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"content": "\u003cp>If you’re like many digitally savvy Americans, it has likely been a while since you’ve spent much time writing by hand.\u003c/p>\n\u003cp>The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.\u003c/p>\n\u003cp>To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.\u003c/p>\n\u003cp>But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that’s uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.\u003c/p>\n\u003cp>In kids, studies show that tracing out ABCs, as opposed to typing them, leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better and longer-lasting recognition\u003c/a> and understanding of letters. Writing by hand also improves \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8222525/\">memory and recall\u003c/a> of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797614524581\">better conceptual understanding\u003c/a> of material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There’s actually some very important things going on during the embodied experience of writing by hand,” says \u003ca href=\"https://www.rameshlab.com/\">Ramesh Balasubramaniam\u003c/a>, a neuroscientist at the University of California, Merced. “It has important cognitive benefits.”\u003c/p>\n\u003cp>While those benefits have long been recognized by some (for instance, many authors, including \u003ca href=\"https://www.newyorker.com/magazine/2017/10/16/jennifer-egans-travels-through-time\">Jennifer Egan\u003c/a> and \u003ca href=\"https://www.buzzfeed.com/hayleycampbell/the-art-of-neil-gaiman\">Neil Gaiman\u003c/a>, draft their stories by hand to stoke creativity), scientists have only recently started investigating \u003cem>why\u003c/em> writing by hand has these effects.\u003c/p>\n\u003cp>A slew of recent brain imaging research suggests handwriting’s power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.\u003c/p>\n\u003ch3>Your brain on handwriting\u003c/h3>\n\u003cp>Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.\u003c/p>\n\u003cp>“Handwriting is probably among the most complex motor skills that the brain is capable of,” says \u003ca href=\"https://lnc.univ-amu.fr/en/profile/longcamp-marieke\">Marieke Longcamp\u003c/a>, a cognitive neuroscientist at Aix-Marseille Université.\u003c/p>\n\u003cp>Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.\u003c/p>\n\u003cp>“Your fingers have to each do something different to produce a recognizable letter,” says \u003ca href=\"https://as.vanderbilt.edu/neuroscience/research-3/search-by-faculty/vinci-booher-sophia-department-of-psychology-and-human-development/\">Sophia Vinci-Booher\u003c/a>, an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it’s formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters’ shapes, says Vinci-Booher.\u003c/p>\n\u003cp>That’s not true for typing.\u003c/p>\n\u003cp>To type “tap” your fingers don’t have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.\u003c/p>\n\u003cp>Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing “\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1219945/full\">sync up\u003c/a>” with areas crucial to memory formation, firing at frequencies associated with learning.\u003c/p>\n\u003cp>“We don’t see that [synchronized activity] in typewriting at all,” says \u003ca href=\"https://www.ntnu.edu/employees/audrey.meer\">Audrey van der Meer\u003c/a>, a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.\u003c/p>\n\u003cp>Other experts agree. “There seems to be something fundamental about engaging your body to produce these shapes,” says \u003ca href=\"https://psy.uncg.edu/directory/wiley/\">Robert Wiley\u003c/a>, a cognitive psychologist at the University of North Carolina, Greensboro. “It lets you make associations between your body and what you’re seeing and hearing,” he says, which might give the mind more footholds for accessing a given concept or idea.\u003c/p>\n\u003cp>Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.\u003c/p>\n\u003ch3>What might be lost as handwriting wanes\u003c/h3>\n\u003cp>The clearest consequence of screens and keyboards replacing pen and paper might be on kids’ ability to learn the building blocks of literacy — letters.\u003c/p>\n\u003cp>“Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment,” says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.\u003c/p>\n\u003cp>“When kids write letters, they’re just messy,” she says. As kids practice writing “A,” each iteration is different, and that variability helps solidify their conceptual understanding of the letter.\u003c/p>\n\u003cp>Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.\u003c/p>\n\u003cp>This helps \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12965\">develop areas of the brain used during reading\u003c/a> in older children and adults, Vinci-Booher found.\u003c/p>\n\u003cp>“This could be one of the ways that early experiences actually translate to long-term life outcomes,” she says. “These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on.”\u003c/p>\n\u003cp>Ditching handwriting instruction could mean that those skills don’t get developed as well, which could impair kids’ ability to learn down the road.\u003c/p>\n\u003cp>“If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won’t reach their full potential,” says van der Meer. “It’s scary to think of the potential consequences.”\u003c/p>\n\u003cp>Many states are trying to avoid these risks by mandating cursive instruction. This year, California started \u003ca href=\"https://www.npr.org/2024/01/14/1224674052/california-is-mandating-cursive-handwriting-instruction-in-elementary-schools\">requiring elementary school students to learn cursive\u003c/a>, and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it’s the writing by hand that matters, not whether it’s print or cursive.)\u003c/p>\n\u003ch3>Slowing down and processing information\u003c/h3>\n\u003cp>For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.\u003c/p>\n\u003cp>During a meeting or lecture, it’s possible to type what you’re hearing verbatim. But often, “you’re not actually processing that information — you’re just typing in the blind,” says van der Meer. “If you take notes by hand, you can’t write everything down,” she says.\u003c/p>\n\u003cp>The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. “You make the information your own,” she says, which helps it stick in the brain.\u003c/p>\n\u003cp>Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. “When you’re writing a long essay, it’s obviously much more practical to use a keyboard,” says van der Meer.\u003c/p>\n\u003cp>Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.\u003c/p>\n\u003cp>“We’re foisting a lot of our knowledge, extending our cognition, to other devices, so it’s only natural that we’ve started using these other agents to do our writing for us,” says Balasubramaniam.\u003c/p>\n\u003cp>It’s possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that’s crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.\u003c/p>\n\u003cp>Balasubramaniam stresses, however, that we don’t have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It’s the movement that counts, he says, not its final form.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re like many digitally savvy Americans, it has likely been a while since you’ve spent much time writing by hand.\u003c/p>\n\u003cp>The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.\u003c/p>\n\u003cp>To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.\u003c/p>\n\u003cp>But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that’s uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.\u003c/p>\n\u003cp>In kids, studies show that tracing out ABCs, as opposed to typing them, leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better and longer-lasting recognition\u003c/a> and understanding of letters. Writing by hand also improves \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8222525/\">memory and recall\u003c/a> of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797614524581\">better conceptual understanding\u003c/a> of material.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s actually some very important things going on during the embodied experience of writing by hand,” says \u003ca href=\"https://www.rameshlab.com/\">Ramesh Balasubramaniam\u003c/a>, a neuroscientist at the University of California, Merced. “It has important cognitive benefits.”\u003c/p>\n\u003cp>While those benefits have long been recognized by some (for instance, many authors, including \u003ca href=\"https://www.newyorker.com/magazine/2017/10/16/jennifer-egans-travels-through-time\">Jennifer Egan\u003c/a> and \u003ca href=\"https://www.buzzfeed.com/hayleycampbell/the-art-of-neil-gaiman\">Neil Gaiman\u003c/a>, draft their stories by hand to stoke creativity), scientists have only recently started investigating \u003cem>why\u003c/em> writing by hand has these effects.\u003c/p>\n\u003cp>A slew of recent brain imaging research suggests handwriting’s power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.\u003c/p>\n\u003ch3>Your brain on handwriting\u003c/h3>\n\u003cp>Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.\u003c/p>\n\u003cp>“Handwriting is probably among the most complex motor skills that the brain is capable of,” says \u003ca href=\"https://lnc.univ-amu.fr/en/profile/longcamp-marieke\">Marieke Longcamp\u003c/a>, a cognitive neuroscientist at Aix-Marseille Université.\u003c/p>\n\u003cp>Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.\u003c/p>\n\u003cp>“Your fingers have to each do something different to produce a recognizable letter,” says \u003ca href=\"https://as.vanderbilt.edu/neuroscience/research-3/search-by-faculty/vinci-booher-sophia-department-of-psychology-and-human-development/\">Sophia Vinci-Booher\u003c/a>, an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it’s formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters’ shapes, says Vinci-Booher.\u003c/p>\n\u003cp>That’s not true for typing.\u003c/p>\n\u003cp>To type “tap” your fingers don’t have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.\u003c/p>\n\u003cp>Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing “\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1219945/full\">sync up\u003c/a>” with areas crucial to memory formation, firing at frequencies associated with learning.\u003c/p>\n\u003cp>“We don’t see that [synchronized activity] in typewriting at all,” says \u003ca href=\"https://www.ntnu.edu/employees/audrey.meer\">Audrey van der Meer\u003c/a>, a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.\u003c/p>\n\u003cp>Other experts agree. “There seems to be something fundamental about engaging your body to produce these shapes,” says \u003ca href=\"https://psy.uncg.edu/directory/wiley/\">Robert Wiley\u003c/a>, a cognitive psychologist at the University of North Carolina, Greensboro. “It lets you make associations between your body and what you’re seeing and hearing,” he says, which might give the mind more footholds for accessing a given concept or idea.\u003c/p>\n\u003cp>Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.\u003c/p>\n\u003ch3>What might be lost as handwriting wanes\u003c/h3>\n\u003cp>The clearest consequence of screens and keyboards replacing pen and paper might be on kids’ ability to learn the building blocks of literacy — letters.\u003c/p>\n\u003cp>“Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment,” says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.\u003c/p>\n\u003cp>“When kids write letters, they’re just messy,” she says. As kids practice writing “A,” each iteration is different, and that variability helps solidify their conceptual understanding of the letter.\u003c/p>\n\u003cp>Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.\u003c/p>\n\u003cp>This helps \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12965\">develop areas of the brain used during reading\u003c/a> in older children and adults, Vinci-Booher found.\u003c/p>\n\u003cp>“This could be one of the ways that early experiences actually translate to long-term life outcomes,” she says. “These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on.”\u003c/p>\n\u003cp>Ditching handwriting instruction could mean that those skills don’t get developed as well, which could impair kids’ ability to learn down the road.\u003c/p>\n\u003cp>“If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won’t reach their full potential,” says van der Meer. “It’s scary to think of the potential consequences.”\u003c/p>\n\u003cp>Many states are trying to avoid these risks by mandating cursive instruction. This year, California started \u003ca href=\"https://www.npr.org/2024/01/14/1224674052/california-is-mandating-cursive-handwriting-instruction-in-elementary-schools\">requiring elementary school students to learn cursive\u003c/a>, and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it’s the writing by hand that matters, not whether it’s print or cursive.)\u003c/p>\n\u003ch3>Slowing down and processing information\u003c/h3>\n\u003cp>For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.\u003c/p>\n\u003cp>During a meeting or lecture, it’s possible to type what you’re hearing verbatim. But often, “you’re not actually processing that information — you’re just typing in the blind,” says van der Meer. “If you take notes by hand, you can’t write everything down,” she says.\u003c/p>\n\u003cp>The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. “You make the information your own,” she says, which helps it stick in the brain.\u003c/p>\n\u003cp>Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. “When you’re writing a long essay, it’s obviously much more practical to use a keyboard,” says van der Meer.\u003c/p>\n\u003cp>Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.\u003c/p>\n\u003cp>“We’re foisting a lot of our knowledge, extending our cognition, to other devices, so it’s only natural that we’ve started using these other agents to do our writing for us,” says Balasubramaniam.\u003c/p>\n\u003cp>It’s possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that’s crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.\u003c/p>\n\u003cp>Balasubramaniam stresses, however, that we don’t have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It’s the movement that counts, he says, not its final form.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "5 Takeaways on School Segregation 70 Years After Brown v. Board",
"headTitle": "5 Takeaways on School Segregation 70 Years After Brown v. Board | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It was one of the most significant days in the history of the U.S. Supreme Court. On May 17, 1954, the nine justices unanimously ruled in Brown v. Board of Education that schools segregated by race did not provide an equal education. Students could no longer be barred from a school because of the color of their skin. To commemorate the 70th anniversary of the Brown decision, I wanted to look at how far we’ve come in integrating our schools and how far we still have to go. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two sociologists, Sean Reardon at Stanford University and Ann Owens at the University of Southern California, have teamed up to analyze both historical and recent trends. Reardon and Owens were slated to present their analysis at a \u003c/span>\u003ca href=\"https://humsci.stanford.edu/feature/unfinished-legacy-brown-v-board-education-70\">\u003cspan style=\"font-weight: 400\">Stanford University conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on May 6, and they shared their presentation with me in advance. They also expect to launch a new website to display \u003c/span>\u003ca href=\"https://edopportunity.org/segregation/\"> \u003cspan style=\"font-weight: 400\">segregation trends for individual school districts around the country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are five takeaways from their work:\u003c/span>\u003c/p>\n\u003ch3>\u003cb>1. The long view shows progress but a worrying uptick, especially in big cities\u003c/b>\u003c/h3>\n\u003cfigure id=\"attachment_63697\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63697\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-1020x573.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2.png 1023w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not much changed for almost 15 years after the Brown decision. Although Black students had the right to attend another school, the onus was on their families to demand a seat and figure out how to get their child to the school. Many schools remained entirely Black or entirely white.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Desegregation began in earnest in 1968 with a series of court orders, beginning with Virginia’s New Kent County schools. That year, the Supreme Court required the county to abolish its separate Black and white schools and students were reassigned to different schools to integrate them.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This graph above, produced by Reardon and Owens, shows how segregation plummeted across the country between 1968 and 1973. The researchers focused on roughly 500 larger school districts where there were at least 2,500 Black students. That captures nearly two-thirds of all Black students in the nation and avoids clouding the analysis with thousands of small districts of mostly white residents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reardon’s and Owens’s measurement of segregation compares classmates of the average white student with the classmates of the average Black student. For example, in North Carolina’s Charlotte-Mecklenburg district, the average white student in 1968 attended a school where 90% of his peers were white and only 10% were Black. The average Black student attended a school where 76% of his peers were Black and 24% were white. Reardon and Owens then calculated the gap in exposure to each race. White students had 90% white classmates while Black students had 24% white classmates. The difference was 66 percentage points. On the flip side, Black students had 76% Black classmates while white students had 10% Black classmates. Again, the difference was 66 percentage points, which translates to 0.66 on the segregation index.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in 1973, after court-ordered desegregation went into effect, the average white student attended a school that was 69% white and 31% Black. The average Black student attended a school that was 34% Black and 66% white. In five short years, the racial exposure gap fell from 66 percentage points to 3 percentage points. Schools reflected Charlotte-Mecklenburg’s demographics. In the graph above, Reardon and Owens averaged the segregation index figures for all 533 districts with substantial Black populations. That’s what each dot represents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the early 1990s, this measure of segregation began to creep up again, as depicted by the red tail in the graph above. Owens calls it a “slow and steady uptick” in contrast to the drastic decline in segregation after 1968. Segregation has not bounced back or returned to pre-Brown levels. “There’s a misconception that segregation is worse than ever,” Reardon said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the red line from 1990 to the present looks nearly flat, when you zoom in on it, you can see that Black-white segregation grew by 25% between 1991 and 2019. During the pandemic, segregation declined slightly again.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63695\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63695\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Detailed view of the red line segment in the chart above, “Average White-Black Segregation, 1968-2022.” Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important to emphasize that these Black-white segregation levels are tiny compared with the degree of segregation in the late 1960s. A 25% increase can seem like a lot, but it’s less than 4 percentage points.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s big enough that it makes me worried,” said Owens. “Now is the moment to keep an eye on this. If it continues in this direction, it would take a long time to get back up to Brown. But let’s not let it keep going up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even more troubling is the fact that segregation increased substantially if you zero in on the nation’s biggest cities. White-Black segregation in the largest 100 school districts increased by 64% from 1988 to 2019, Owens and Reardon calculated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63696\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63696\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-800x864.png\" alt=\"\" width=\"800\" height=\"864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-800x864.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-160x173.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-768x830.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3.png 848w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>2. School choice plays a role in recent segregation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why is segregation creeping back up again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The expiration of court orders that mandated school integration and the expansion of school choice policies, including the rapid growth of charter schools, explains all of the increase in segregation from 2000 onward, said Reardon. Over 200 medium-sized and large districts were released from desegregation court orders from 1991 to 2009, and racial school segregation in these districts gradually increased in the years afterward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School choice, however, appears to be the dominant force. More than half of the increase in segregation in the 2000s can be attributed to the rise of charter schools, whose numbers began to increase rapidly in the late 1990s. In many cases, either white or Black families flocked to different charter schools, leaving behind a less diverse student body in traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason for the rise in segregation in the 1990s before the number of charter schools soared is harder to understand. Owens speculates that other school choice policies, such as the option to attend any public school within a district or the creation of new magnet schools, may have played a role, but she doesn’t have the data to prove that. White gentrification of cities in the 1990s could also be a factor, she said, as the white newcomers favored a small set of schools or sent their children to private schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We might just be catching a moment where there’s been an influx of one group before the other group leaves,” said Owens. “It’s hard to say how the numbers will look 10 years from now.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>3. It’s important to disentangle demographic shifts from segregation increases\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a popular narrative that segregation has increased because Black students are more likely to attend school with other students who are not white, especially Hispanic students. But Reardon and Owens say this analysis conflates demographic shifts in the U.S. population with segregation. The share of Hispanic students in U.S. schools now approaches\u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge/racial-ethnic-enrollment\">\u003cspan style=\"font-weight: 400\">30%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone is attending schools with more Hispanic classmates. White students, who used to represent\u003c/span>\u003ca href=\"https://www.census.gov/content/dam/Census/library/publications/1971/demo/p20-222.pdf\">\u003cspan style=\"font-weight: 400\">85%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the U.S. student population in 1970, now make up less than half.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63693\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63693\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-800x451.png\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-1020x575.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The blue line in the graph above shows how the classmates of the average Black, Hispanic or Native American student have increased from about 55% Black, Hispanic and Native American students in the early 1970s to nearly 80% Black, Hispanic and Native American students today. That means that the average student who is not white is attending a school that is overwhelmingly made up of students who are not white.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But look at how the red line, which depicts white students, is following the same path. The average white student is attending a school that moved from 35% students who are not white in the 1970s to nearly 70% students who are not white today. “It’s entirely driven by Hispanic students,” said Owens. “Even the ‘white’ schools in L.A. are 40% Hispanic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I dug into U.S. Department of Education data to show how extremely segregated schools have become less common. The percentage of Black students attending a school that is \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d23/tables/dt23_216.55.asp\">\u003cspan style=\"font-weight: 400\">90% or more Black fell from 23% in 2000 to 10% in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Only 1 in 10 Black students attends an all-Black or a nearly all-Black school. Meanwhile, the percentage of white students attending a school that is 90% or more white fell from 44% to 14% during this same time period. That’s 1 in 7. Far fewer Black or white students are learning in schools that are almost entirely made up of students of their same race.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63694\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-800x561.png\" alt=\"\" width=\"800\" height=\"561\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-800x561.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-1020x715.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-160x112.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-768x539.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, the percentage of Black students attending a school where 90% of students are not white grew from \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d23/tables/dt23_216.50.asp\">\u003cspan style=\"font-weight: 400\">37% in 2000 to 40% in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But notice the sharp growth of Hispanic students during this period. They went from 7.6 million (fewer than the number of Black students) to more than 13.9 million (almost double the number of Black students).\u003c/span>\u003c/p>\n\u003ch3>4. \u003cb>Most segregation falls across school district boundaries\u003c/b>\u003c/h3>\n\u003cfigure id=\"attachment_63698\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63698\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-800x451.png\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1020x575.