no-other-how-a-teacher-a-student-and-a-parent-have-coped\">\u003cspan style=\"font-weight: 400\">how differently people experienced the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on their jobs, locations and other circumstances. Its pages present a mosaic of towns, windows, kitchen and homes through which a reader can glimpse these varied lives.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57507\" class=\"wp-caption alignnone\" style=\"max-width: 1868px\">\u003cimg class=\"size-full wp-image-57507\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4.png\" alt=\"Pages from the children's book "Outside, Inside" by LeUyen Pham about life during the pandemic. \" width=\"1868\" height=\"1216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4.png 1868w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-800x521.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-1020x664.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-160x104.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-768x500.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Pham4-1536x1000.png 1536w\" sizes=\"(max-width: 1868px) 100vw, 1868px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children's book \"Outside, Inside\" by LeUyen Pham about life during the pandemic. \u003ccite>(Courtesy of LeUyen Pham)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/From-the-book-Outside-Inside-by-LeUyen-Pham.png\">spread\u003c/a>, for example, shows a family baking bread, another family stressing over bills, a pair of smiling children playing a board game, and another a child looking bored in a virtual class. The book also acknowledges that not everyone got to stay home through an outside scene of frontline and essential workers in action and an indoor scene full of hospital rooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Minor’s teaching bundle, educators can find prompts for “think aloud” and “turn and talk” moments to use with specific pages. The prompts encourage children to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55882/how-keeping-a-pandemic-journal-builds-students-historical-thinking-skills-and-helps-them-cope\">\u003cspan style=\"font-weight: 400\">share memories from quarantine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through writing, drawing and talking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">\u003cspan style=\"font-weight: 400\">read aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers can build on the discussion by asking students to create an Outside, Inside \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1pWtPaRg4ahe6JzfJkR61UCjVJPiG5dge/view\">\u003cspan style=\"font-weight: 400\">house\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or a time capsule. Minor said that these multimodal activities kids invite “to think of themselves as illustrators and writers and creators of their own story.” With the Outside, Inside house, children engage with different perspectives by seeing two views of a home and making a window to link them. In the time capsule project, students photograph memorabilia from the past year and discuss themes among items chosen by their peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor’s guide connects both activities to specific Common Core literacy standards related to developing and organizing ideas, writing sequences and participating in collaborative conversations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pham has seen those skills on display during virtual school visits for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. She said her recent classroom interactions have differed from when she toured for previous books. Before, children often wanted to see her illustration skills in action. Now, “it's not about what can I draw, it’s about what can you remember?” she said. “Somehow that empowers the kids to turn it onto themselves.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57505\" class=\"wp-caption alignnone\" style=\"max-width: 1866px\">\u003cimg class=\"size-full wp-image-57505\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham.png\" alt=\"A page from the children's book "Outside, Inside" by LeUyen Pham about life during the pandemic. \" width=\"1866\" height=\"1215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham.png 1866w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-800x521.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-1020x664.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-160x104.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-768x500.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Page-from-the-book-Outside-Inside-by-LeUyen-Pham-1536x1000.png 1536w\" sizes=\"(max-width: 1866px) 100vw, 1866px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children's book \"Outside, Inside\" by LeUyen Pham about life during the pandemic. \u003ccite>(Courtesy of LeUyen Pham)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grown-ups’ reactions have surprised Pham, too. She said teachers, who have faced \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">their own host of challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic, tear up while reading more often than children. And she’s heard from parents and educators whose children or students have hooked onto particular images that connected to their lives. Those adults have expressed gratitude that the book opened a dialogue when they didn’t know how to. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Outside, Inside\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> ends on a hopeful note, with the arrival of spring, families embracing and children playing outdoors. Though we can’t write “The End” on the pandemic just yet, Pham and Minor hope that the picture book and accompanying lesson plans can be part of the healing process.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Bobby is a sixth grader at North Brookfield Elementary School in western Massachusetts. He's crazy about the Loch Ness monster. He's into math and Minecraft. And he likes online learning.\u003c/p>\n\u003cp>\"It's a lot easier to focus,\" he says. \"I can be in my room and be a lot more comfortable doing stuff.\"\u003c/p>\n\u003cp>President Biden has said that his goal is to have the \u003ca href=\"https://www.npr.org/2021/02/16/968547917/biden-says-he-wants-most-k-8-schools-open-5-days-a-week-by-his-first-100-days\">majority of K-8 schools operating in-person\u003c/a> by the end of his first 100 days in office.\u003c/p>\n\u003cp>That's a welcome goal for the many parents who worry about their children falling behind while learning virtually during the coronavirus pandemic. But some are realizing that their children do better in online school. By most accounts, it's the case for students who focus better when they are not around classmates.