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This bar chart shows how schools are segregated for two reasons. One is that people of different races live on opposite sides of school district lines. Detroit is an extreme example. The \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/Screen-Shot-2024-05-03-at-7.40.56-AM.png\">\u003cspan style=\"font-weight: 400\">city schools are dominated by Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, the Detroit suburbs, which operate independent school systems, are dominated by white students. Almost all the segregation is because people of different races live in different districts. Meanwhile, in the Charlotte, North Carolina, metropolitan area, over half of the segregation reflects the uneven distribution of students within school districts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nationally, 60% of the segregation occurs because of the Detroit scenario: People live across administrative borders, Reardon and Owens calculated. Still, 40% of current segregation is within administrative borders that policymakers can control.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>5. Residential segregation is decreasing\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">People often say there’s little that can be done about school segregation until we integrate neighborhoods. I was surprised to learn that residential segregation has been declining over the past 30 years, according to Reardon’s and Owens’s analysis of census tracts. More Black and white people live in proximity to each other. And yet, at the same time, school segregation is getting worse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All this matters, Reardon said, because kids are learning at different rates in more segregated systems. “We know that more integrated schools provide more equal educational opportunities,” he said. “The things we’re doing with our school systems are making segregation worse.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reardon recommends more reforms to housing policy to integrate neighborhoods and more “guard rails” on school choice systems so that they cannot be allowed to produce highly segregated schools. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-5-takeaways-segregation-70-years-after-brown/\">\u003ci>\u003cspan style=\"font-weight: 400\">segregation in schools today\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It was one of the most significant days in the history of the U.S. Supreme Court. On May 17, 1954, the nine justices unanimously ruled in Brown v. Board of Education that schools segregated by race did not provide an equal education. Students could no longer be barred from a school because of the color of their skin. To commemorate the 70th anniversary of the Brown decision, I wanted to look at how far we’ve come in integrating our schools and how far we still have to go. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two sociologists, Sean Reardon at Stanford University and Ann Owens at the University of Southern California, have teamed up to analyze both historical and recent trends. Reardon and Owens were slated to present their analysis at a \u003c/span>\u003ca href=\"https://humsci.stanford.edu/feature/unfinished-legacy-brown-v-board-education-70\">\u003cspan style=\"font-weight: 400\">Stanford University conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on May 6, and they shared their presentation with me in advance. They also expect to launch a new website to display \u003c/span>\u003ca href=\"https://edopportunity.org/segregation/\"> \u003cspan style=\"font-weight: 400\">segregation trends for individual school districts around the country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are five takeaways from their work:\u003c/span>\u003c/p>\n\u003ch3>\u003cb>1. The long view shows progress but a worrying uptick, especially in big cities\u003c/b>\u003c/h3>\n\u003cfigure id=\"attachment_63697\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63697\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-1020x573.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image2.png 1023w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not much changed for almost 15 years after the Brown decision. Although Black students had the right to attend another school, the onus was on their families to demand a seat and figure out how to get their child to the school. Many schools remained entirely Black or entirely white.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Desegregation began in earnest in 1968 with a series of court orders, beginning with Virginia’s New Kent County schools. That year, the Supreme Court required the county to abolish its separate Black and white schools and students were reassigned to different schools to integrate them.\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\">This graph above, produced by Reardon and Owens, shows how segregation plummeted across the country between 1968 and 1973. The researchers focused on roughly 500 larger school districts where there were at least 2,500 Black students. That captures nearly two-thirds of all Black students in the nation and avoids clouding the analysis with thousands of small districts of mostly white residents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reardon’s and Owens’s measurement of segregation compares classmates of the average white student with the classmates of the average Black student. For example, in North Carolina’s Charlotte-Mecklenburg district, the average white student in 1968 attended a school where 90% of his peers were white and only 10% were Black. The average Black student attended a school where 76% of his peers were Black and 24% were white. Reardon and Owens then calculated the gap in exposure to each race. White students had 90% white classmates while Black students had 24% white classmates. The difference was 66 percentage points. On the flip side, Black students had 76% Black classmates while white students had 10% Black classmates. Again, the difference was 66 percentage points, which translates to 0.66 on the segregation index.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in 1973, after court-ordered desegregation went into effect, the average white student attended a school that was 69% white and 31% Black. The average Black student attended a school that was 34% Black and 66% white. In five short years, the racial exposure gap fell from 66 percentage points to 3 percentage points. Schools reflected Charlotte-Mecklenburg’s demographics. In the graph above, Reardon and Owens averaged the segregation index figures for all 533 districts with substantial Black populations. That’s what each dot represents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the early 1990s, this measure of segregation began to creep up again, as depicted by the red tail in the graph above. Owens calls it a “slow and steady uptick” in contrast to the drastic decline in segregation after 1968. Segregation has not bounced back or returned to pre-Brown levels. “There’s a misconception that segregation is worse than ever,” Reardon said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the red line from 1990 to the present looks nearly flat, when you zoom in on it, you can see that Black-white segregation grew by 25% between 1991 and 2019. During the pandemic, segregation declined slightly again.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63695\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63695\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-800x450.png\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-1020x574.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image4.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Detailed view of the red line segment in the chart above, “Average White-Black Segregation, 1968-2022.” Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important to emphasize that these Black-white segregation levels are tiny compared with the degree of segregation in the late 1960s. A 25% increase can seem like a lot, but it’s less than 4 percentage points.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s big enough that it makes me worried,” said Owens. “Now is the moment to keep an eye on this. If it continues in this direction, it would take a long time to get back up to Brown. But let’s not let it keep going up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even more troubling is the fact that segregation increased substantially if you zero in on the nation’s biggest cities. White-Black segregation in the largest 100 school districts increased by 64% from 1988 to 2019, Owens and Reardon calculated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63696\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63696\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-800x864.png\" alt=\"\" width=\"800\" height=\"864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-800x864.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-160x173.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3-768x830.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image3.png 848w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>2. School choice plays a role in recent segregation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why is segregation creeping back up again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The expiration of court orders that mandated school integration and the expansion of school choice policies, including the rapid growth of charter schools, explains all of the increase in segregation from 2000 onward, said Reardon. Over 200 medium-sized and large districts were released from desegregation court orders from 1991 to 2009, and racial school segregation in these districts gradually increased in the years afterward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School choice, however, appears to be the dominant force. More than half of the increase in segregation in the 2000s can be attributed to the rise of charter schools, whose numbers began to increase rapidly in the late 1990s. In many cases, either white or Black families flocked to different charter schools, leaving behind a less diverse student body in traditional public schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason for the rise in segregation in the 1990s before the number of charter schools soared is harder to understand. Owens speculates that other school choice policies, such as the option to attend any public school within a district or the creation of new magnet schools, may have played a role, but she doesn’t have the data to prove that. White gentrification of cities in the 1990s could also be a factor, she said, as the white newcomers favored a small set of schools or sent their children to private schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We might just be catching a moment where there’s been an influx of one group before the other group leaves,” said Owens. “It’s hard to say how the numbers will look 10 years from now.”\u003c/span>\u003c/p>\n\u003ch3>\u003cb>3. It’s important to disentangle demographic shifts from segregation increases\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a popular narrative that segregation has increased because Black students are more likely to attend school with other students who are not white, especially Hispanic students. But Reardon and Owens say this analysis conflates demographic shifts in the U.S. population with segregation. The share of Hispanic students in U.S. schools now approaches\u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge/racial-ethnic-enrollment\">\u003cspan style=\"font-weight: 400\">30%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone is attending schools with more Hispanic classmates. White students, who used to represent\u003c/span>\u003ca href=\"https://www.census.gov/content/dam/Census/library/publications/1971/demo/p20-222.pdf\">\u003cspan style=\"font-weight: 400\">85%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the U.S. student population in 1970, now make up less than half.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63693\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63693\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-800x451.png\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-1020x575.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6-768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image6.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The blue line in the graph above shows how the classmates of the average Black, Hispanic or Native American student have increased from about 55% Black, Hispanic and Native American students in the early 1970s to nearly 80% Black, Hispanic and Native American students today. That means that the average student who is not white is attending a school that is overwhelmingly made up of students who are not white.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But look at how the red line, which depicts white students, is following the same path. The average white student is attending a school that moved from 35% students who are not white in the 1970s to nearly 70% students who are not white today. “It’s entirely driven by Hispanic students,” said Owens. “Even the ‘white’ schools in L.A. are 40% Hispanic.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I dug into U.S. Department of Education data to show how extremely segregated schools have become less common. The percentage of Black students attending a school that is \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d23/tables/dt23_216.55.asp\">\u003cspan style=\"font-weight: 400\">90% or more Black fell from 23% in 2000 to 10% in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Only 1 in 10 Black students attends an all-Black or a nearly all-Black school. Meanwhile, the percentage of white students attending a school that is 90% or more white fell from 44% to 14% during this same time period. That’s 1 in 7. Far fewer Black or white students are learning in schools that are almost entirely made up of students of their same race.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-63694\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-800x561.png\" alt=\"\" width=\"800\" height=\"561\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-800x561.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-1020x715.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-160x112.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5-768x539.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image5.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, the percentage of Black students attending a school where 90% of students are not white grew from \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d23/tables/dt23_216.50.asp\">\u003cspan style=\"font-weight: 400\">37% in 2000 to 40% in 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But notice the sharp growth of Hispanic students during this period. They went from 7.6 million (fewer than the number of Black students) to more than 13.9 million (almost double the number of Black students).\u003c/span>\u003c/p>\n\u003ch3>4. \u003cb>Most segregation falls across school district boundaries\u003c/b>\u003c/h3>\n\u003cfigure id=\"attachment_63698\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63698\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-800x451.png\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-800x451.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1020x575.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-768x433.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: Owens and Reardon, “The state of segregation: 70 years after Brown,” 2024 presentation at Stanford University.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This bar chart shows how schools are segregated for two reasons. One is that people of different races live on opposite sides of school district lines. Detroit is an extreme example. The \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/Screen-Shot-2024-05-03-at-7.40.56-AM.png\">\u003cspan style=\"font-weight: 400\">city schools are dominated by Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, the Detroit suburbs, which operate independent school systems, are dominated by white students. Almost all the segregation is because people of different races live in different districts. Meanwhile, in the Charlotte, North Carolina, metropolitan area, over half of the segregation reflects the uneven distribution of students within school districts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nationally, 60% of the segregation occurs because of the Detroit scenario: People live across administrative borders, Reardon and Owens calculated. Still, 40% of current segregation is within administrative borders that policymakers can control.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>5. Residential segregation is decreasing\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">People often say there’s little that can be done about school segregation until we integrate neighborhoods. I was surprised to learn that residential segregation has been declining over the past 30 years, according to Reardon’s and Owens’s analysis of census tracts. More Black and white people live in proximity to each other. And yet, at the same time, school segregation is getting worse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All this matters, Reardon said, because kids are learning at different rates in more segregated systems. “We know that more integrated schools provide more equal educational opportunities,” he said. “The things we’re doing with our school systems are making segregation worse.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reardon recommends more reforms to housing policy to integrate neighborhoods and more “guard rails” on school choice systems so that they cannot be allowed to produce highly segregated schools. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-5-takeaways-segregation-70-years-after-brown/\">\u003ci>\u003cspan style=\"font-weight: 400\">segregation in schools today\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Do You Counter Misinformation? Critical Thinking Is Step One",
"headTitle": "How Do You Counter Misinformation? Critical Thinking Is Step One | KQED",
"content": "\u003cp>Late last year, in the days before the Slovakian parliamentary elections, two viral audio clips threatened to derail the campaign of a pro-Western, liberal party leader named Michal Šimečka. The first was a clip of Šimečka announcing he wanted to \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087a89db0eac63b8fcc0f5130867d4deb3b37f4a9418edc6c5c2a62a5f2ada1270a6817d015f3e41bab69b04bac19860f6\">double the price\u003c/a> of beer, which, in a nation known for \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600895c26e8fd0fd753e13e10ad46db43ad7479e31273018d065e98bc1cd961da5f6a44248d1c9e9837a12ae342b6d695b3d\">its love\u003c/a> of lagers and pilsners, is not exactly a popular policy position.\u003c/p>\n\u003cp>In a second clip, Šimečka can be heard telling a journalist about his intentions to commit fraud and rig the election. Talk about career suicide, especially for someone known as a champion of liberal democracy.\u003c/p>\n\u003cp>There was, however, just one issue with these audio clips: They were completely fake.\u003c/p>\n\u003cp>The International Press Institute has \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260083bf22bee7b3e8599903090a793e687a7df0e330ce7559fbb5d1968dd5bc19c6c2c96c5fba3d5620e10843eb298261a5e\">called this episode\u003c/a> in Slovakia the first time that AI deepfakes — fake audio clips, images, or videos generated by artificial intelligence — have played a prominent role in a national election. While it’s unclear whether these bogus audio clips were decisive in Slovakia’s electoral contest, the fact is Šimečka’s party lost the election, and \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081fb970fb49a4a7f416eaca1304102b2da385f21606179cbc7bfb57e555bfbe984dbaa8df83dcffe49f870013e76be670\">a pro-Kremlin populist\u003c/a> now leads Slovakia.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260082a48e19514ce92502d18d09fbfa7728fb3fbbf1827dbc62870c86c26683e525708c64abaeb956a71a90fefe0d8e59f86\">a report from the World Economic Forum\u003c/a> found that over 1,400 security experts consider misinformation and disinformation (misinformation created with the intention to mislead) the biggest global risk in the next two years — more dangerous than war, extreme weather events, inflation, and everything else that’s scary. There are a \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c2cf4b094e9e9edbc00c27cc4de92c6f1041fcb2a2faa8ca21863935bd0f37001240db0294b6a999f0f7f42457d3c523\">bevy\u003c/a> of \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600845e1ff703cdcde759d32b02235161a87a12a58a29387957fefed2d580562d9c498fdb995dd9b23a9613ded401bf32eeb\">new\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087da8dcbdf767a34332ee028518504bb71bf050116f4a077626bcda7fe5c097fb000b0e94b30a4d4d006a731b68be277b\">books\u003c/a> and a constant stream of \u003ca href=\"https://www.newyorker.com/magazine/2024/04/22/dont-believe-what-theyre-telling-you-about-misinformation?utm_source=npr_newsletter&utm_medium=email&utm_content=20240426&utm_term=9424580&utm_campaign=money&utm_id=43216970&orgid=346&utm_att1=\">articles\u003c/a> that wrestle with this issue. Now even economists are working to figure out how to fight misinformation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In \u003ca href=\"https://www.nber.org/papers/w32367\">a new study\u003c/a>, “Toward an Understanding of the Economics of Misinformation: Evidence from a Demand Side Field Experiment on Critical Thinking,” economists John A. List, Lina M. Ramírez, Julia Seither, Jaime Unda and Beatriz Vallejo conduct a real-world experiment to see whether simple, low-cost \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008f4a83aa5ea9bc65bcd51dc949065e95b7df301c2c55d85c8c4eac1840daebb508ecdf8e1c2243f2100414c024269b178\">nudges\u003c/a> can be effective in helping consumers to reject misinformation. (Side note: List is a groundbreaking empirical economist at the University of Chicago, and he’s \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081be359af959368cc7d2324e9725b41c07ee54cbde0788171d575b78582c50b5f64e0e19349cde4b8b9588cdc16835b94\">a longtime\u003c/a> friend of the \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c52285f80ccc32a26407ec296311f5a3956a673ebc416a2373a8e8e096272ec004955a06b042678441cef2faf2336de0\">show\u003c/a> and \u003ca href=\"https://www.npr.org/sections/money/2019/09/17/761312221/does-it-pay-for-companies-to-do-good\">this\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008b93a8deb8dc83255ff8262baccc904a54589d32542dc0a877a98d3f18e5268bcffc6b6b9e58fe69838021f3a2c450b55\">newsletter\u003c/a>).\u003c/p>\n\u003cp>While most studies have focused on the supply side of misinformation — social media platforms, nefarious suppliers of lies and hoaxes, and so on — these authors say much less attention has been paid to the demand side: increasing our capacity, as individuals, to identify and think critically about the bogus information that we may encounter in our daily lives.\u003c/p>\n\u003ch3>A Real-Life Experiment To Fight Misinformation\u003c/h3>\n\u003cp>The economists conducted their field experiment in the run-up to the 2022 presidential election in Colombia. Like the United States, Colombia is grappling with political polarization. Within a context of extreme tribalism, the authors suggest, truth becomes more disposable and the demand for misinformation rises. People become willing to believe and share anything in their quest for their political tribe to win.\u003c/p>\n\u003cp>To figure out effective ways to lower the demand for misinformation, the economists recruited over 2,000 Colombians to participate in an online experiment. These participants were randomly distributed into four different groups.\u003c/p>\n\u003cp>One group was shown a video demonstrating “how automatic thinking and misperceptions can affect our everyday lives.” The video shows an interaction between two people from politically antagonistic social groups who, before interacting, express negative stereotypes about the other’s group. The video shows a convincing journey of these two people overcoming their differences. Ultimately, they express regret over unthinkingly using stereotypes to dehumanize one another. The video ends by encouraging viewers to question their own biases by “slowing down” their thinking and thinking more critically.\u003c/p>\n\u003cp>Another group completed a “a personality test that shows them their cognitive traits and how this makes them prone to behavioral biases.” The basic idea is they see their biases in action and become more self-aware and critical of them, thereby decreasing their demand for misinformation.\u003c/p>\n\u003cp>A third group both watched the video and took the personality test.\u003c/p>\n\u003cp>Finally, there was a control group, which neither watched the video nor took the personality test.\u003c/p>\n\u003cp>To gauge whether these nudges get participants to be more critical of misinformation, each group was shown a series of headlines, some completely fake and some real. Some of these headlines leaned left, others leaned right, and some were politically neutral. The participants were then asked to determine whether these headlines were fake. In addition, the participants were shown two untrue tweets, one political and one not. They were asked whether they were truthful and whether they would report either to social media moderators as misinformation.\u003c/p>\n\u003ch3>What They Found\u003c/h3>\n\u003cp>The economists find that the simple intervention of showing a short video of people from politically antagonistic backgrounds getting along inspires viewers to be more skeptical of and less susceptible to misinformation. They find that participants who watch the video are over 30 percent less likely to “consider fake news reliable.” At the same time, the video did little to encourage viewers to report fake tweets as misinformation.\u003c/p>\n\u003cp>Meanwhile, the researchers find that the personality test, which forces participants to confront their own biases, has little or no effect on their propensity to believe or reject fake news. It turns out being called out on our lizard brain tribalism and other biases doesn’t necessarily improve our thinking.\u003c/p>\n\u003cp>In a concerning twist, the economists found that participants who both took the test and watched the video became so skeptical that they were about 31 percent less likely to view true headlines as reliable. In other words, they became so distrustful that even the truth became suspect. As has become increasingly clear, this is a danger in the new world of deepfakes: not only do they make people believe untrue things, they also may make people so disoriented that they don’t believe true things.\u003c/p>\n\u003cp>As for why the videos are successful in helping to fight misinformation, the researchers suggest that it’s because they encourage people to stop dehumanizing their political opponents, think more critically, and be less willing to accept bogus narratives even when it bolsters their political beliefs or goals. Often — in a sort of kumbaya way — centrist political leaders encourage us to recognize our commonalities as fellow countrymen and work together across partisan lines. It turns out that may also help us sharpen our thinking skills and improve our ability to recognize and reject misinformation.\u003c/p>\n\u003ch3>Critical Thinking In The Age Of AI\u003c/h3>\n\u003cp>Of course, this study was conducted back in 2022. Back then, misinformation, for the most part, was pretty low-tech. Misinformation may now be getting turbocharged with the rapid proliferation and advancement of artificial intelligence.\u003c/p>\n\u003cp>List and his colleagues are far from the first scholars to suggest that helping us become more critical thinkers is an effective way to combat misinformation. University of Cambridge psychologist Sander van der Linden has done a lot of work in the realm of what’s known as “psychological inoculation,” basically getting people to recognize how and why we’re susceptible to misinformation as a way to make us less likely to believe it when we encounter it. He’s the author of a new book called \u003cem>Foolproof: Why Misinformation Infects Our Minds and How to Build Immunity\u003c/em>. Drawing an analogy to how vaccinations work, Van der Linden advocates exposing people to misinformation and showing how it’s false as a way to help them spot and to reject misinformation in the wild. He calls it “prebunking” (as in debunking something before it happens).\u003c/p>\n\u003cp>Of course, especially with the advent of AI deepfakes, misinformation cannot only be combated on the demand side. Social media platforms, AI companies, and the government will all likely have to play an important role. There’s clearly a long way to go to overcoming this problem, but we have recently seen some progress. For example, OpenAI \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c426eb3a733ce8af2b5c756a99d4bc1e0753b552cf80f96c6573978840b10d8503227be548ef8309530f245539742cd0\">recently began\u003c/a> “watermarking” AI-generated images that their software produces to help people spot pictures that aren’t real. And the federal government \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260080770c41cc2349c4ea39494ab90e5e9f80ddbf8247f7ed6c87a5a5a6b4532d11e629551d0c4e8c8514269613c8e9c3969\">recently encouraged four companies\u003c/a> to create new technologies to help people distinguish between authentic human speech and AI deepfakes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This new world where the truth is harder to believe may be pretty scary. But, as this new study suggests, nudges and incentives to get us to slow our thinking, think more critically, and be less tribal could be an important part of the solution.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Late last year, in the days before the Slovakian parliamentary elections, two viral audio clips threatened to derail the campaign of a pro-Western, liberal party leader named Michal Šimečka. The first was a clip of Šimečka announcing he wanted to \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087a89db0eac63b8fcc0f5130867d4deb3b37f4a9418edc6c5c2a62a5f2ada1270a6817d015f3e41bab69b04bac19860f6\">double the price\u003c/a> of beer, which, in a nation known for \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600895c26e8fd0fd753e13e10ad46db43ad7479e31273018d065e98bc1cd961da5f6a44248d1c9e9837a12ae342b6d695b3d\">its love\u003c/a> of lagers and pilsners, is not exactly a popular policy position.\u003c/p>\n\u003cp>In a second clip, Šimečka can be heard telling a journalist about his intentions to commit fraud and rig the election. Talk about career suicide, especially for someone known as a champion of liberal democracy.\u003c/p>\n\u003cp>There was, however, just one issue with these audio clips: They were completely fake.\u003c/p>\n\u003cp>The International Press Institute has \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260083bf22bee7b3e8599903090a793e687a7df0e330ce7559fbb5d1968dd5bc19c6c2c96c5fba3d5620e10843eb298261a5e\">called this episode\u003c/a> in Slovakia the first time that AI deepfakes — fake audio clips, images, or videos generated by artificial intelligence — have played a prominent role in a national election. While it’s unclear whether these bogus audio clips were decisive in Slovakia’s electoral contest, the fact is Šimečka’s party lost the election, and \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081fb970fb49a4a7f416eaca1304102b2da385f21606179cbc7bfb57e555bfbe984dbaa8df83dcffe49f870013e76be670\">a pro-Kremlin populist\u003c/a> now leads Slovakia.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260082a48e19514ce92502d18d09fbfa7728fb3fbbf1827dbc62870c86c26683e525708c64abaeb956a71a90fefe0d8e59f86\">a report from the World Economic Forum\u003c/a> found that over 1,400 security experts consider misinformation and disinformation (misinformation created with the intention to mislead) the biggest global risk in the next two years — more dangerous than war, extreme weather events, inflation, and everything else that’s scary. There are a \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c2cf4b094e9e9edbc00c27cc4de92c6f1041fcb2a2faa8ca21863935bd0f37001240db0294b6a999f0f7f42457d3c523\">bevy\u003c/a> of \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600845e1ff703cdcde759d32b02235161a87a12a58a29387957fefed2d580562d9c498fdb995dd9b23a9613ded401bf32eeb\">new\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087da8dcbdf767a34332ee028518504bb71bf050116f4a077626bcda7fe5c097fb000b0e94b30a4d4d006a731b68be277b\">books\u003c/a> and a constant stream of \u003ca href=\"https://www.newyorker.com/magazine/2024/04/22/dont-believe-what-theyre-telling-you-about-misinformation?utm_source=npr_newsletter&utm_medium=email&utm_content=20240426&utm_term=9424580&utm_campaign=money&utm_id=43216970&orgid=346&utm_att1=\">articles\u003c/a> that wrestle with this issue. Now even economists are working to figure out how to fight misinformation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In \u003ca href=\"https://www.nber.org/papers/w32367\">a new study\u003c/a>, “Toward an Understanding of the Economics of Misinformation: Evidence from a Demand Side Field Experiment on Critical Thinking,” economists John A. List, Lina M. Ramírez, Julia Seither, Jaime Unda and Beatriz Vallejo conduct a real-world experiment to see whether simple, low-cost \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008f4a83aa5ea9bc65bcd51dc949065e95b7df301c2c55d85c8c4eac1840daebb508ecdf8e1c2243f2100414c024269b178\">nudges\u003c/a> can be effective in helping consumers to reject misinformation. (Side note: List is a groundbreaking empirical economist at the University of Chicago, and he’s \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081be359af959368cc7d2324e9725b41c07ee54cbde0788171d575b78582c50b5f64e0e19349cde4b8b9588cdc16835b94\">a longtime\u003c/a> friend of the \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c52285f80ccc32a26407ec296311f5a3956a673ebc416a2373a8e8e096272ec004955a06b042678441cef2faf2336de0\">show\u003c/a> and \u003ca href=\"https://www.npr.org/sections/money/2019/09/17/761312221/does-it-pay-for-companies-to-do-good\">this\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008b93a8deb8dc83255ff8262baccc904a54589d32542dc0a877a98d3f18e5268bcffc6b6b9e58fe69838021f3a2c450b55\">newsletter\u003c/a>).\u003c/p>\n\u003cp>While most studies have focused on the supply side of misinformation — social media platforms, nefarious suppliers of lies and hoaxes, and so on — these authors say much less attention has been paid to the demand side: increasing our capacity, as individuals, to identify and think critically about the bogus information that we may encounter in our daily lives.\u003c/p>\n\u003ch3>A Real-Life Experiment To Fight Misinformation\u003c/h3>\n\u003cp>The economists conducted their field experiment in the run-up to the 2022 presidential election in Colombia. Like the United States, Colombia is grappling with political polarization. Within a context of extreme tribalism, the authors suggest, truth becomes more disposable and the demand for misinformation rises. People become willing to believe and share anything in their quest for their political tribe to win.\u003c/p>\n\u003cp>To figure out effective ways to lower the demand for misinformation, the economists recruited over 2,000 Colombians to participate in an online experiment. These participants were randomly distributed into four different groups.\u003c/p>\n\u003cp>One group was shown a video demonstrating “how automatic thinking and misperceptions can affect our everyday lives.” The video shows an interaction between two people from politically antagonistic social groups who, before interacting, express negative stereotypes about the other’s group. The video shows a convincing journey of these two people overcoming their differences. Ultimately, they express regret over unthinkingly using stereotypes to dehumanize one another. The video ends by encouraging viewers to question their own biases by “slowing down” their thinking and thinking more critically.\u003c/p>\n\u003cp>Another group completed a “a personality test that shows them their cognitive traits and how this makes them prone to behavioral biases.” The basic idea is they see their biases in action and become more self-aware and critical of them, thereby decreasing their demand for misinformation.\u003c/p>\n\u003cp>A third group both watched the video and took the personality test.\u003c/p>\n\u003cp>Finally, there was a control group, which neither watched the video nor took the personality test.\u003c/p>\n\u003cp>To gauge whether these nudges get participants to be more critical of misinformation, each group was shown a series of headlines, some completely fake and some real. Some of these headlines leaned left, others leaned right, and some were politically neutral. The participants were then asked to determine whether these headlines were fake. In addition, the participants were shown two untrue tweets, one political and one not. They were asked whether they were truthful and whether they would report either to social media moderators as misinformation.\u003c/p>\n\u003ch3>What They Found\u003c/h3>\n\u003cp>The economists find that the simple intervention of showing a short video of people from politically antagonistic backgrounds getting along inspires viewers to be more skeptical of and less susceptible to misinformation. They find that participants who watch the video are over 30 percent less likely to “consider fake news reliable.” At the same time, the video did little to encourage viewers to report fake tweets as misinformation.\u003c/p>\n\u003cp>Meanwhile, the researchers find that the personality test, which forces participants to confront their own biases, has little or no effect on their propensity to believe or reject fake news. It turns out being called out on our lizard brain tribalism and other biases doesn’t necessarily improve our thinking.\u003c/p>\n\u003cp>In a concerning twist, the economists found that participants who both took the test and watched the video became so skeptical that they were about 31 percent less likely to view true headlines as reliable. In other words, they became so distrustful that even the truth became suspect. As has become increasingly clear, this is a danger in the new world of deepfakes: not only do they make people believe untrue things, they also may make people so disoriented that they don’t believe true things.\u003c/p>\n\u003cp>As for why the videos are successful in helping to fight misinformation, the researchers suggest that it’s because they encourage people to stop dehumanizing their political opponents, think more critically, and be less willing to accept bogus narratives even when it bolsters their political beliefs or goals. Often — in a sort of kumbaya way — centrist political leaders encourage us to recognize our commonalities as fellow countrymen and work together across partisan lines. It turns out that may also help us sharpen our thinking skills and improve our ability to recognize and reject misinformation.\u003c/p>\n\u003ch3>Critical Thinking In The Age Of AI\u003c/h3>\n\u003cp>Of course, this study was conducted back in 2022. Back then, misinformation, for the most part, was pretty low-tech. Misinformation may now be getting turbocharged with the rapid proliferation and advancement of artificial intelligence.\u003c/p>\n\u003cp>List and his colleagues are far from the first scholars to suggest that helping us become more critical thinkers is an effective way to combat misinformation. University of Cambridge psychologist Sander van der Linden has done a lot of work in the realm of what’s known as “psychological inoculation,” basically getting people to recognize how and why we’re susceptible to misinformation as a way to make us less likely to believe it when we encounter it. He’s the author of a new book called \u003cem>Foolproof: Why Misinformation Infects Our Minds and How to Build Immunity\u003c/em>. Drawing an analogy to how vaccinations work, Van der Linden advocates exposing people to misinformation and showing how it’s false as a way to help them spot and to reject misinformation in the wild. He calls it “prebunking” (as in debunking something before it happens).\u003c/p>\n\u003cp>Of course, especially with the advent of AI deepfakes, misinformation cannot only be combated on the demand side. Social media platforms, AI companies, and the government will all likely have to play an important role. There’s clearly a long way to go to overcoming this problem, but we have recently seen some progress. For example, OpenAI \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c426eb3a733ce8af2b5c756a99d4bc1e0753b552cf80f96c6573978840b10d8503227be548ef8309530f245539742cd0\">recently began\u003c/a> “watermarking” AI-generated images that their software produces to help people spot pictures that aren’t real. And the federal government \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260080770c41cc2349c4ea39494ab90e5e9f80ddbf8247f7ed6c87a5a5a6b4532d11e629551d0c4e8c8514269613c8e9c3969\">recently encouraged four companies\u003c/a> to create new technologies to help people distinguish between authentic human speech and AI deepfakes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This new world where the truth is harder to believe may be pretty scary. But, as this new study suggests, nudges and incentives to get us to slow our thinking, think more critically, and be less tribal could be an important part of the solution.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/The-Path-to-Purpose/William-Damon/9781416537243\">\u003cspan style=\"font-weight: 400\">Having a purpose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> comes with benefits, according to \u003ca href=\"https://twitter.com/heathermalin\">Heather Malin\u003c/a>, a consultant and former director of research at the \u003c/span>\u003ca href=\"https://coa.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford Center on Adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise, Malin said during a talk at the recent \u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference. The most purposeful people have many intentions, she said. “They seem to get boundless energy from having a lot of \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\">meaningful intentions\u003c/a> for their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can schools tap into the \u003ca href=\"https://www.kqed.org/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose\">power of purpose\u003c/a>? Malin pointed to her purpose learning framework, a four-part set of recommendations for educators, distilled from her work at Stanford, as well as the work of the \u003c/span>\u003ca href=\"https://openfutureinstitute.org/\">\u003cspan style=\"font-weight: 400\">Open Future Institute’s QUESTion Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other research rooted in purpose learning. According to Malin, purpose learning helps students explore and connect with their deeper whys. This approach provides “space at school for students to discover who they are, what they want in life, and how they want to be in the world,” she said. In some of her research that is not yet published, alumni of purpose learning programs have reported improved relationships with teachers and peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin identified three dimensions of purpose that teachers can help students explore:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized and meaningful intention\u003c/b>\u003cspan style=\"font-weight: 400\"> – This involves the student’s understanding of who they want to be in the world and informs how they set goals.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Beyond-the-self motivation\u003c/b>\u003cspan style=\"font-weight: 400\"> – Engaging students in issues outside their own lived experiences and helping them find ways to contribute empowers them with the skills and mindset to live a purposeful life.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal-directed action\u003c/b>\u003cspan style=\"font-weight: 400\"> – Because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57424/the-two-types-of-independence-growing-tweens-need-to-practice\">\u003cspan style=\"font-weight: 400\">future planning is challenging for teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they need support in learning to set and work toward goals.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teen brains are neurologically wired to \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">seek excitement and new stimuli\u003c/a>. “If we can align school learning activity to that exploratory process, we have a powerful way to motivate teens,” Malin said. Focusing on purpose can do that. “It engages that novelty seeking, risk taking, \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">identity forming\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">social engagement\u003c/a> that are so rewarding for adolescent brains.” \u003c/span>\u003c/p>\n\u003ch2>Step 1: Self-exploration\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in the purpose learning framework is inviting students to self-discovery with questions such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any societal or cultural influences that have shaped your values?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think your family of origins values align with your personal values?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-exploration discussions allow students to \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">foster deeper connections with their peers\u003c/a> and teachers that can allow for deeper learning. “[The students] didn’t realize they had so many shared experiences, challenges, hopes and worries,” she said regarding \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">student feedback\u003c/a> she and her team received during research.\u003c/span>\u003c/p>\n\u003ch2>Step 2: Look outward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prompting students to look outward, the second step of the framework, can help them to define their own sense of purpose. “Self-awareness is important, but it’s meaningless if we have no idea how to connect our inner self to the world beyond ourselves,” said Malin. This process often includes exercises in social awareness and social responsibility, such as interviewing a member of the community. \u003c/span>\u003c/p>\n\u003ch2>Step 3: Future planning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third step of the purpose learning framework is engaging students in forward thinking and future planning. “The mechanics of looking forward, looking to the future with a goal setting and planning approach can be much more challenging for adolescents,” so it’s important that teachers scaffold these forward looking steps for students, said Malin.\u003c/span>\u003c/p>\n\u003ch2>Step 4: Action\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to taking action, the fourth step of Malin’s framework, educators can encourage students to do meaningful work outside the classroom and in their community. Adolescents often feel discouraged from \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\">real-world change making\u003c/a> because of their youth, Malin said. “Teens need \u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">real opportunities\u003c/a> to do things in the world,” and “they need opportunities to reflect on how their actions impact others,” she said. According to Malin, action and well-being are associated with more engaged students, but, “our school system is largely set up to inhibit this kind of real world learning.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin advocates for a less traditional approach to learning that is more aligned to adolescent brains. “If we want to really motivate students in school, we need to be giving them opportunities to have an impact beyond the classroom.” According to Malin, one way to do this is by giving educators opportunities to collaborate and connect. “We’ve found that when teachers have the opportunity to talk about what they’ve experienced, they actually can inspire each other to come up with solutions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin recommended starting a purpose learning approach as early as possible so that students are familiar with the framework by high school. Teachers at the high school level should start “with the understanding that it’s really vulnerable to do this, that students aren’t sure what they’re doing … so you can ease them into it,” Malin said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin emphasized that she sees educators as the experts when incorporating the purpose learning framework into their curriculum. She said some teachers have used advisory periods or elective classes to incorporate the purpose learning framework into an otherwise full curriculum. Others have included the ideas in wide-ranging courses, like health or communications. Another public middle school with a large student population reworked their schedule to include a 15 minute block every day after lunch dedicated to the purpose learning framework. Malin is currently building out a network for educators to exchange resources, information and teaching strategies rooted in purpose learning.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/The-Path-to-Purpose/William-Damon/9781416537243\">\u003cspan style=\"font-weight: 400\">Having a purpose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> comes with benefits, according to \u003ca href=\"https://twitter.com/heathermalin\">Heather Malin\u003c/a>, a consultant and former director of research at the \u003c/span>\u003ca href=\"https://coa.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford Center on Adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise, Malin said during a talk at the recent \u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference. The most purposeful people have many intentions, she said. “They seem to get boundless energy from having a lot of \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\">meaningful intentions\u003c/a> for their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can schools tap into the \u003ca href=\"https://www.kqed.org/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose\">power of purpose\u003c/a>? Malin pointed to her purpose learning framework, a four-part set of recommendations for educators, distilled from her work at Stanford, as well as the work of the \u003c/span>\u003ca href=\"https://openfutureinstitute.org/\">\u003cspan style=\"font-weight: 400\">Open Future Institute’s QUESTion Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other research rooted in purpose learning. According to Malin, purpose learning helps students explore and connect with their deeper whys. This approach provides “space at school for students to discover who they are, what they want in life, and how they want to be in the world,” she said. In some of her research that is not yet published, alumni of purpose learning programs have reported improved relationships with teachers and peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin identified three dimensions of purpose that teachers can help students explore:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized and meaningful intention\u003c/b>\u003cspan style=\"font-weight: 400\"> – This involves the student’s understanding of who they want to be in the world and informs how they set goals.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Beyond-the-self motivation\u003c/b>\u003cspan style=\"font-weight: 400\"> – Engaging students in issues outside their own lived experiences and helping them find ways to contribute empowers them with the skills and mindset to live a purposeful life.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal-directed action\u003c/b>\u003cspan style=\"font-weight: 400\"> – Because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57424/the-two-types-of-independence-growing-tweens-need-to-practice\">\u003cspan style=\"font-weight: 400\">future planning is challenging for teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they need support in learning to set and work toward goals.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teen brains are neurologically wired to \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">seek excitement and new stimuli\u003c/a>. “If we can align school learning activity to that exploratory process, we have a powerful way to motivate teens,” Malin said. Focusing on purpose can do that. “It engages that novelty seeking, risk taking, \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">identity forming\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">social engagement\u003c/a> that are so rewarding for adolescent brains.” \u003c/span>\u003c/p>\n\u003ch2>Step 1: Self-exploration\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in the purpose learning framework is inviting students to self-discovery with questions such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any societal or cultural influences that have shaped your values?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think your family of origins values align with your personal values?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-exploration discussions allow students to \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">foster deeper connections with their peers\u003c/a> and teachers that can allow for deeper learning. “[The students] didn’t realize they had so many shared experiences, challenges, hopes and worries,” she said regarding \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">student feedback\u003c/a> she and her team received during research.\u003c/span>\u003c/p>\n\u003ch2>Step 2: Look outward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prompting students to look outward, the second step of the framework, can help them to define their own sense of purpose. “Self-awareness is important, but it’s meaningless if we have no idea how to connect our inner self to the world beyond ourselves,” said Malin. This process often includes exercises in social awareness and social responsibility, such as interviewing a member of the community. \u003c/span>\u003c/p>\n\u003ch2>Step 3: Future planning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third step of the purpose learning framework is engaging students in forward thinking and future planning. “The mechanics of looking forward, looking to the future with a goal setting and planning approach can be much more challenging for adolescents,” so it’s important that teachers scaffold these forward looking steps for students, said Malin.