\u003c/p>\n\u003cp>Bobby has ADHD and sometimes gets seizures. (NPR isn't using last names to protect students' privacy.) This means that the 11-year-old often needs to take breaks from class, whether it is because of a seizure or just because he wants to walk around the room to get some of his energy out. Even though he already had some accommodations when school was in-person, online learning makes it easier for him to accommodate his own needs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another benefit for Bobby is that all his assignments, readings and instructions are laid out on his computer. His mother, Tashena Holmes, says that's because Bobby used to get into trouble for missing assignments.\u003c/p>\n\u003cp>\"Whereas with remote school, they usually send videos, so he can rewind it as much as he wants and all the information's right there so he can reread it,\" she says.\u003c/p>\n\u003cp>Andrea Parrish, a researcher at the Johns Hopkins School of Education and the director of development and learning systems at the IDEALS institute, says some parents of children with autism have reported that their children also do well online.\u003c/p>\n\u003cp>\"The social component is actually sort of taken out in a lot of ways,\" says Parrish, who works with students from vulnerable communities. \"There's not that expectation for face-to-face communication, so a lot of children enjoy it. They prefer it.\"\u003c/p>\n\u003cp>Parrish also says that for children to succeed in online school, they usually need to be able to recognize their needs and self-regulate, such as Bobby knowing he needs to get up and walk around every so often.\u003c/p>\n\u003cp>Some school districts are thinking about ways to accommodate such students when they return to in-person learning.\u003c/p>\n\u003cp>The Sioux City Community School District in Iowa is starting a permanent online learning program in the fall, and up to 1,000 children — 1 in 15 students — are expected to sign up for the first semester.\u003c/p>\n\u003cp>\"There's a great deal of excitement about this as a new option, a new possibility, for learning,\" says the district's superintendent, Paul Gausman.\u003c/p>\n\u003cp>Ava, 16, will be a senior next year and is one of the students signed up for the program. Like Bobby, she has ADHD and does better academically without the distractions of in-person schooling.\u003c/p>\n\u003cp>\"Before virtual, when I was in-person, I had almost all F's, but now since virtual I have all A's,\" she says.\u003c/p>\n\u003cp>Ava does miss her friends, but she and her family decided that her education is more important right now. And her family is incredibly proud of her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"She's just flying, soaring above what we had even imagined was possible,\" says her mother, Candas Mackie.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Many+Parents+Fret+Over+Remote+Learning%2C+Some+Find+Their+Kids+Are+Thriving&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bobby is a sixth grader at North Brookfield Elementary School in western Massachusetts. He's crazy about the Loch Ness monster. He's into math and Minecraft. And he likes online learning.\u003c/p>\n\u003cp>\"It's a lot easier to focus,\" he says. \"I can be in my room and be a lot more comfortable doing stuff.\"\u003c/p>\n\u003cp>President Biden has said that his goal is to have the \u003ca href=\"https://www.npr.org/2021/02/16/968547917/biden-says-he-wants-most-k-8-schools-open-5-days-a-week-by-his-first-100-days\">majority of K-8 schools operating in-person\u003c/a> by the end of his first 100 days in office.\u003c/p>\n\u003cp>That's a welcome goal for the many parents who worry about their children falling behind while learning virtually during the coronavirus pandemic. But some are realizing that their children do better in online school. By most accounts, it's the case for students who focus better when they are not around classmates.\u003c/p>\n\u003cp>Bobby has ADHD and sometimes gets seizures. (NPR isn't using last names to protect students' privacy.) This means that the 11-year-old often needs to take breaks from class, whether it is because of a seizure or just because he wants to walk around the room to get some of his energy out. Even though he already had some accommodations when school was in-person, online learning makes it easier for him to accommodate his own needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another benefit for Bobby is that all his assignments, readings and instructions are laid out on his computer. His mother, Tashena Holmes, says that's because Bobby used to get into trouble for missing assignments.\u003c/p>\n\u003cp>\"Whereas with remote school, they usually send videos, so he can rewind it as much as he wants and all the information's right there so he can reread it,\" she says.\u003c/p>\n\u003cp>Andrea Parrish, a researcher at the Johns Hopkins School of Education and the director of development and learning systems at the IDEALS institute, says some parents of children with autism have reported that their children also do well online.\u003c/p>\n\u003cp>\"The social component is actually sort of taken out in a lot of ways,\" says Parrish, who works with students from vulnerable communities. \"There's not that expectation for face-to-face communication, so a lot of children enjoy it. They prefer it.\"\u003c/p>\n\u003cp>Parrish also says that for children to succeed in online school, they usually need to be able to recognize their needs and self-regulate, such as Bobby knowing he needs to get up and walk around every so often.\u003c/p>\n\u003cp>Some school districts are thinking about ways to accommodate such students when they return to in-person learning.\u003c/p>\n\u003cp>The Sioux City Community School District in Iowa is starting a permanent online learning program in the fall, and up to 1,000 children — 1 in 15 students — are expected to sign up for the first semester.\u003c/p>\n\u003cp>\"There's a great deal of excitement about this as a new option, a new possibility, for learning,\" says the district's superintendent, Paul Gausman.\u003c/p>\n\u003cp>Ava, 16, will be a senior next year and is one of the students signed up for the program. Like Bobby, she has ADHD and does better academically without the distractions of in-person schooling.\u003c/p>\n\u003cp>\"Before virtual, when I was in-person, I had almost all F's, but now since virtual I have all A's,\" she says.\u003c/p>\n\u003cp>Ava does miss her friends, but she and her family decided that her education is more important right now. And her family is incredibly proud of her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"She's just flying, soaring above what we had even imagined was possible,\" says her mother, Candas Mackie.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Many+Parents+Fret+Over+Remote+Learning%2C+Some+Find+Their+Kids+Are+Thriving&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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