\u003c/span>\u003c/p>\n\u003ch2>Step 4: Action\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to taking action, the fourth step of Malin’s framework, educators can encourage students to do meaningful work outside the classroom and in their community. Adolescents often feel discouraged from \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\">real-world change making\u003c/a> because of their youth, Malin said. “Teens need \u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">real opportunities\u003c/a> to do things in the world,” and “they need opportunities to reflect on how their actions impact others,” she said. According to Malin, action and well-being are associated with more engaged students, but, “our school system is largely set up to inhibit this kind of real world learning.” \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\">Malin advocates for a less traditional approach to learning that is more aligned to adolescent brains. “If we want to really motivate students in school, we need to be giving them opportunities to have an impact beyond the classroom.” According to Malin, one way to do this is by giving educators opportunities to collaborate and connect. “We’ve found that when teachers have the opportunity to talk about what they’ve experienced, they actually can inspire each other to come up with solutions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin recommended starting a purpose learning approach as early as possible so that students are familiar with the framework by high school. Teachers at the high school level should start “with the understanding that it’s really vulnerable to do this, that students aren’t sure what they’re doing … so you can ease them into it,” Malin said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin emphasized that she sees educators as the experts when incorporating the purpose learning framework into their curriculum. She said some teachers have used advisory periods or elective classes to incorporate the purpose learning framework into an otherwise full curriculum. Others have included the ideas in wide-ranging courses, like health or communications. Another public middle school with a large student population reworked their schedule to include a 15 minute block every day after lunch dedicated to the purpose learning framework. Malin is currently building out a network for educators to exchange resources, information and teaching strategies rooted in purpose learning.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Many Math Teachers Cobble Together Their Own Instructional Materials, a Survey Finds",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Writing lesson plans has traditionally been a big part of a teacher’s job. But this doesn’t mean they should be starting from a blank slate. Ideally, teachers are supposed to base their lessons on the textbooks, worksheets and digital materials that school leaders have spent a lot of time reviewing and selecting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a recent national survey of more than 1,000 math teachers reveals that many are rejecting the materials they should be using and cobbling together their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A surprising number of math teachers, particularly at the high school level, simply said we don’t use the district or school-provided materials, or they claimed they didn’t have any,” said \u003ca href=\"https://crmse.sdsu.edu/members/zahner\">William Zahner\u003c/a>, an associate professor of mathematics at San Diego State University, who \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/04/Mathematics-Teachers-Impressions-of-Instructional-Materials-for-English-Learners_-Results-from-a-National-Survey.pdf\">\u003cspan style=\"font-weight: 400\">presented the survey at the April 2024 annual meeting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the American Educational Research Association in Philadelphia. Students, he said, are often being taught through a “bricolage” of materials that teachers assemble themselves from colleagues and the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I see happening is a lot of math teachers are rewriting a curriculum that has already been written,” said Zahner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey results varied by grade level. More than 75% of elementary school math teachers said they used their school’s recommended materials, but fewer than 50% of high school math teachers said they did. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>Share of math teachers who use their school’s recommended materials\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_63659\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63659\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png\" alt=\"\" width=\"780\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-160x79.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-768x378.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Less than half of high school math teachers reported using their school’s recommended instructional materials. \u003ccite>(Source: Zahner et al, Mathematics Teachers’ Perceptions of Their Instructional Materials for English Learners: Results from a National Survey, presented at AERA 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The do-it-yourself approach has two downsides, Zahner said, both of which affect students. One problem is that it’s time consuming. Time spent finding materials is time not spent giving students feedback, tailoring existing lessons for students or giving students one-to-one tutoring help. The hunt for materials is also exhausting and can lead to teacher burnout, Zahner said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The other problem is that teacher-made materials may sacrifice the thoughtful sequencing of topics planned by curriculum designers. When teachers create or take materials from various sources, it is hard to maintain a “coherent development” of ideas, Zahner explained. Curriculum designers may weave a review of previous concepts to reinforce them even as new ideas are introduced. Teacher-curated materials may be disjointed. Separate research has found that some of the most popular materials that teachers grab from internet sites, such as Teachers Pay Teachers, are \u003c/span>\u003ca href=\"https://hechingerreport.org/most-english-lessons-on-teachers-pay-teachers-and-other-sites-are-mediocre-or-not-worth-using-study-finds/\">\u003cspan style=\"font-weight: 400\">not high quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The national survey was conducted in 2021 by researchers at San Diego State University, including Zahner, who also directs the university’s Center for Research in Mathematics and Science Education, and the English Learners Success Forum, a nonprofit that seeks to improve the quality of instructional materials for English learners. The researchers sought out the views of teachers who worked in school districts where more than 10% of the students were classified as English learners, which is the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners#:~:text=The%20percentage%20of%20public%20school,%2C%20or%204.5%20million%20students).\">\u003cspan style=\"font-weight: 400\">national average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. More than 1,000 math teachers, from kindergarten through 12th grade, responded. On average, 30% of their students were English learners, but some teachers had zero English learners and others had all English learners in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers were asked about the drawbacks of their assigned curriculum for English learners. Many said that their existing materials weren’t connected to their students’ languages and cultures. Others said that the explanations of how to tailor a lesson to an English learner were too general to be useful. Zahner says that teachers have a point and that they need more support in \u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">how to help English learners develop the language of mathematical reasoning and argumentation\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was not clear from this survey whether the desire to accommodate English learners was the primary reason that teachers were putting together their own materials or whether they would have done so anyway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a thousand reasons why this is happening,” said Zahner. One high school teacher in Louisiana who participated in the survey said his students needed a more advanced curriculum. Supervisors inside a school may not like the materials that officials in a central office have chosen. “Sometimes schools have the materials but they’re all hidden in a closet,” Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the midst of a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61581/how-a-debate-over-the-science-of-math-could-reignite-the-math-wars\">\u003cspan style=\"font-weight: 400\">national debate on how best to teach math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this survey is an important reminder of yet another reason why many students aren’t getting the instruction that they need. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-many-high-school-math-teachers-cobble-together-their-own-instructional-materials-from-the-internet-and-elsewhere-a-survey-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">math lessons\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Writing lesson plans has traditionally been a big part of a teacher’s job. But this doesn’t mean they should be starting from a blank slate. Ideally, teachers are supposed to base their lessons on the textbooks, worksheets and digital materials that school leaders have spent a lot of time reviewing and selecting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a recent national survey of more than 1,000 math teachers reveals that many are rejecting the materials they should be using and cobbling together their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A surprising number of math teachers, particularly at the high school level, simply said we don’t use the district or school-provided materials, or they claimed they didn’t have any,” said \u003ca href=\"https://crmse.sdsu.edu/members/zahner\">William Zahner\u003c/a>, an associate professor of mathematics at San Diego State University, who \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/04/Mathematics-Teachers-Impressions-of-Instructional-Materials-for-English-Learners_-Results-from-a-National-Survey.pdf\">\u003cspan style=\"font-weight: 400\">presented the survey at the April 2024 annual meeting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the American Educational Research Association in Philadelphia. Students, he said, are often being taught through a “bricolage” of materials that teachers assemble themselves from colleagues and the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I see happening is a lot of math teachers are rewriting a curriculum that has already been written,” said Zahner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey results varied by grade level. More than 75% of elementary school math teachers said they used their school’s recommended materials, but fewer than 50% of high school math teachers said they did. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>Share of math teachers who use their school’s recommended materials\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_63659\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63659\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png\" alt=\"\" width=\"780\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-160x79.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-768x378.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Less than half of high school math teachers reported using their school’s recommended instructional materials. \u003ccite>(Source: Zahner et al, Mathematics Teachers’ Perceptions of Their Instructional Materials for English Learners: Results from a National Survey, presented at AERA 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The do-it-yourself approach has two downsides, Zahner said, both of which affect students. One problem is that it’s time consuming. Time spent finding materials is time not spent giving students feedback, tailoring existing lessons for students or giving students one-to-one tutoring help. The hunt for materials is also exhausting and can lead to teacher burnout, Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The other problem is that teacher-made materials may sacrifice the thoughtful sequencing of topics planned by curriculum designers. When teachers create or take materials from various sources, it is hard to maintain a “coherent development” of ideas, Zahner explained. Curriculum designers may weave a review of previous concepts to reinforce them even as new ideas are introduced. Teacher-curated materials may be disjointed. Separate research has found that some of the most popular materials that teachers grab from internet sites, such as Teachers Pay Teachers, are \u003c/span>\u003ca href=\"https://hechingerreport.org/most-english-lessons-on-teachers-pay-teachers-and-other-sites-are-mediocre-or-not-worth-using-study-finds/\">\u003cspan style=\"font-weight: 400\">not high quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The national survey was conducted in 2021 by researchers at San Diego State University, including Zahner, who also directs the university’s Center for Research in Mathematics and Science Education, and the English Learners Success Forum, a nonprofit that seeks to improve the quality of instructional materials for English learners. The researchers sought out the views of teachers who worked in school districts where more than 10% of the students were classified as English learners, which is the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners#:~:text=The%20percentage%20of%20public%20school,%2C%20or%204.5%20million%20students).\">\u003cspan style=\"font-weight: 400\">national average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. More than 1,000 math teachers, from kindergarten through 12th grade, responded. On average, 30% of their students were English learners, but some teachers had zero English learners and others had all English learners in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers were asked about the drawbacks of their assigned curriculum for English learners. Many said that their existing materials weren’t connected to their students’ languages and cultures. Others said that the explanations of how to tailor a lesson to an English learner were too general to be useful. Zahner says that teachers have a point and that they need more support in \u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">how to help English learners develop the language of mathematical reasoning and argumentation\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was not clear from this survey whether the desire to accommodate English learners was the primary reason that teachers were putting together their own materials or whether they would have done so anyway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a thousand reasons why this is happening,” said Zahner. One high school teacher in Louisiana who participated in the survey said his students needed a more advanced curriculum. Supervisors inside a school may not like the materials that officials in a central office have chosen. “Sometimes schools have the materials but they’re all hidden in a closet,” Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the midst of a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61581/how-a-debate-over-the-science-of-math-could-reignite-the-math-wars\">\u003cspan style=\"font-weight: 400\">national debate on how best to teach math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this survey is an important reminder of yet another reason why many students aren’t getting the instruction that they need. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-many-high-school-math-teachers-cobble-together-their-own-instructional-materials-from-the-internet-and-elsewhere-a-survey-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">math lessons\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003ca href=\"https://gloriamark.com/attention-span/\">\u003cem>Attention Span\u003c/em>\u003c/a>, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/p>\n\u003cp>Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">In a 2019 study\u003c/a> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades.\u003c/p>\n\u003cp>According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference.\u003c/p>\n\u003cp>In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day.\u003c/p>\n\u003ch2>\u003cstrong>The myth of endless focus\u003c/strong>\u003c/h2>\n\u003cp>According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>The myth of multitasking\u003c/strong>\u003c/h2>\n\u003cp>Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/p>\n\u003ch2>\u003cstrong>The myth of self-discipline\u003c/strong>\u003c/h2>\n\u003cp>The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/p>\n\u003ch2>\u003cstrong>Solutions\u003c/strong>\u003c/h2>\n\u003cp>Mark sees the \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">banning of smartphones\u003c/a> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">broaden and build theory\u003c/a>, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/p>\n\u003cp>According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>During an interview, Mark stressed the importance of the integration of \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy\u003c/a> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003ca href=\"https://gloriamark.com/attention-span/\">\u003cem>Attention Span\u003c/em>\u003c/a>, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/p>\n\u003cp>Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">In a 2019 study\u003c/a> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades.\u003c/p>\n\u003cp>According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference.\u003c/p>\n\u003cp>In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day.\u003c/p>\n\u003ch2>\u003cstrong>The myth of endless focus\u003c/strong>\u003c/h2>\n\u003cp>According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>The myth of multitasking\u003c/strong>\u003c/h2>\n\u003cp>Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/p>\n\u003ch2>\u003cstrong>The myth of self-discipline\u003c/strong>\u003c/h2>\n\u003cp>The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/p>\n\u003ch2>\u003cstrong>Solutions\u003c/strong>\u003c/h2>\n\u003cp>Mark sees the \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">banning of smartphones\u003c/a> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">broaden and build theory\u003c/a>, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/p>\n\u003cp>According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>During an interview, Mark stressed the importance of the integration of \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy\u003c/a> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics",
"headTitle": "Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Jo Boaler is a professor at the Stanford Graduate School of Education with a devoted following of teachers who cheer her call to make math education more exciting. But despite all her fans, she has sparked controversy at nearly every stage of her career. Critics say she misrepresents research to make her case and her ideas actually impede students. Now, with a new book coming out in May, provocatively titled “MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” Boaler is fighting back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a whole effort to shut me down, my research and my writing,” said Boaler. “I see it as a form of knowledge suppression.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academic fights usually don’t make it beyond the ivory tower. But Boaler’s popularity and influence have made her a focal point in the current math wars, which also seem to reflect the broader culture wars. In the last few months, \u003c/span>\u003ca href=\"https://nypost.com/2024/03/22/opinion/dei-math-ed-prof-who-helped-get-algebra-banned-in-frisco-is-accused-of-faulty-research/\">\u003cspan style=\"font-weight: 400\">tabloids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.piratewires.com/p/jo-boaler-misrepresented-citations\">\u003cspan style=\"font-weight: 400\">conservative publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have turned Boaler into something of an education villain who’s captured the attention of \u003c/span>\u003ca href=\"https://twitter.com/elonmusk/status/1770663755149656458\">\u003cspan style=\"font-weight: 400\">Elon Musk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/tedcruz/status/1770659605774786758\">\u003cspan style=\"font-weight: 400\">Texas Sen. Ted Cruz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on social media. Critics have even questioned Boaler’s association with a \u003c/span>\u003ca href=\"https://www.piratewires.com/p/yolande-beckles-scammer-california-education-system\">\u003cspan style=\"font-weight: 400\">former reality tv star\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am the next target,” Boaler said, describing the death threats and abusive email she’s been receiving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This controversy matters on a much larger level because there is a legitimate debate about how math should be taught in American schools. Cognitive science research suggests that students need a lot of practice and memorization to master math. And once students achieve success through practice, this success will motivate them to learn and enjoy math. In other words, success increases motivation at least as much as motivation produces success. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, from Boaler’s perspective, too many students feel like failures in math class and hate the subject. That leaves us with millions of Americans who are innumerate. Nearly 2 out of every 5 eighth graders don’t even have the most basic math skills, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/highlights/mathematics/2022/\">\u003cspan style=\"font-weight: 400\">2022 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAEP). On the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003cspan style=\"font-weight: 400\">Program for International Student Assessment (PISA)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, American 15-year-olds rank toward the bottom of economically advanced nations in math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler draws upon a different body of research about student motivation that looks at the root causes of why students don’t like math based on surveys and interviews. Students who are tracked into low-level classes feel discouraged. Struggling math students often describe feelings of anxiety from timed tests. Many students express frustration that math is just a collection of meaningless procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler seeks to fix these root causes. She advocates for ending tracking by ability in math classes, getting rid of timed tests and starting with conceptual understanding before introducing procedures. Most importantly, she wants to elevate the work that students tackle in math classes with more interesting questions that spark genuine curiosity and encourage students to think and wonder. Her goal is to expose students to the beauty of mathematical thinking as mathematicians enjoy the subject. Whether students actually learn more math the Boaler way is where this dispute centers. In other words, how strong is the evidence base?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest battle over Boaler’s work began with an anonymous complaint published in March by the \u003c/span>\u003ca href=\"https://freebeacon.com/california/san-francisco-cited-this-professor-to-end-8th-grade-algebra-her-research-had-reckless-disregard-for-accuracy-complaint-alleges/\">\u003cspan style=\"font-weight: 400\">Washington Free Beacon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the same conservative website that first surfaced plagiarism accusations against Claudine Gay, the former president of Harvard University. The \u003c/span>\u003ca href=\"https://drive.proton.me/urls/P7BYBG7E6R#VCfOpReAcH9F\">\u003cspan style=\"font-weight: 400\">complaint\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accuses Boaler of a “reckless disregard for accuracy” by misrepresenting research citations 52 times and asks Stanford to discipline Boaler, a full professor with an endowed chair. Stanford has said it’s reviewing the complaint and hasn’t decided whether to open an investigation, according to news reports. Boaler \u003ca href=\"https://joboaler.people.stanford.edu/\">stands by her research\u003c/a> (other than one citation that she says has been fixed) and calls the anonymous complaint “bogus.” \u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">(\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>UPDATE: The Hechinger Report learned after this article was published that Stanford has decided \u003c/i>\u003c/span>\u003ca href=\"https://url.us.m.mimecastprotect.com/s/7e_rCXDM32FOJLk3SkNtc7?domain=stanforddaily.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>not to open an investigation\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>.\u003c/i>\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">)\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They haven’t even got the courage to put their name on accusations like this,” Boaler said. “That tells us something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler first drew fire from critics in 2005, when she presented new \u003c/span>\u003ca href=\"https://nrich.maths.org/content/id/7011/nrich%20paper.pdf\">\u003cspan style=\"font-weight: 400\">research claiming that students at a low-income school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who were behind grade level had outperformed students at higher achieving schools when they were taught in classrooms that combined students of different math achievement levels. The supposed secret sauce was an unusual curriculum that emphasized group work and de-emphasized lectures. Critics disparaged the findings and hounded her to release her data. Math professors at Stanford and Cal State University \u003c/span>\u003ca href=\"https://nonpartisaneducation.org/Review/Articles/v8n1.pdf\">\u003cspan style=\"font-weight: 400\">re-crunched the numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and declared they’d found the opposite result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler, who is originally from England, retreated to an academic post back in the U.K., but returned to Stanford in 2010 with a fighting spirit. She had written a book, “What’s Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject,” which explained to a general audience why challenging, open-ended problems would help more children to embrace math and how the current approach of boring drills and formulas was turning too many kids off. Teachers loved it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler accused her earlier critics of academic \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2012/10/15/stanford-professor-goes-public-attacks-over-her-math-education-research\">\u003cspan style=\"font-weight: 400\">bullying and harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But she didn’t address their legitimate research questions. Instead, she focused on changing classrooms. Tens of thousands of teachers and parents flocked to her 2013 online course on how to teach math. Building on this new fan base, she founded a nonprofit organization at Stanford called youcubed to train teachers, conduct research and spread her gospel. Boaler says a half million teachers now visit youcubed’s website each month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler also saw math as a lever to promote social justice. She lamented that too many low-income Black and Hispanic children were stuck in discouraging, low-level math classes. She advocated for change. In 2014, San Francisco \u003c/span>\u003ca href=\"https://sanfrancisco.granicus.com/player/clip/19433?view_id=47&redirect=true\">\u003cspan style=\"font-weight: 400\">heeded that call\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mixing different achievement levels in middle school classrooms and delaying algebra until ninth grade. Parents, especially in the city’s large Asian community, protested that delaying algebra was holding their children back. Without starting algebra in middle school, it was difficult to progress to high school calculus, an important course for college applications. Parents blamed Boaler, who applauded San Francisco for \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-how-one-city-got-math-right/\">\u003cspan style=\"font-weight: 400\">getting math right\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ten years later, the city is slated to \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-02-14-sfusd-offer-algebra-1-8th-grade-beginning-2024-25-school-year#:~:text=San%20Francisco%20(February%2014%2C%202024,at%20its%20regular%20meeting%20Tuesday.\">\u003cspan style=\"font-weight: 400\">reinstate algebra for eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this fall. Boaler denies any involvement in the unpopular San Francisco reforms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before that math experiment unraveled in San Francisco, California education policymakers tapped Boaler to be one of the lead writers of a new math framework, which would guide math instruction throughout the state. The first draft discouraged tracking children into separate math classes by achievement levels, and proposed delaying algebra until high school. It emphasized “social justice” and suggested that students could take data science instead of advanced algebra in high school. Traditional math proponents worried that the document would water down math instruction in California, hinder advanced students and make it harder to pursue STEM careers. And they were concerned that California’s proposed reforms could spread across the nation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the battle to quash the framework, critics attacked Boaler for trying to institute “\u003c/span>\u003ca href=\"https://blog.independent.org/2023/07/10/californias-flawed-k-12-math-framework/\">\u003cspan style=\"font-weight: 400\">woke\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” mathematics. The battle became personal, with some criticizing her \u003c/span>\u003ca href=\"https://www.oxnardsd.org/site/default.aspx?PageType=3&ModuleInstanceID=16044&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=25705&PageID=10939&Tag=&Comments=true\">\u003cspan style=\"font-weight: 400\">$5,000-an-hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consulting and speaking fees at public schools while sending her own children to private school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also dug into the weeds of the framework document, which is how this also became a research story. A Stanford mathematics professor catalogued a list of what he saw as \u003c/span>\u003ca href=\"https://sites.google.com/view/publiccommentsonthecmf/\">\u003cspan style=\"font-weight: 400\">research misrepresentations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Those citations, together with additional characterizations of research findings throughout Boaler’s writings, eventually grew into the anonymous complaint that’s now at Stanford.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time the most recent complaint against Boaler was lodged, the framework had already been revised in substantial ways. Boaler’s critics had arguably won their main policy battles. College-bound students still need the traditional course sequence and cannot substitute data science for advanced algebra. California’s middle schools will continue to have the option to track children into separate classes and start algebra in eighth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the attacks on Boaler continue. In addition to seeking sanctions from Stanford, her anonymous critics have asked academic journals to pull down her papers, according to Boaler. They’ve written to conference organizers to stop Boaler from speaking and, she says, they’ve told her funders to stop giving money to her. At least one, the Valhalla Foundation, the family foundation of billionaire Scott Cook (co-founder of the software giant Intuit), stopped funding youcubed in 2024. In 2022 and 2023, it gave Boaler’s organization more than $560,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler sees the continued salvos against her as part of the larger right-wing attack on diversity, equity and inclusion, or DEI. She also sees a misogynistic pattern of taking down women who have power in education, such as Claudine Gay. “You’re basically hung, drawn and quartered by the court of Twitter,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From my perch as a journalist who covers education research, I see that Boaler has a tendency to \u003c/span>\u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/march-13th-2019\">\u003cspan style=\"font-weight: 400\">overstate the implications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a narrow study. Sometimes she cites a theory that’s been written about in an academic journal but hasn’t been proven and labels it research. While technically true – most academic writing falls under the broad category of research – that’s not the same as evidence from a well-designed classroom experiment. And she tends not to factor in evidence that runs counter to her views or adjust her views as new studies arise. Some of her numerical claims seem grandiose. For example, she says one of her 18-lesson summer courses raised achievement by \u003c/span>\u003ca href=\"https://www.youcubed.org/pd/\">\u003cspan style=\"font-weight: 400\">2.8 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People have raised questions for a long time about the rigor and the care in which Jo makes claims related to both her own research and others,” said Jon Star, a professor of math education at Harvard Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Star says many other education researchers have done exactly the same, and the “liberties” Boaler takes are common in the field. “That’s not to suggest that taking these liberties is okay,” Star said, “but she is being called out for it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler is getting more scrutiny than her colleagues, he said, because she’s influential, has a large following of devoted teachers and has been involved in policy changes at schools. Many other scholars of math education share Boaler’s views. But Boaler has become the public face of nontraditional teaching ideas in math. And in today’s polarized political climate, that’s a dangerous public face to be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The citation controversy reflects bigger issues with the state of education research. It’s often not as precise as the hard sciences or even social sciences like economics. Academic experts are prone to make wide, sweeping statements. And there are too few studies in real classrooms or randomized controlled trials that could settle some of the big debates. Star argues that \u003c/span>\u003ca href=\"https://pubs.nctm.org/view/journals/jrme/49/1/article-p98.xml\">\u003cspan style=\"font-weight: 400\">more replication studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> could improve the quality of evidence for math instruction. We can’t know which teaching methods are most effective unless the method can be reproduced in different settings with different students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also possible that more research may never settle these big math debates and we may continue to generate conflicting evidence. There’s the real possibility that traditional methods could be more effective for short-term achievement gains, while nontraditional methods might attract more students to the subject, and potentially lead to more creative problem solvers in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if \u003c/span>\u003ca href=\"https://notepad.michaelpershan.com/youcubed-is-more-than-just-sloppy-about-research/\">\u003cspan style=\"font-weight: 400\">Boaler is loose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the details of research studies, she could still be right about the big picture. Maybe advanced students would be better off slowing down on the current racetrack to calculus to learn math with more depth and breadth. Her fun, hands-on approach to math might spark just enough motivation to inspire more kids to do their homework. Might we trade off a bit of short-term math achievement for a greater good of a numerate, civic society?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book, “\u003c/span>\u003ca href=\"https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618\">\u003cspan style=\"font-weight: 400\">MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Boaler is doubling down on her approach to math with a title that seems to encourage inexactitude. She argues that approaching a problem in a “math-ish” way gives students the freedom to take a guess and make mistakes, to step back and think rather than jumping to numerical calculations. Boaler says she’s hearing from teachers that “ish” is far more fun than making estimates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m hoping this book is going to be my salvation,” she said, “that I have something exciting to do and focus on and not focus on the thousands of abusive messages I’m getting.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-stanfords-jo-boaler-book-math-ish-critics/\">\u003ci>\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Jo Boaler is a professor at the Stanford Graduate School of Education with a devoted following of teachers who cheer her call to make math education more exciting. But despite all her fans, she has sparked controversy at nearly every stage of her career. Critics say she misrepresents research to make her case and her ideas actually impede students. Now, with a new book coming out in May, provocatively titled “MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” Boaler is fighting back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a whole effort to shut me down, my research and my writing,” said Boaler. “I see it as a form of knowledge suppression.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academic fights usually don’t make it beyond the ivory tower. But Boaler’s popularity and influence have made her a focal point in the current math wars, which also seem to reflect the broader culture wars. In the last few months, \u003c/span>\u003ca href=\"https://nypost.com/2024/03/22/opinion/dei-math-ed-prof-who-helped-get-algebra-banned-in-frisco-is-accused-of-faulty-research/\">\u003cspan style=\"font-weight: 400\">tabloids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.piratewires.com/p/jo-boaler-misrepresented-citations\">\u003cspan style=\"font-weight: 400\">conservative publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have turned Boaler into something of an education villain who’s captured the attention of \u003c/span>\u003ca href=\"https://twitter.com/elonmusk/status/1770663755149656458\">\u003cspan style=\"font-weight: 400\">Elon Musk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/tedcruz/status/1770659605774786758\">\u003cspan style=\"font-weight: 400\">Texas Sen. Ted Cruz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on social media. Critics have even questioned Boaler’s association with a \u003c/span>\u003ca href=\"https://www.piratewires.com/p/yolande-beckles-scammer-california-education-system\">\u003cspan style=\"font-weight: 400\">former reality tv star\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am the next target,” Boaler said, describing the death threats and abusive email she’s been receiving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This controversy matters on a much larger level because there is a legitimate debate about how math should be taught in American schools. Cognitive science research suggests that students need a lot of practice and memorization to master math. And once students achieve success through practice, this success will motivate them to learn and enjoy math. In other words, success increases motivation at least as much as motivation produces success. \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\">Yet, from Boaler’s perspective, too many students feel like failures in math class and hate the subject. That leaves us with millions of Americans who are innumerate. Nearly 2 out of every 5 eighth graders don’t even have the most basic math skills, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/highlights/mathematics/2022/\">\u003cspan style=\"font-weight: 400\">2022 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAEP). On the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003cspan style=\"font-weight: 400\">Program for International Student Assessment (PISA)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, American 15-year-olds rank toward the bottom of economically advanced nations in math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler draws upon a different body of research about student motivation that looks at the root causes of why students don’t like math based on surveys and interviews. Students who are tracked into low-level classes feel discouraged. Struggling math students often describe feelings of anxiety from timed tests. Many students express frustration that math is just a collection of meaningless procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler seeks to fix these root causes. She advocates for ending tracking by ability in math classes, getting rid of timed tests and starting with conceptual understanding before introducing procedures. Most importantly, she wants to elevate the work that students tackle in math classes with more interesting questions that spark genuine curiosity and encourage students to think and wonder. Her goal is to expose students to the beauty of mathematical thinking as mathematicians enjoy the subject. Whether students actually learn more math the Boaler way is where this dispute centers. In other words, how strong is the evidence base?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest battle over Boaler’s work began with an anonymous complaint published in March by the \u003c/span>\u003ca href=\"https://freebeacon.com/california/san-francisco-cited-this-professor-to-end-8th-grade-algebra-her-research-had-reckless-disregard-for-accuracy-complaint-alleges/\">\u003cspan style=\"font-weight: 400\">Washington Free Beacon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the same conservative website that first surfaced plagiarism accusations against Claudine Gay, the former president of Harvard University. The \u003c/span>\u003ca href=\"https://drive.proton.me/urls/P7BYBG7E6R#VCfOpReAcH9F\">\u003cspan style=\"font-weight: 400\">complaint\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accuses Boaler of a “reckless disregard for accuracy” by misrepresenting research citations 52 times and asks Stanford to discipline Boaler, a full professor with an endowed chair. Stanford has said it’s reviewing the complaint and hasn’t decided whether to open an investigation, according to news reports. Boaler \u003ca href=\"https://joboaler.people.stanford.edu/\">stands by her research\u003c/a> (other than one citation that she says has been fixed) and calls the anonymous complaint “bogus.” \u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">(\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>UPDATE: The Hechinger Report learned after this article was published that Stanford has decided \u003c/i>\u003c/span>\u003ca href=\"https://url.us.m.mimecastprotect.com/s/7e_rCXDM32FOJLk3SkNtc7?domain=stanforddaily.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>not to open an investigation\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>.\u003c/i>\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">)\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They haven’t even got the courage to put their name on accusations like this,” Boaler said. “That tells us something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler first drew fire from critics in 2005, when she presented new \u003c/span>\u003ca href=\"https://nrich.maths.org/content/id/7011/nrich%20paper.pdf\">\u003cspan style=\"font-weight: 400\">research claiming that students at a low-income school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who were behind grade level had outperformed students at higher achieving schools when they were taught in classrooms that combined students of different math achievement levels. The supposed secret sauce was an unusual curriculum that emphasized group work and de-emphasized lectures. Critics disparaged the findings and hounded her to release her data. Math professors at Stanford and Cal State University \u003c/span>\u003ca href=\"https://nonpartisaneducation.org/Review/Articles/v8n1.pdf\">\u003cspan style=\"font-weight: 400\">re-crunched the numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and declared they’d found the opposite result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler, who is originally from England, retreated to an academic post back in the U.K., but returned to Stanford in 2010 with a fighting spirit. She had written a book, “What’s Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject,” which explained to a general audience why challenging, open-ended problems would help more children to embrace math and how the current approach of boring drills and formulas was turning too many kids off. Teachers loved it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler accused her earlier critics of academic \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2012/10/15/stanford-professor-goes-public-attacks-over-her-math-education-research\">\u003cspan style=\"font-weight: 400\">bullying and harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But she didn’t address their legitimate research questions. Instead, she focused on changing classrooms. Tens of thousands of teachers and parents flocked to her 2013 online course on how to teach math. Building on this new fan base, she founded a nonprofit organization at Stanford called youcubed to train teachers, conduct research and spread her gospel. Boaler says a half million teachers now visit youcubed’s website each month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler also saw math as a lever to promote social justice. She lamented that too many low-income Black and Hispanic children were stuck in discouraging, low-level math classes. She advocated for change. In 2014, San Francisco \u003c/span>\u003ca href=\"https://sanfrancisco.granicus.com/player/clip/19433?view_id=47&redirect=true\">\u003cspan style=\"font-weight: 400\">heeded that call\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mixing different achievement levels in middle school classrooms and delaying algebra until ninth grade. Parents, especially in the city’s large Asian community, protested that delaying algebra was holding their children back. Without starting algebra in middle school, it was difficult to progress to high school calculus, an important course for college applications. Parents blamed Boaler, who applauded San Francisco for \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-how-one-city-got-math-right/\">\u003cspan style=\"font-weight: 400\">getting math right\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ten years later, the city is slated to \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-02-14-sfusd-offer-algebra-1-8th-grade-beginning-2024-25-school-year#:~:text=San%20Francisco%20(February%2014%2C%202024,at%20its%20regular%20meeting%20Tuesday.\">\u003cspan style=\"font-weight: 400\">reinstate algebra for eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this fall. Boaler denies any involvement in the unpopular San Francisco reforms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before that math experiment unraveled in San Francisco, California education policymakers tapped Boaler to be one of the lead writers of a new math framework, which would guide math instruction throughout the state. The first draft discouraged tracking children into separate math classes by achievement levels, and proposed delaying algebra until high school. It emphasized “social justice” and suggested that students could take data science instead of advanced algebra in high school. Traditional math proponents worried that the document would water down math instruction in California, hinder advanced students and make it harder to pursue STEM careers. And they were concerned that California’s proposed reforms could spread across the nation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the battle to quash the framework, critics attacked Boaler for trying to institute “\u003c/span>\u003ca href=\"https://blog.independent.org/2023/07/10/californias-flawed-k-12-math-framework/\">\u003cspan style=\"font-weight: 400\">woke\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” mathematics. The battle became personal, with some criticizing her \u003c/span>\u003ca href=\"https://www.oxnardsd.org/site/default.aspx?PageType=3&ModuleInstanceID=16044&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=25705&PageID=10939&Tag=&Comments=true\">\u003cspan style=\"font-weight: 400\">$5,000-an-hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consulting and speaking fees at public schools while sending her own children to private school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also dug into the weeds of the framework document, which is how this also became a research story. A Stanford mathematics professor catalogued a list of what he saw as \u003c/span>\u003ca href=\"https://sites.google.com/view/publiccommentsonthecmf/\">\u003cspan style=\"font-weight: 400\">research misrepresentations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Those citations, together with additional characterizations of research findings throughout Boaler’s writings, eventually grew into the anonymous complaint that’s now at Stanford.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time the most recent complaint against Boaler was lodged, the framework had already been revised in substantial ways. Boaler’s critics had arguably won their main policy battles. College-bound students still need the traditional course sequence and cannot substitute data science for advanced algebra. California’s middle schools will continue to have the option to track children into separate classes and start algebra in eighth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the attacks on Boaler continue. In addition to seeking sanctions from Stanford, her anonymous critics have asked academic journals to pull down her papers, according to Boaler. They’ve written to conference organizers to stop Boaler from speaking and, she says, they’ve told her funders to stop giving money to her. At least one, the Valhalla Foundation, the family foundation of billionaire Scott Cook (co-founder of the software giant Intuit), stopped funding youcubed in 2024. In 2022 and 2023, it gave Boaler’s organization more than $560,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler sees the continued salvos against her as part of the larger right-wing attack on diversity, equity and inclusion, or DEI. She also sees a misogynistic pattern of taking down women who have power in education, such as Claudine Gay. “You’re basically hung, drawn and quartered by the court of Twitter,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From my perch as a journalist who covers education research, I see that Boaler has a tendency to \u003c/span>\u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/march-13th-2019\">\u003cspan style=\"font-weight: 400\">overstate the implications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a narrow study. Sometimes she cites a theory that’s been written about in an academic journal but hasn’t been proven and labels it research. While technically true – most academic writing falls under the broad category of research – that’s not the same as evidence from a well-designed classroom experiment. And she tends not to factor in evidence that runs counter to her views or adjust her views as new studies arise. Some of her numerical claims seem grandiose. For example, she says one of her 18-lesson summer courses raised achievement by \u003c/span>\u003ca href=\"https://www.youcubed.org/pd/\">\u003cspan style=\"font-weight: 400\">2.8 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People have raised questions for a long time about the rigor and the care in which Jo makes claims related to both her own research and others,” said Jon Star, a professor of math education at Harvard Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Star says many other education researchers have done exactly the same, and the “liberties” Boaler takes are common in the field. “That’s not to suggest that taking these liberties is okay,” Star said, “but she is being called out for it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler is getting more scrutiny than her colleagues, he said, because she’s influential, has a large following of devoted teachers and has been involved in policy changes at schools. Many other scholars of math education share Boaler’s views. But Boaler has become the public face of nontraditional teaching ideas in math. And in today’s polarized political climate, that’s a dangerous public face to be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The citation controversy reflects bigger issues with the state of education research. It’s often not as precise as the hard sciences or even social sciences like economics. Academic experts are prone to make wide, sweeping statements. And there are too few studies in real classrooms or randomized controlled trials that could settle some of the big debates. Star argues that \u003c/span>\u003ca href=\"https://pubs.nctm.org/view/journals/jrme/49/1/article-p98.xml\">\u003cspan style=\"font-weight: 400\">more replication studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> could improve the quality of evidence for math instruction. We can’t know which teaching methods are most effective unless the method can be reproduced in different settings with different students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also possible that more research may never settle these big math debates and we may continue to generate conflicting evidence. There’s the real possibility that traditional methods could be more effective for short-term achievement gains, while nontraditional methods might attract more students to the subject, and potentially lead to more creative problem solvers in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if \u003c/span>\u003ca href=\"https://notepad.michaelpershan.com/youcubed-is-more-than-just-sloppy-about-research/\">\u003cspan style=\"font-weight: 400\">Boaler is loose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the details of research studies, she could still be right about the big picture. Maybe advanced students would be better off slowing down on the current racetrack to calculus to learn math with more depth and breadth. Her fun, hands-on approach to math might spark just enough motivation to inspire more kids to do their homework. Might we trade off a bit of short-term math achievement for a greater good of a numerate, civic society?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book, “\u003c/span>\u003ca href=\"https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618\">\u003cspan style=\"font-weight: 400\">MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Boaler is doubling down on her approach to math with a title that seems to encourage inexactitude. She argues that approaching a problem in a “math-ish” way gives students the freedom to take a guess and make mistakes, to step back and think rather than jumping to numerical calculations. Boaler says she’s hearing from teachers that “ish” is far more fun than making estimates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m hoping this book is going to be my salvation,” she said, “that I have something exciting to do and focus on and not focus on the thousands of abusive messages I’m getting.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-stanfords-jo-boaler-book-math-ish-critics/\">\u003ci>\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Every school day, thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct. The Hechinger Report’s investigative team recently took a deep dive into these punishments, based on 20 states for which we were able to obtain data. Our analysis revealed \u003c/span>\u003ca href=\"https://hechingerreport.org/vague-school-rules-at-the-root-of-millions-of-student-suspensions/\">\u003cspan style=\"font-weight: 400\">more than 2.8 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suspensions and expulsions from 2017-18 to 2021-22 under these ambiguous categories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a closer look at some of what we found:\u003c/span>\u003c/p>\n\u003ch2>1. Suspensions for these categories of behavior are incredibly common.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our \u003c/span>\u003ca href=\"https://hechingerreport.org/hechingers-school-discipline-project-how-we-did-it/\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly a third of suspensions and expulsions reported by states was meted out under these types of categories, which also included insubordination, disruptive behavior, and disobedience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Alabama, educators have 56 categories to choose from as justification for student punishment; a full third in our sample were assigned for one of four vague violations. This is what the state calls them: “defiance of authority,” “disorderly conduct — other,” “disruptive demonstrations,” and “disobedience — persistent, willful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In North Carolina, Ohio and Oregon, about half or more of all suspensions were classified in similar categories.\u003c/span>\u003c/p>\n\u003cdiv>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src class=\"OWAAutoLink\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a few reasons why these categories are so widely used. For one, they often capture the low-level infractions that are most common in schools, such as ignoring a teacher’s direction, yelling in class or swearing. By comparison, more clearcut and serious violations, such as those involving weapons or illegal substances, are rarer. They made up only 2% and 9% of the discipline records, respectively. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But experts also say that terms such as disorder or defiance are so broad and subject to interpretation that they can quickly become a catchall. For instance, in Oregon, the umbrella category of disruptive behavior includes insubordination and disorderly conduct, as well as harassment, obscene behavior, minor physical altercations, and “other” rule violations.\u003c/span>\u003c/p>\n\u003ch2>2. Educators classify a huge range of behavior as insubordination or disruption.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of our reporting, we obtained more than 7,000 discipline records from a dozen school districts across eight states to see what specific behavior was leading to suspensions labeled this way. It was a wide range, sometimes even within a single school district. Sometimes students were suspended for behavior as minor as being late to class; others, because they punched someone. And it was all called the same thing, which experts say prevents school discipline decisions from being transparent to students and the greater public. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were some common themes though, behaviors like yelling at peers, throwing things in a classroom or refusing to do work. We developed a list of 15 commonly repeated behaviors and coded about 3,000 incidents by hand, marking whether they described that type of conduct. We used machine learning to analyze the rest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fewer than 15% of cases, students got in trouble for using profanity, or for talking back, or for yelling at school staff. In at least 20% of cases, students refused a direct order and in 6%, they were punished for misusing technology, including being on their cell phones during class or using school computers inappropriately.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Inequities can be even more pronounced in these ambiguous categories. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know from decades of research and federal data collection that \u003c/span>\u003ca href=\"https://hechingerreport.org/disobedience-discipline-and-racial-disparity/\">\u003cspan style=\"font-weight: 400\">Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more likely to be suspended from school than their white peers. In many places, that is especially true when it comes to categories like insubordination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Indiana, for example, Black students were suspended or expelled for defiance at four times the rate of white students on average. In 2021-22, eight Black students received this punishment per 100 students, compared with just two white students. In all other categories, the difference was three times the rate.\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Research suggests that teachers sometimes react to the same behavior differently depending on a child’s race. A \u003c/span>\u003ca href=\"https://edens.berkeley.edu/PDF/2strikes.pdf\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that when teachers were presented with school records describing two instances of misbehavior by a student, teachers felt more troubled when they believed\u003c/span>\u003cspan style=\"font-weight: 400\"> a Black student repeatedly misbehaved rather than a white student.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"%E2%80%9Chttps://flo.uri.sh/visualisation/17094851/embed%E2%80%9D\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “are more likely to be seen as ‘troublemakers’ when they misbehave in some way than their white peers,” said Jason Okonofua, assistant professor at University of California-Berkeley and a co-author of the study. Teachers are usually making quick decisions in situations where they are removing a child from the classroom, he said, and biases tend to “rear their heads” under those circumstances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar disparities exist for \u003c/span>\u003ca href=\"https://hechingerreport.org/students-with-disabilities-often-snared-by-subjective-discipline-rules/\">\u003cspan style=\"font-weight: 400\">students with disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In all states for which we had demographic data, these students were more likely to be suspended for insubordination or disorderly conduct violations than their peers. In many states, those differences were larger than for other suspensions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Suspension rates vary widely within states.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further underscoring how much educator discretion exists in determining when or whether to suspend a student, individual districts report hugely different suspension rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take Georgia, for instance, which allows for students to be punished for disorderly conduct and “student incivility.” In 2021-22, the 3,300-student McDuffie County School System cited these two reasons for suspensions more than 1,250 times, according to state data. That’s nearly 40 times per 100 students. Similarly sized Appling County issued so few suspensions for disorderly conduct and student incivility that the numbers were redacted to protect student privacy. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editors’ note: The Hechinger Report’s\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/remembering-our-friend-and-colleague-fazil-khan/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fazil Khan\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/fazil-khan-internship-fund/\">\u003ci>\u003cspan style=\"font-weight: 400\">internship fund\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-things-a-mountain-of-school-discipline-records-taught-us\">\u003ci>\u003cspan style=\"font-weight: 400\">school discipline data\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Every school day, thousands of students are suspended for vague, subjective reasons, such as defiance and disorderly conduct. The Hechinger Report’s investigative team recently took a deep dive into these punishments, based on 20 states for which we were able to obtain data. Our analysis revealed \u003c/span>\u003ca href=\"https://hechingerreport.org/vague-school-rules-at-the-root-of-millions-of-student-suspensions/\">\u003cspan style=\"font-weight: 400\">more than 2.8 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suspensions and expulsions from 2017-18 to 2021-22 under these ambiguous categories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a closer look at some of what we found:\u003c/span>\u003c/p>\n\u003ch2>1. Suspensions for these categories of behavior are incredibly common.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our \u003c/span>\u003ca href=\"https://hechingerreport.org/hechingers-school-discipline-project-how-we-did-it/\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly a third of suspensions and expulsions reported by states was meted out under these types of categories, which also included insubordination, disruptive behavior, and disobedience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Alabama, educators have 56 categories to choose from as justification for student punishment; a full third in our sample were assigned for one of four vague violations. This is what the state calls them: “defiance of authority,” “disorderly conduct — other,” “disruptive demonstrations,” and “disobedience — persistent, willful.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In North Carolina, Ohio and Oregon, about half or more of all suspensions were classified in similar categories.\u003c/span>\u003c/p>\n\u003cdiv>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src class=\"OWAAutoLink\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are a few reasons why these categories are so widely used. For one, they often capture the low-level infractions that are most common in schools, such as ignoring a teacher’s direction, yelling in class or swearing. By comparison, more clearcut and serious violations, such as those involving weapons or illegal substances, are rarer. They made up only 2% and 9% of the discipline records, respectively. \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\">But experts also say that terms such as disorder or defiance are so broad and subject to interpretation that they can quickly become a catchall. For instance, in Oregon, the umbrella category of disruptive behavior includes insubordination and disorderly conduct, as well as harassment, obscene behavior, minor physical altercations, and “other” rule violations.\u003c/span>\u003c/p>\n\u003ch2>2. Educators classify a huge range of behavior as insubordination or disruption.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of our reporting, we obtained more than 7,000 discipline records from a dozen school districts across eight states to see what specific behavior was leading to suspensions labeled this way. It was a wide range, sometimes even within a single school district. Sometimes students were suspended for behavior as minor as being late to class; others, because they punched someone. And it was all called the same thing, which experts say prevents school discipline decisions from being transparent to students and the greater public. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were some common themes though, behaviors like yelling at peers, throwing things in a classroom or refusing to do work. We developed a list of 15 commonly repeated behaviors and coded about 3,000 incidents by hand, marking whether they described that type of conduct. We used machine learning to analyze the rest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fewer than 15% of cases, students got in trouble for using profanity, or for talking back, or for yelling at school staff. In at least 20% of cases, students refused a direct order and in 6%, they were punished for misusing technology, including being on their cell phones during class or using school computers inappropriately.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Inequities can be even more pronounced in these ambiguous categories. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know from decades of research and federal data collection that \u003c/span>\u003ca href=\"https://hechingerreport.org/disobedience-discipline-and-racial-disparity/\">\u003cspan style=\"font-weight: 400\">Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are more likely to be suspended from school than their white peers. In many places, that is especially true when it comes to categories like insubordination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Indiana, for example, Black students were suspended or expelled for defiance at four times the rate of white students on average. In 2021-22, eight Black students received this punishment per 100 students, compared with just two white students. In all other categories, the difference was three times the rate.\u003c/span>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Research suggests that teachers sometimes react to the same behavior differently depending on a child’s race. A \u003c/span>\u003ca href=\"https://edens.berkeley.edu/PDF/2strikes.pdf\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that when teachers were presented with school records describing two instances of misbehavior by a student, teachers felt more troubled when they believed\u003c/span>\u003cspan style=\"font-weight: 400\"> a Black student repeatedly misbehaved rather than a white student.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"%E2%80%9Chttps://flo.uri.sh/visualisation/17094851/embed%E2%80%9D\" height=\"“800”\" width=\"100%\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They “are more likely to be seen as ‘troublemakers’ when they misbehave in some way than their white peers,” said Jason Okonofua, assistant professor at University of California-Berkeley and a co-author of the study. Teachers are usually making quick decisions in situations where they are removing a child from the classroom, he said, and biases tend to “rear their heads” under those circumstances.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar disparities exist for \u003c/span>\u003ca href=\"https://hechingerreport.org/students-with-disabilities-often-snared-by-subjective-discipline-rules/\">\u003cspan style=\"font-weight: 400\">students with disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In all states for which we had demographic data, these students were more likely to be suspended for insubordination or disorderly conduct violations than their peers. In many states, those differences were larger than for other suspensions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Suspension rates vary widely within states.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further underscoring how much educator discretion exists in determining when or whether to suspend a student, individual districts report hugely different suspension rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take Georgia, for instance, which allows for students to be punished for disorderly conduct and “student incivility.” In 2021-22, the 3,300-student McDuffie County School System cited these two reasons for suspensions more than 1,250 times, according to state data. That’s nearly 40 times per 100 students. Similarly sized Appling County issued so few suspensions for disorderly conduct and student incivility that the numbers were redacted to protect student privacy. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Editors’ note: The Hechinger Report’s\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/remembering-our-friend-and-colleague-fazil-khan/\">\u003ci>\u003cspan style=\"font-weight: 400\">Fazil Khan\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> had nearly completed the data analysis and reporting for this project when he died in a fire in his apartment building. Read about the\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/fazil-khan-internship-fund/\">\u003ci>\u003cspan style=\"font-weight: 400\">internship fund\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> created to honor his legacy as a data reporter. USA TODAY Senior Data Editor Doug Caruso completed data visualizations for this project based on Khan’s work.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-four-things-a-mountain-of-school-discipline-records-taught-us\">\u003ci>\u003cspan style=\"font-weight: 400\">school discipline data\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">Imagine interacting with an avatar that dissolves into tears – and being assessed on how intelligently and empathetically you respond to its emotional display.\u003c/p>\n\u003cp class=\"p1\">Or taking a math test that is created for you on the spot, the questions written to be responsive to the strengths and weaknesses you’ve displayed in prior answers. Picture being evaluated on your scientific knowledge and getting instantaneous feedback on your answers, in ways that help you better understand and respond to other questions.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">These are just a few of the types of scenarios that could become reality as generative artificial intelligence advances, according to \u003c/span>Mario Piacentini, a senior analyst of innovative assessments with the Programme for International Student Assessment, known as PISA.\u003c/p>\n\u003cp class=\"p3\">He and others argue that AI has the potential to shake up the student testing industry, which has evolved little for decades and which critics say too often falls short of \u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">evaluating students’ true knowledge\u003c/a>. But they also warn that the \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">use of AI in assessments carries risks\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">“AI is going to eat assessments for lunch,” said Ulrich Boser, a senior fellow at the Center for American Progress, where he co-authored a research \u003ca href=\"https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/\">\u003cspan class=\"s2\">series\u003c/span>\u003c/a> on the future of assessments. He said that standardized testing may one day become a thing of the past, because AI has the potential to personalize testing to individual students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p3\">PISA, the influential international test, expects to integrate AI into the design of its 2029 test. Piacentini said the Organization for Economic Cooperation and Development, which runs PISA, is exploring the possible use of AI in several realms.\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li3\">It plans to evaluate students on their ability to \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">use AI tools\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">to recognize AI-generated information\u003c/a>.\u003c/li>\n\u003cli class=\"li3\">It’s evaluating whether AI could help write test questions, which could potentially be a major money and time saver for test creators. (Big test makers like Pearson are already doing this, he said.)\u003c/li>\n\u003cli class=\"li3\">It’s considering whether AI could score tests. According to Piacentini, there’s promising evidence that AI can accurately and effectively score even relatively complex student work.\u003c/li>\n\u003cli class=\"li3\">Perhaps most significantly,\u003cb> \u003c/b>the organization is exploring how AI could help create tests that are “much more interesting and much more authentic,” as Piacentini puts it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p3\">When it comes to using AI to design tests, there are all sorts of opportunities. Career and tech students could be assessed on their practical skills via AI-driven simulations: For example, automotive students could participate in a simulation testing their ability to fix a car, Piacentini said.\u003c/p>\n\u003cp class=\"p3\">Right now those hands-on tests are incredibly intensive and costly – “it’s almost like shooting a movie,” Piacentini said. But AI could help put such tests within reach for students and schools around the world.\u003c/p>\n\u003cp class=\"p3\">AI-driven tests could also do a better job of assessing \u003ca href=\"https://www.kqed.org/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills\">students’ problem-solving abilities\u003c/a> and other skills, he said. It might prompt students when they’d made a mistake and nudge them toward a better way of approaching a problem. AI-powered tests could evaluate students on their \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">ability to craft an argument\u003c/a> and persuade a chatbot. And they could help tailor tests to a student’s specific cultural and educational context.\u003c/p>\n\u003cp class=\"p3\">“One of the biggest problems that PISA has is when we’re testing students in Singapore, in sub-Saharan Africa, it’s a completely different universe. It’s very hard to build a single test that actually works for those two very different populations,” said Piacentini. But AI opens the door to “construct tests that are really made specifically for every single student.”\u003c/p>\n\u003cp class=\"p3\">That said, the technology isn’t there yet, and educators and test designers need to tread carefully, experts warn. During a recent \u003ca href=\"https://schedule.sxswedu.com/2024/events/PP139207\">\u003cspan class=\"s2\">SXSW EDU panel\u003c/span>\u003c/a>, Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution, said any conversation about AI’s role in assessments must first acknowledge disparities in access to these new tools. (\u003cem>Editor’s note: The panel was moderated by Javeria Salman, one of the writers of this article\u003c/em>.)\u003c/p>\n\u003cp class=\"p3\">Many schools still use paper products and struggle with spotty broadband and limited digital tools, Turner Lee said: The digital divide is “very much part of this conversation.” Before schools begin to use AI for assessments, teachers will need professional development on how to use AI effectively and wisely, she said.\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s4\">There’s also the issue of \u003ca href=\"https://hbr.org/2019/10/what-do-we-do-about-the-biases-in-ai\">bias embedded in many AI tools\u003c/a>. \u003c/span>\u003cspan class=\"s5\">AI is often sold as if it’s “magic,”\u003c/span>\u003cspan class=\"s4\"> Amelia Kelly\u003c/span>\u003cspan class=\"s6\">,\u003c/span>\u003cspan class=\"s5\"> chief technology officer at SoapBox Labs, a software company that develops AI voice technology, said during the panel. But it’s really “a set of decisions made by human beings, and unfortunately human beings have their own biases and they have their own cultural norms that are inbuilt.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s5\">With AI at the moment, she added, you’ll get “a different answer depending on the color of your skin, or depending on the wealth of your neighbors, or depending on the native language of your parents.” \u003c/span>\u003cspan class=\"s4\"> \u003c/span>\u003c/p>\n\u003cp class=\"p3\">But the potential benefits for students and learning excite experts such as Kristen Huff, vice president of assessment and research at Curriculum Associates, where she helps develop online assessments. Huff, who also spoke on the panel, said AI tools could eventually not only improve testing but also “accelerate learning” in areas like early literacy, phonemic awareness and early numeracy skills. Huff said that teachers could integrate AI-driven assessments, especially AI voice tools, into their instruction in ways that are seamless and even “invisible,” allowing educators to continually update their understanding of where students are struggling and how to provide accurate feedback.\u003c/p>\n\u003cp class=\"p3\">PISA’s Piacentini said that while we’re just beginning to see the impact of AI on testing, the potential is great and the risks can be managed.\u003c/p>\n\u003cp class=\"p3\">“I am very optimistic that it is more an opportunity than a risk,” said Piacentini. “There’s always this risk of bias, but I think we can quantify it, we can analyze it, in a better way than we can analyze bias in humans.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p6\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/how-ai-could-transform-the-way-schools-test-kids\">\u003cspan class=\"s7\">\u003ci>AI testing\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cspan class=\"s2\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan class=\"s8\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Imagine interacting with an avatar that dissolves into tears – and being assessed on how intelligently and empathetically you respond to its emotional display.\u003c/p>\n\u003cp class=\"p1\">Or taking a math test that is created for you on the spot, the questions written to be responsive to the strengths and weaknesses you’ve displayed in prior answers. Picture being evaluated on your scientific knowledge and getting instantaneous feedback on your answers, in ways that help you better understand and respond to other questions.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">These are just a few of the types of scenarios that could become reality as generative artificial intelligence advances, according to \u003c/span>Mario Piacentini, a senior analyst of innovative assessments with the Programme for International Student Assessment, known as PISA.\u003c/p>\n\u003cp class=\"p3\">He and others argue that AI has the potential to shake up the student testing industry, which has evolved little for decades and which critics say too often falls short of \u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">evaluating students’ true knowledge\u003c/a>. But they also warn that the \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">use of AI in assessments carries risks\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">“AI is going to eat assessments for lunch,” said Ulrich Boser, a senior fellow at the Center for American Progress, where he co-authored a research \u003ca href=\"https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/\">\u003cspan class=\"s2\">series\u003c/span>\u003c/a> on the future of assessments. He said that standardized testing may one day become a thing of the past, because AI has the potential to personalize testing to individual students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p3\">PISA, the influential international test, expects to integrate AI into the design of its 2029 test. Piacentini said the Organization for Economic Cooperation and Development, which runs PISA, is exploring the possible use of AI in several realms.\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li3\">It plans to evaluate students on their ability to \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">use AI tools\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">to recognize AI-generated information\u003c/a>.\u003c/li>\n\u003cli class=\"li3\">It’s evaluating whether AI could help write test questions, which could potentially be a major money and time saver for test creators. (Big test makers like Pearson are already doing this, he said.)\u003c/li>\n\u003cli class=\"li3\">It’s considering whether AI could score tests. According to Piacentini, there’s promising evidence that AI can accurately and effectively score even relatively complex student work.\u003c/li>\n\u003cli class=\"li3\">Perhaps most significantly,\u003cb> \u003c/b>the organization is exploring how AI could help create tests that are “much more interesting and much more authentic,” as Piacentini puts it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p3\">When it comes to using AI to design tests, there are all sorts of opportunities. Career and tech students could be assessed on their practical skills via AI-driven simulations: For example, automotive students could participate in a simulation testing their ability to fix a car, Piacentini said.\u003c/p>\n\u003cp class=\"p3\">Right now those hands-on tests are incredibly intensive and costly – “it’s almost like shooting a movie,” Piacentini said. But AI could help put such tests within reach for students and schools around the world.\u003c/p>\n\u003cp class=\"p3\">AI-driven tests could also do a better job of assessing \u003ca href=\"https://www.kqed.org/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills\">students’ problem-solving abilities\u003c/a> and other skills, he said. It might prompt students when they’d made a mistake and nudge them toward a better way of approaching a problem. AI-powered tests could evaluate students on their \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">ability to craft an argument\u003c/a> and persuade a chatbot. And they could help tailor tests to a student’s specific cultural and educational context.\u003c/p>\n\u003cp class=\"p3\">“One of the biggest problems that PISA has is when we’re testing students in Singapore, in sub-Saharan Africa, it’s a completely different universe. It’s very hard to build a single test that actually works for those two very different populations,” said Piacentini. But AI opens the door to “construct tests that are really made specifically for every single student.”\u003c/p>\n\u003cp class=\"p3\">That said, the technology isn’t there yet, and educators and test designers need to tread carefully, experts warn. During a recent \u003ca href=\"https://schedule.sxswedu.com/2024/events/PP139207\">\u003cspan class=\"s2\">SXSW EDU panel\u003c/span>\u003c/a>, Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution, said any conversation about AI’s role in assessments must first acknowledge disparities in access to these new tools. (\u003cem>Editor’s note: The panel was moderated by Javeria Salman, one of the writers of this article\u003c/em>.)\u003c/p>\n\u003cp class=\"p3\">Many schools still use paper products and struggle with spotty broadband and limited digital tools, Turner Lee said: The digital divide is “very much part of this conversation.” Before schools begin to use AI for assessments, teachers will need professional development on how to use AI effectively and wisely, she said.\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s4\">There’s also the issue of \u003ca href=\"https://hbr.org/2019/10/what-do-we-do-about-the-biases-in-ai\">bias embedded in many AI tools\u003c/a>. \u003c/span>\u003cspan class=\"s5\">AI is often sold as if it’s “magic,”\u003c/span>\u003cspan class=\"s4\"> Amelia Kelly\u003c/span>\u003cspan class=\"s6\">,\u003c/span>\u003cspan class=\"s5\"> chief technology officer at SoapBox Labs, a software company that develops AI voice technology, said during the panel. But it’s really “a set of decisions made by human beings, and unfortunately human beings have their own biases and they have their own cultural norms that are inbuilt.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s5\">With AI at the moment, she added, you’ll get “a different answer depending on the color of your skin, or depending on the wealth of your neighbors, or depending on the native language of your parents.” \u003c/span>\u003cspan class=\"s4\"> \u003c/span>\u003c/p>\n\u003cp class=\"p3\">But the potential benefits for students and learning excite experts such as Kristen Huff, vice president of assessment and research at Curriculum Associates, where she helps develop online assessments. Huff, who also spoke on the panel, said AI tools could eventually not only improve testing but also “accelerate learning” in areas like early literacy, phonemic awareness and early numeracy skills. Huff said that teachers could integrate AI-driven assessments, especially AI voice tools, into their instruction in ways that are seamless and even “invisible,” allowing educators to continually update their understanding of where students are struggling and how to provide accurate feedback.\u003c/p>\n\u003cp class=\"p3\">PISA’s Piacentini said that while we’re just beginning to see the impact of AI on testing, the potential is great and the risks can be managed.\u003c/p>\n\u003cp class=\"p3\">“I am very optimistic that it is more an opportunity than a risk,” said Piacentini. “There’s always this risk of bias, but I think we can quantify it, we can analyze it, in a better way than we can analyze bias in humans.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas",
"headTitle": "The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">School leaders nationwide often complain about how \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">\u003cspan style=\"font-weight: 400\">hard it is to hire teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren’t universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737241235224?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published online in April 2024 in the journal Educational Evaluation and Policy Analysis illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tennessee’s teacher shortages are worse in math, foreign languages and special education\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63490\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63490\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png\" alt=\"\" width=\"780\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-768x473.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. \u003ccite>(Source: Edwards et al (2024), “Teacher Shortages: A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>High school math teacher shortages were widespread in Tennessee\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63488\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png\" alt=\"\" width=\"780\" height=\"176\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-160x36.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-768x173.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Surpluses of high school social studies teachers were next door to severe shortages\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63489\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png\" alt=\"\" width=\"780\" height=\"181\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-160x37.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-768x178.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cb>Elementary school teacher shortages were problems in Memphis and Nashville, but not in Knoxville\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63486\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png\" alt=\"\" width=\"780\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-160x38.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-768x184.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cfigure id=\"attachment_63487\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63487\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png\" alt=\"\" width=\"780\" height=\"143\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-160x29.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-768x141.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Perceived staffing challenges from a 2019-20 survey of Tennessee school districts. \u003ccite>(Source: Edwards et al (2024), “A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists have long argued that solutions should be \u003c/span>\u003ca href=\"https://www.future-ed.org/a-smart-strategy-for-tackling-teacher-shortages/\">\u003cspan style=\"font-weight: 400\">targeted at specific shortages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This doesn’t mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I learned about the Hawaii study in March 2024 when Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/impact-10000-bonus-special-education-teacher-shortages-hawai%E2%80%98i\">\u003cspan style=\"font-weight: 400\">The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai’i\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in an historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a \u003c/span>\u003ca href=\"https://www.hawaiipublicschools.org/DOE%20Forms/OTM/TeachersSalarySchedule20-21.pdf\">\u003cspan style=\"font-weight: 400\">$50,000 base salary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success, and \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">other news outlets reported it that way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But special ed vacancies actually rose over the study period, which coincided with the coronavirus pandemic, and ultimately ended up higher than before the pay hike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterwards, vacancies began to rise again, but special ed vacancies didn’t increase as fast as general ed vacancies. That’s a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as “robbing Peter to pay Paul.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hawaii’s special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63491\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63491\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png\" alt=\"\" width=\"780\" height=\"493\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-160x101.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-768x485.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The dots represent the vacancy rates for two types of teachers. \u003ccite>(Source: Theobald et al, “The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘i,” CALDER Working Paper No. 290-0823)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study doesn’t explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn’t want these higher paying jobs. In a \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">December 2023 story in Mother Jones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students’ special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244020918297\">\u003cspan style=\"font-weight: 400\">burnout that so many special education teachers experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas’s experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city’s school system designated four low-performing, high-poverty schools for a new \u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/46767\">\u003cspan style=\"font-weight: 400\">Accelerating Campus Excellence (ACE)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20% of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85% of the ACE budget.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Five researchers, including economists Eric Hanushek at Stanford University’s Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. The district launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/attracting-and-retaining-highly-effective-educators-hard-staff-schools\">\u003cspan style=\"font-weight: 400\">Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a January 2024 version. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40% of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/ups-and-downs-dallass-pay-performance-roller-coaster\">\u003cspan style=\"font-weight: 400\">failing to “prepare for the accomplishment they’d hoped for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, it’s unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even if there were enough money to give teacher stipends at every low-performing school, there’s not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high poverty schools. Some prefer the easier conditions of a high-income magnet school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-when-schools-experimented-with-10000-pay-hikes-for-teachers-in-hard-to-staff-areas-the-results-were-surprising/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher pay\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">School leaders nationwide often complain about how \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">\u003cspan style=\"font-weight: 400\">hard it is to hire teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren’t universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737241235224?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published online in April 2024 in the journal Educational Evaluation and Policy Analysis illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tennessee’s teacher shortages are worse in math, foreign languages and special education\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63490\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63490\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png\" alt=\"\" width=\"780\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-768x473.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. \u003ccite>(Source: Edwards et al (2024), “Teacher Shortages: A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>High school math teacher shortages were widespread in Tennessee\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63488\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png\" alt=\"\" width=\"780\" height=\"176\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-160x36.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-768x173.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Surpluses of high school social studies teachers were next door to severe shortages\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63489\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png\" alt=\"\" width=\"780\" height=\"181\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-160x37.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-768x178.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cb>Elementary school teacher shortages were problems in Memphis and Nashville, but not in Knoxville\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63486\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png\" alt=\"\" width=\"780\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-160x38.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-768x184.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cfigure id=\"attachment_63487\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63487\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png\" alt=\"\" width=\"780\" height=\"143\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-160x29.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-768x141.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Perceived staffing challenges from a 2019-20 survey of Tennessee school districts. \u003ccite>(Source: Edwards et al (2024), “A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists have long argued that solutions should be \u003c/span>\u003ca href=\"https://www.future-ed.org/a-smart-strategy-for-tackling-teacher-shortages/\">\u003cspan style=\"font-weight: 400\">targeted at specific shortages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This doesn’t mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I learned about the Hawaii study in March 2024 when Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/impact-10000-bonus-special-education-teacher-shortages-hawai%E2%80%98i\">\u003cspan style=\"font-weight: 400\">The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai’i\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in an historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a \u003c/span>\u003ca href=\"https://www.hawaiipublicschools.org/DOE%20Forms/OTM/TeachersSalarySchedule20-21.pdf\">\u003cspan style=\"font-weight: 400\">$50,000 base salary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success, and \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">other news outlets reported it that way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But special ed vacancies actually rose over the study period, which coincided with the coronavirus pandemic, and ultimately ended up higher than before the pay hike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterwards, vacancies began to rise again, but special ed vacancies didn’t increase as fast as general ed vacancies. That’s a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as “robbing Peter to pay Paul.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hawaii’s special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63491\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63491\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png\" alt=\"\" width=\"780\" height=\"493\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-160x101.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-768x485.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The dots represent the vacancy rates for two types of teachers. \u003ccite>(Source: Theobald et al, “The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘i,” CALDER Working Paper No. 290-0823)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study doesn’t explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn’t want these higher paying jobs. In a \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">December 2023 story in Mother Jones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students’ special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244020918297\">\u003cspan style=\"font-weight: 400\">burnout that so many special education teachers experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas’s experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city’s school system designated four low-performing, high-poverty schools for a new \u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/46767\">\u003cspan style=\"font-weight: 400\">Accelerating Campus Excellence (ACE)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20% of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85% of the ACE budget.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Five researchers, including economists Eric Hanushek at Stanford University’s Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. The district launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/attracting-and-retaining-highly-effective-educators-hard-staff-schools\">\u003cspan style=\"font-weight: 400\">Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a January 2024 version. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40% of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/ups-and-downs-dallass-pay-performance-roller-coaster\">\u003cspan style=\"font-weight: 400\">failing to “prepare for the accomplishment they’d hoped for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, it’s unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even if there were enough money to give teacher stipends at every low-performing school, there’s not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high poverty schools. Some prefer the easier conditions of a high-income magnet school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-when-schools-experimented-with-10000-pay-hikes-for-teachers-in-hard-to-staff-areas-the-results-were-surprising/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher pay\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How COVID-19 Narrowed the STEM Pipeline",
"headTitle": "How COVID-19 Narrowed the STEM Pipeline | KQED",
"content": "\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Universities, philanthropies and even the U.S. government are all trying to encourage more young Americans to pursue careers in STEM, an acronym for science, technology, engineering and mathematics. Many business sectors, from high tech to manufacturing, are plagued with \u003ca href=\"https://www.oxfordeconomics.com/resource/understanding-the-gaps-in-the-us-stem-labor-market/\">\u003cspan class=\"s2\">shortages of workers with technical skills\u003c/span>\u003c/a>. In New York City, where I live, the subway is frequently plastered with \u003ca href=\"https://www.rit.edu/news/rit-expands-advertising-new-york-citys-grand-central-station-and-metro-north-rail-lines\">\u003cspan class=\"s2\">advertisements\u003c/span>\u003c/a> carrying the message that \u003ca href=\"https://x.com/DKThomp/status/1769363055341604947?s=20\">\u003cspan class=\"s2\">STEM fields pay well\u003c/span>\u003c/a>. But studying STEM requires more than an interest in science or a desire to make good money. Students also need adequate training, even in elementary and middle school.\u003c/p>\n\u003cp class=\"p7\">That’s why it’s concerning that high-achieving students, who’ve received less public attention than lower achieving students, were also set back by remote learning and pandemic uncertainty. Fewer students with math skills shrinks the pool of people who are likely to cultivate an expertise in science, engineering and technology a decade from now. In other words, the STEM pipeline – a metaphor for the development of future scientists, engineers and other high tech workers – likely starts with a narrower funnel in the post-pandemic era.\u003c/p>\n\u003cp class=\"p7\">The stakes are high not only for Gen Z, as they age out of school and enter the workforce, but also for the future of the U.S. economy, which needs skilled scientists and engineers to grow.\u003c/p>\n\u003cp class=\"p7\">The leading indicators of STEM troubles ahead are apparent within the 2022 scores from a national test called the National Assessment of Educational Progress (NAEP). The immediate headlines from that first post-pandemic test focused on the fact that two decades of academic progress had been suddenly erased. Low-achieving children, who tend to be poor, had lost the most ground. An alarming number of American children – as high as \u003ca href=\"https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8\">\u003cspan class=\"s2\">38%\u003c/span>\u003c/a> of eighth graders – were functioning below the “basic” level in math, meaning that they didn’t have even the most rudimentary math skills.\u003c/p>\n\u003cp class=\"p7\">Statisticians at the National Center for Education Statistics (NCES) have continued to dig into the 2022 data, and they’ve been also turning their attention to students at the top. These children are on grade level, but the eighth grade NAEP assessment shows that far fewer of them are hitting an advanced performance level, or even a proficient one. Math scores among top performers dropped as steeply as scores did among low performers. Even the scores of students at Catholic schools, who otherwise weathered the pandemic well, plummeted in eighth grade math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">We don’t have data for other private schools because they have refused to participate in NAEP testing, but the eighth grade math declines among both high-achieving public school and Catholic school students are not good signs.\u003c/p>\n\u003cp class=\"p7\">NAEP tests reading and math in both fourth and eighth grades every two years in order to track educational progress. It’s one of the only tests that can be used for comparisons across states and generations. More than \u003ca href=\"https://www.nationsreportcard.gov/mathematics/?grade=4\">\u003cspan class=\"s2\">400,000 students\u003c/span>\u003c/a> are specially selected to represent the regions and demographic characteristics of the nation.\u003c/p>\n\u003cp class=\"p7\">Among the four NAEP tests, eighth grade math showed the sharpest pandemic drop. Math took a bigger hit than reading because kids can still read at home, while math is something that students primarily learn at school. If you didn’t read “The Hobbit” in your seventh grade English class because you were out sick with Covid, you can still be a good lifelong reader But not getting enough practice with rates, ratios and percentages in middle school can derail someone who might have otherwise excelled.\u003c/p>\n\u003cp class=\"p7\">Why eighth grade math was hit harder than fourth grade math is a bit less obvious. One explanation is that the concepts that students need to learn are more difficult. Square roots and exponents are possibly more challenging to master than multiplication and division. And fewer parents are able to assist with homework as the math increases in complexity.\u003c/p>\n\u003cp class=\"p7\">Yet another explanation is a psychological one. These eighth graders were in sixth grade when the pandemic erupted in the spring of 2020. This is a critical time in adolescent development when children are figuring out who they are and where they belong. A lot of this development occurs through social interaction. The isolation may have stunted psychological development and that ultimately affected motivation, study skills and the ability to delay gratification – all necessary to excel in math.\u003c/p>\n\u003cp class=\"p7\">Let’s walk through the numbers together.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Highest achieving students lost ground in eighth grade math\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63378\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63378\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png\" alt=\"\" width=\"800\" height=\"437\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-800x437.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-1020x557.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1-768x419.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-1.png 1410w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that the highest performing students, those at the top 10% and the top 25%, lost as much as low-achieving students at the bottom in eighth grade math. These eighth graders were in the spring of sixth grade when the pandemic hit in 2020, and it’s possible that they didn’t master important prerequisite skills, such as rates and ratios. These kids at the top are performing at grade level, but not as high performing as past eighth graders.\u003c/p>\n\u003cp class=\"p8\">\u003cb>Fewer eighth grade students hit advanced and proficient levels\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63379\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63379\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png\" alt=\"\" width=\"800\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-800x175.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-1020x223.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-160x35.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1-768x168.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-1.png 1364w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">bar chart\u003c/span> shows that before the pandemic 10% of the nation’s eighth graders were performing at an advanced level in math. That fell to 7%. And the number of students deemed proficient in eighth grade math fell even more, from 24% to 20%. Before the pandemic, arguably, 34% of the eighth grade population was on track to pursue advanced math in high school and a future STEM career if they wanted one. After the pandemic in 2022, only 27% were well prepared.\u003c/p>\n\u003cp class=\"p7\">Students at Catholic schools are generally much higher performing than students at public schools. In large part, that’s because of family income; wealthier students tend to have higher test scores than poorer students. Catholic school students tend to be wealthier; their families can afford private school tuition. In recent years, the Catholic Church has closed hundreds of schools that catered to low-income families, leaving a higher income population in its remaining classrooms.\u003c/p>\n\u003cp class=\"p7\">\u003cb>Catholic schools outperformed public schools but also dropped \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63377\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63377\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image4-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: NAEP Report Card Mathematics 2022\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">This \u003cspan class=\"s2\">chart\u003c/span> shows that Catholic school students, depicted by the diamonds, outperformed public school students, depicted by the circles, in eighth grade math. But it was still a sharp five-point decline in eighth grade math performance for Catholic school students, almost as large as the eight-point decline for public school students. Scores of white students at Catholic schools declined five points; scores of students at Catholic schools in the suburbs declined seven points. Almost a quarter of Catholic school students are now functioning below a basic level in math for their grade.\u003c/p>\n\u003cp class=\"p7\">Despite the good academic reputation of Catholic schools and the praise Catholic schools received for resuming in-person instruction sooner, math scores suggest a problem. And it’s a problem that potentially extends to the whole private school universe, where \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgc/private-school-enrollment\">\u003cspan class=\"s2\">9% of students are enrolled\u003c/span>\u003c/a>, according to the most recently available data from 2019.\u003c/p>\n\u003cp class=\"p7\">I talked with Ron Reynolds, the executive director of the California Association of Private School Organizations, who explained that not just Catholic schools, but also many other private schools suffered even if they hadn’t been closed for long. Reynolds said that private schools were still hit by illnesses, deaths and absences and that might have affected instruction.\u003c/p>\n\u003cp class=\"p7\">“Private schools are tightly knit communities in which teachers tend to be more intertwined in the lives of the children and families they serve,” he said. “When you have a crisis, and so many people experiencing stress and loss, that can certainly impact the teacher in some significant ways.”\u003c/p>\n\u003cp class=\"p7\">Unfortunately, we don’t know exactly how other private schools fared during the pandemic because they have refused to participate in the NAEP tests for the past decade. Reynolds, who serves on the governing board that oversees the NAEP exam, has been trying to lobby more private schools to participate, but so far, to no avail.\u003c/p>\n\u003cp class=\"p7\">Together private schools, selective public schools and affluent suburban schools have been important training grounds for the nation’s future scientists and engineers. Of course, it is possible that these high achieving students, now 10th graders, will catch up. Many of them are from wealthier families who can afford tutors, or attend well-resourced schools. But I am not seeing much evidence that schools have had the ability to think about the pipeline of advanced students when many students are so needy. And with post-pandemic grade inflation, students and parents may not be getting the signals they need to seek extra help independently.\u003c/p>\n\u003cp class=\"p7\">The administration of the 2024 NAEP test wrapped up in March, but results won’t be known for many months. I’ll be keeping an eye on eighth grade math and on SAT, ACT and Advanced Placement scores in the years to come.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-how-covid-narrowed-the-stem-pipeline/\">\u003cspan class=\"s2\">\u003ci>math scores\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says",
"title": "Only a Quarter of Federally Funded Education Innovations Benefited Students, Report Says",
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"content": "\u003cp class=\"p7\">Education journalism is chock full of stories touting some brand new idea that could fix schools. Artificial intelligence is the current obsession. Philanthropic funders often say they want to see fewer stories about problems and more stories about solutions. But the truth is that lifting student achievement is really hard, and the vast majority of innovations don’t end up working.\u003c/p>\n\u003cp class=\"p7\">A \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/\">\u003cspan class=\"s2\">February 2024 report\u003c/span>\u003c/a> about a research-and-development program inside the Department of Education makes this truth crystal clear. The failure rate was 74%. Under this program, called Investing in Innovation or i3, the federal government gave out $1.4 billion between 2010 and 2016 to education nonprofits and researchers for the purpose of developing and testing new ideas in the classroom. But only 26% of the innovations yielded \u003ci>any\u003c/i> positive benefits for students and no negative harms, according to the program’s final report.\u003c/p>\n\u003cp class=\"p7\">Most of the 172 grants tested ideas about improving instruction or turning around low-performing schools. Almost 150 of them reported results with more than 20 still unfinished. Of the completed ones, a quarter of the innovations hadn’t been properly tested. Doing rigorous research isn’t easy; you need to set up a group of comparison students who don’t get the intervention and track everyone’s progress. Of the 112 properly evaluated grants, the most common result was a null finding, meaning that the intervention didn’t make a difference. Only a small handful left students worse off. The results for each program are hidden in pages 55 through 64 of a separate \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/pdf/2024002_appendices.pdf\">\u003cspan class=\"s2\">appendices document\u003c/span>\u003c/a>, but I have created a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/03/Appendix-results.pdf\">\u003cspan class=\"s2\">pdf of them\u003c/span>\u003c/a> for you.\u003c/p>\n\u003cp class=\"p7\">The low success rate for new ideas is “psychologically disappointing,” said Barbara Goodson, lead author of the report and an expert in educational research at the consulting firm Abt Global. “You would hope that all this [innovation] would pan out for students and that we would know better how to make education.”\u003c/p>\n\u003cp class=\"p8\">\u003cb>A 26% success rate\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63343\" class=\"wp-caption aligncenter\" style=\"max-width: 716px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63343\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png\" alt=\"\" width=\"716\" height=\"822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png 716w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-160x184.png 160w\" sizes=\"(max-width: 716px) 100vw, 716px\">\u003cfigcaption class=\"wp-caption-text\">Twenty-six percent of i3 evaluations found at least one positive effect and no negative effects on student academic outcomes (39 grants). WWC refers to the What Works Clearinghouse, a library of evidence-based teaching practices. \u003ccite>(IES, February 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The original ideas all showed promise and outside reviewers rated applications. But when you try new things and put them to a rigorous test in real classrooms, human behavior and students achievement are influenced by so many things that you cannot control, from struggles at home and poverty to health issues and psychological stress. And it can be difficult to generate downstream results for students on a year-end achievement test when an intervention is targeting something else, such parent engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Some innovations did work well. \u003ca href=\"https://hechingerreport.org/a-little-known-program-has-lifted-9th-grade-performance-in-virtually-every-type-of-school/\">\u003cspan class=\"s2\">Building Assets, Reducing Risks\u003c/span>\u003c/a> (BARR) is the poster child for what this grant program had hoped to produce. The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track. It received a seed grant to develop the idea and implement it in schools. The results were good enough for BARR to receive a bigger federal grant from this R&D program three years later. Again it worked with different types of students in different parts of the country, and BARR received a \u003ca href=\"https://www.air.org/resource/report/building-assets-and-reducing-risks-barr-i3-scale-evaluation\">\u003cspan class=\"s2\">third grant\u003c/span>\u003c/a> to scale it up across the nation in 2017. Now BARR is in more than \u003ca href=\"https://www.prnewswire.com/news-releases/minnesota-schools-awarded-funding-to-implement-evidence-based-barr-system-301955641.html\">\u003cspan class=\"s2\">300 schools\u003c/span>\u003c/a>, and Maine is adopting it statewide.\u003c/p>\n\u003cp class=\"p7\">Some ideas that were proven to work in the short term didn’t yield long-term benefits or backfired completely. One example is Reading Recovery, a tutoring program for struggling readers in first grade that costs $10,000 per student and was a recipient of one of these grants. A randomized control trial that began in 2011 produced a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373718764828\">\u003cspan class=\"s2\">giant boost in reading achievement for first graders\u003c/span>\u003c/a>. However, three years later, Reading Recovery students subsequently fell behind and by \u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cspan class=\"s2\">fourth grade were far worse readers\u003c/span>\u003c/a> than similar students who hadn’t had the tutoring, according to a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2209092\">\u003cspan class=\"s2\">follow-up study\u003c/span>\u003c/a>. The tutoring seemed to harm them.\u003c/p>\n\u003cp class=\"p7\">It can be hard to understand these contradictions. Henry May, an associate professor at the University of Delaware who conducted both the short-term and long-term Reading Recovery studies, explained that the assessment used in the first grade study was full of simple one-syllable words. The tutoring sessions likely exposed children to these words so many times that the students memorized them. But Reading Recovery hadn’t taught the phonics necessary to read more complex words in later grades, May said. Reading Recovery disputes the long-term study results, pointing out that three-fourths of the study participants had departed so data was collected for only 25% of them. A spokesperson for the nonprofit organization also says it does teach phonics in its tutoring program.\u003c/p>\n\u003cp class=\"p7\">I asked Abt’s Goodson to summarize the lessons learned from the federal program:\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li10\">\u003cstrong>More students.\u003c/strong> It might seem like common sense to try a new idea on only a small group of students at first, but the Department of Education learned over time that it needed to increase the number of students in order to produce statistically significant results. There are two reasons that a study can end with a null result. One is because the intervention didn’t work, but it can also be a methodological quirk. When the achievement benefits are small, you need a large number of students to be sure that the result wasn’t a fluke. There were too many fluke signals in these evaluation studies. Over the years, sample sizes were increased even for ideas that were in the early development stage.\u003c/li>\n\u003cli class=\"li10\">\u003cstrong>Implementation.\u003c/strong> Goodson still believes in the importance of randomized control trials to create credible evidence for what works, but she says one of the big lessons is that these trials alone are not enough. \u003cspan class=\"s2\">Documenting and studying the implementation\u003c/span> are just as important as evaluating the results, she said. Understanding the barriers in the classroom can help developers tweak programs and make them more effective. They might be too expensive or require too many weeks of teacher training. The disappointing results of the i3 program have helped spawn a new \u003ca href=\"https://ies.ed.gov/ncee/pubs/2023005/pdf/2023005.pdf\">“science of implementation”\u003c/a> to learn more about these obstacles.\u003c/li>\n\u003cli class=\"li11\">\u003cstrong>National scale up.\u003c/strong> Too much money was spent on expanding new ideas to more students across the nation, and some of these ideas ended up not panning out in research evaluations. In the successor program to i3, the scale up grants are much smaller. Instead of using the money to directly implement the intervention nationwide, the funds help innovators make practical adjustments so that it can be replicated. For example, instead of using expensive outside coaches, a program might experiment with training existing teachers at a school to run it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p7\">Though the original i3 program no longer exists, its successor program, Education Innovation and Research (EIR), continues with the same mission of developing and evaluating new ideas. Currently, it is ramping up funding to deal with the post-pandemic crises of learning loss, mental health and teacher attrition.\u003c/p>\n\u003cp class=\"p12\">\u003cb>Education Innovation and Research (EIR) grants 2017-2023\u003c/b>\u003c/p>\n\u003cp class=\"p6\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png\" alt=\"\" width=\"904\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png 904w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-800x356.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-768x342.png 768w\" sizes=\"(max-width: 904px) 100vw, 904px\">\u003c/p>\n\u003cp class=\"p7\">It’s easy to feel discouraged that the federal government has invested around $3 billion in the last dozen years on educational innovation with so little to show for it. But we are slowly building a \u003ca href=\"https://ies.ed.gov/ncee/wwc/\">\u003cspan class=\"s2\">good evidence database\u003c/span>\u003c/a> of some things that do work – ideas that are not just based on gut instincts and whim, but are scientifically proven with a relatively small investment compared to what the government spends on research in other areas. By contrast, \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R47564\">\u003cspan class=\"s2\">defense research gets over $90 billion a year. Health research receives nearly $50 billion\u003c/span>\u003c/a>. I wonder how much further we might be in helping students become proficient in reading and math if we invested even a little bit more.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says/\">\u003cspan class=\"s2\">\u003ci>education R&D\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Education journalism is chock full of stories touting some brand new idea that could fix schools. Artificial intelligence is the current obsession. Philanthropic funders often say they want to see fewer stories about problems and more stories about solutions. But the truth is that lifting student achievement is really hard, and the vast majority of innovations don’t end up working.\u003c/p>\n\u003cp class=\"p7\">A \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/\">\u003cspan class=\"s2\">February 2024 report\u003c/span>\u003c/a> about a research-and-development program inside the Department of Education makes this truth crystal clear. The failure rate was 74%. Under this program, called Investing in Innovation or i3, the federal government gave out $1.4 billion between 2010 and 2016 to education nonprofits and researchers for the purpose of developing and testing new ideas in the classroom. But only 26% of the innovations yielded \u003ci>any\u003c/i> positive benefits for students and no negative harms, according to the program’s final report.\u003c/p>\n\u003cp class=\"p7\">Most of the 172 grants tested ideas about improving instruction or turning around low-performing schools. Almost 150 of them reported results with more than 20 still unfinished. Of the completed ones, a quarter of the innovations hadn’t been properly tested. Doing rigorous research isn’t easy; you need to set up a group of comparison students who don’t get the intervention and track everyone’s progress. Of the 112 properly evaluated grants, the most common result was a null finding, meaning that the intervention didn’t make a difference. Only a small handful left students worse off. The results for each program are hidden in pages 55 through 64 of a separate \u003ca href=\"https://ies.ed.gov/ncee/pubs/2024002/pdf/2024002_appendices.pdf\">\u003cspan class=\"s2\">appendices document\u003c/span>\u003c/a>, but I have created a \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/03/Appendix-results.pdf\">\u003cspan class=\"s2\">pdf of them\u003c/span>\u003c/a> for you.\u003c/p>\n\u003cp class=\"p7\">The low success rate for new ideas is “psychologically disappointing,” said Barbara Goodson, lead author of the report and an expert in educational research at the consulting firm Abt Global. “You would hope that all this [innovation] would pan out for students and that we would know better how to make education.”\u003c/p>\n\u003cp class=\"p8\">\u003cb>A 26% success rate\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63343\" class=\"wp-caption aligncenter\" style=\"max-width: 716px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63343\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png\" alt=\"\" width=\"716\" height=\"822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3.png 716w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image3-160x184.png 160w\" sizes=\"(max-width: 716px) 100vw, 716px\">\u003cfigcaption class=\"wp-caption-text\">Twenty-six percent of i3 evaluations found at least one positive effect and no negative effects on student academic outcomes (39 grants). WWC refers to the What Works Clearinghouse, a library of evidence-based teaching practices. \u003ccite>(IES, February 2024)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The original ideas all showed promise and outside reviewers rated applications. But when you try new things and put them to a rigorous test in real classrooms, human behavior and students achievement are influenced by so many things that you cannot control, from struggles at home and poverty to health issues and psychological stress. And it can be difficult to generate downstream results for students on a year-end achievement test when an intervention is targeting something else, such parent engagement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">Some innovations did work well. \u003ca href=\"https://hechingerreport.org/a-little-known-program-has-lifted-9th-grade-performance-in-virtually-every-type-of-school/\">\u003cspan class=\"s2\">Building Assets, Reducing Risks\u003c/span>\u003c/a> (BARR) is the poster child for what this grant program had hoped to produce. The idea was an early warning system that detects when children are starting to stumble at school. Teachers, administrators or counselors intervene in this early stage and build relationships with students to get them back on track. It received a seed grant to develop the idea and implement it in schools. The results were good enough for BARR to receive a bigger federal grant from this R&D program three years later. Again it worked with different types of students in different parts of the country, and BARR received a \u003ca href=\"https://www.air.org/resource/report/building-assets-and-reducing-risks-barr-i3-scale-evaluation\">\u003cspan class=\"s2\">third grant\u003c/span>\u003c/a> to scale it up across the nation in 2017. Now BARR is in more than \u003ca href=\"https://www.prnewswire.com/news-releases/minnesota-schools-awarded-funding-to-implement-evidence-based-barr-system-301955641.html\">\u003cspan class=\"s2\">300 schools\u003c/span>\u003c/a>, and Maine is adopting it statewide.\u003c/p>\n\u003cp class=\"p7\">Some ideas that were proven to work in the short term didn’t yield long-term benefits or backfired completely. One example is Reading Recovery, a tutoring program for struggling readers in first grade that costs $10,000 per student and was a recipient of one of these grants. A randomized control trial that began in 2011 produced a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373718764828\">\u003cspan class=\"s2\">giant boost in reading achievement for first graders\u003c/span>\u003c/a>. However, three years later, Reading Recovery students subsequently fell behind and by \u003ca href=\"https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children\">\u003cspan class=\"s2\">fourth grade were far worse readers\u003c/span>\u003c/a> than similar students who hadn’t had the tutoring, according to a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2209092\">\u003cspan class=\"s2\">follow-up study\u003c/span>\u003c/a>. The tutoring seemed to harm them.\u003c/p>\n\u003cp class=\"p7\">It can be hard to understand these contradictions. Henry May, an associate professor at the University of Delaware who conducted both the short-term and long-term Reading Recovery studies, explained that the assessment used in the first grade study was full of simple one-syllable words. The tutoring sessions likely exposed children to these words so many times that the students memorized them. But Reading Recovery hadn’t taught the phonics necessary to read more complex words in later grades, May said. Reading Recovery disputes the long-term study results, pointing out that three-fourths of the study participants had departed so data was collected for only 25% of them. A spokesperson for the nonprofit organization also says it does teach phonics in its tutoring program.\u003c/p>\n\u003cp class=\"p7\">I asked Abt’s Goodson to summarize the lessons learned from the federal program:\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li10\">\u003cstrong>More students.\u003c/strong> It might seem like common sense to try a new idea on only a small group of students at first, but the Department of Education learned over time that it needed to increase the number of students in order to produce statistically significant results. There are two reasons that a study can end with a null result. One is because the intervention didn’t work, but it can also be a methodological quirk. When the achievement benefits are small, you need a large number of students to be sure that the result wasn’t a fluke. There were too many fluke signals in these evaluation studies. Over the years, sample sizes were increased even for ideas that were in the early development stage.\u003c/li>\n\u003cli class=\"li10\">\u003cstrong>Implementation.\u003c/strong> Goodson still believes in the importance of randomized control trials to create credible evidence for what works, but she says one of the big lessons is that these trials alone are not enough. \u003cspan class=\"s2\">Documenting and studying the implementation\u003c/span> are just as important as evaluating the results, she said. Understanding the barriers in the classroom can help developers tweak programs and make them more effective. They might be too expensive or require too many weeks of teacher training. The disappointing results of the i3 program have helped spawn a new \u003ca href=\"https://ies.ed.gov/ncee/pubs/2023005/pdf/2023005.pdf\">“science of implementation”\u003c/a> to learn more about these obstacles.\u003c/li>\n\u003cli class=\"li11\">\u003cstrong>National scale up.\u003c/strong> Too much money was spent on expanding new ideas to more students across the nation, and some of these ideas ended up not panning out in research evaluations. In the successor program to i3, the scale up grants are much smaller. Instead of using the money to directly implement the intervention nationwide, the funds help innovators make practical adjustments so that it can be replicated. For example, instead of using expensive outside coaches, a program might experiment with training existing teachers at a school to run it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p7\">Though the original i3 program no longer exists, its successor program, Education Innovation and Research (EIR), continues with the same mission of developing and evaluating new ideas. Currently, it is ramping up funding to deal with the post-pandemic crises of learning loss, mental health and teacher attrition.\u003c/p>\n\u003cp class=\"p12\">\u003cb>Education Innovation and Research (EIR) grants 2017-2023\u003c/b>\u003c/p>\n\u003cp class=\"p6\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63344\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png\" alt=\"\" width=\"904\" height=\"402\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2.png 904w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-800x356.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/image2-768x342.png 768w\" sizes=\"(max-width: 904px) 100vw, 904px\">\u003c/p>\n\u003cp class=\"p7\">It’s easy to feel discouraged that the federal government has invested around $3 billion in the last dozen years on educational innovation with so little to show for it. But we are slowly building a \u003ca href=\"https://ies.ed.gov/ncee/wwc/\">\u003cspan class=\"s2\">good evidence database\u003c/span>\u003c/a> of some things that do work – ideas that are not just based on gut instincts and whim, but are scientifically proven with a relatively small investment compared to what the government spends on research in other areas. By contrast, \u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R47564\">\u003cspan class=\"s2\">defense research gets over $90 billion a year. Health research receives nearly $50 billion\u003c/span>\u003c/a>. I wonder how much further we might be in helping students become proficient in reading and math if we invested even a little bit more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-only-a-quarter-of-federally-funded-education-innovations-benefited-students-report-says/\">\u003cspan class=\"s2\">\u003ci>education R&D\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>The Hechinger Report\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
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