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"content": "\u003cp class=\"p8\">Some kids appear to learn faster than others. A few years ago, a group of scientists at Carnegie Mellon University decided to study these rapid learners to see what they are doing differently and if their strategies could help the rest of us.\u003c/p>\n\u003cp class=\"p8\">But as the scientists began their study, they stumbled upon a fundamental problem: they could not find faster learners. After analyzing the learning rates of 7,000 children and adults using instructional software or playing educational games, the researchers could find no evidence that some students were progressing faster than others. All needed practice to learn something new, and they learned about the same amount from each practice attempt. On average, it was taking both high and low achievers about seven to eight practice exercises to learn a new concept, a rather tiny increment of learning that the researchers call a “knowledge component.”\u003c/p>\n\u003cp class=\"p8\">“Students are starting in different places and ending in different places,” said Ken Koedinger, a cognitive psychologist and director of Carnegie Mellon’s LearnLab, where this research was conducted. “But they’re making progress at the same rates.”\u003c/p>\n\u003cp class=\"p8\">Koedinger and his team’s data analysis was \u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2221311120\">\u003cspan class=\"s4\">published in the Proceedings of the National Academy of Sciences (PNAS)\u003c/span>\u003c/a>, a peer-reviewed journal of the National Academy of Sciences, in March 2023. The study offers the hope that “anyone can learn anything they want” if they get well-designed practice exercises and put some effort into it.\u003cspan class=\"Apple-converted-space\"> \u003c/span>Raw talent, like having a “knack for math” or a “gift for language,” isn’t required.\u003c/p>\n\u003cp class=\"p8\">Koedinger and his colleagues wrote that they were initially “surprised” by the “astonishing amount of regularity in students’ learning rate.” The discovery contradicts our everyday experiences. Some students earn As in algebra, an example mentioned in the paper, and they appear to have learned faster than peers who get Cs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">But as the scientists confirmed their numerical results across 27 datasets, they began to understand that we commonly misinterpret prior knowledge for learning. Some kids already know a lot about a subject before a teacher begins a lesson. They may have already had exposure to fractions by making pancakes at home using measuring cups. The fact that they mastered a fractions unit faster than their peers doesn’t mean they learned faster; they had a head start.\u003c/p>\n\u003ch3 class=\"p8\">\u003cb>Like watching a marathon\u003c/b>\u003c/h3>\n\u003cp class=\"p8\">Koedinger likens watching children learn to watching a marathon from the finish line. The first people to cross the finish line aren’t necessarily the fastest when there are staggered starts. A runner who finished sooner might have taken five hours, while another runner who finished later might have taken only four hours. You need to know each runner’s start time to measure the pace.\u003c/p>\n\u003cp class=\"p8\">Koedinger and his colleagues measured each student’s baseline achievement and their incremental gains from that initial mark. This would be very difficult to measure in ordinary classrooms, but with educational software, researchers can sort practice exercises by the knowledge components required to do them, see how many problems students get right initially and track how their accuracy improves over time.\u003c/p>\n\u003cp class=\"p8\">In the LearnLab datasets, students typically used software after some initial instruction in their classrooms, such as a lesson by a teacher or a college reading assignment. The software guided students through practice problems and exercises. Initially, students in the same classrooms had wildly different accuracy rates on the same concepts. The top quarter of students were getting 75% of the questions correct, while the bottom quarter of students were getting only 55% correct. It’s a gigantic 20 percentage point difference in the starting lines.\u003c/p>\n\u003cp class=\"p8\">However, as students progressed through the computerized practice work, there was barely even one percentage point difference in learning rates. The fastest quarter of students improved their accuracy on each concept (or knowledge component) by about 2.6 percentage points after each practice attempt, while the slowest quarter of students improved by about 1.7 percentage points. It took seven to eight attempts for nearly all students to go from 65% accuracy, the average starting place, to 80% accuracy, which is what the researchers defined as mastery.\u003c/p>\n\u003ch3 class=\"p8\">\u003cb>The advantage of a head start\u003c/b>\u003c/h3>\n\u003cp class=\"p8\">The head start for the high achievers matters.\u003cspan class=\"Apple-converted-space\"> \u003c/span>Above average students, who begin above 65% accuracy take fewer than four practice attempts to hit the 80% threshold. Below average students tend to require more than 13 attempts to hit the same 80% threshold. That difference – four versus 13 – can make it seem like students are learning at different paces. But they’re not. Each student, whether high or low, is learning about the same amount from each practice attempt. (The researchers didn’t study children with disabilities, and it’s unknown if their learning rates are different.)\u003c/p>\n\u003cp class=\"p8\">The student data that Koedinger studied comes from educational software that is designed to be interactive and gives students multiple attempts to try things, make mistakes, get feedback and try again. Students learn by doing. Some of the feedback was very basic, like an answer key, alerting students if they got the problem right or wrong. But some of the feedback was sophisticated. Intelligent tutoring systems in math provided hints when students got stuck, offered complete explanations and displayed step-by-step examples.\u003c/p>\n\u003cp class=\"p8\">The conclusion that everyone’s learning rate is similar might apply only to well-designed versions of computerized learning. Koedinger thinks students probably learn at different paces in the analog world of paper and pencil, without the same guided practice and feedback. When students are learning more independently, he says, some might be better at checking their own work and seeking guidance.\u003c/p>\n\u003cp class=\"p8\">Struggling students might be getting fewer “opportunities” to learn in the analog world, Koedinger speculated. That doesn’t necessarily mean that schools and parents should be putting low-achieving students on computers more often. Many students quickly lose motivation to learn on screens and need more human interaction.\u003c/p>\n\u003ch3 class=\"p8\">Memory ability varies\u003c/h3>\n\u003cp class=\"p8\">Learning rates were especially steady in math and science – the subjects that most of the educational software in this study focused on. But researchers noticed more divergence in learning rates in the six datasets that involved the teaching of English and other languages. One was a program that taught the use of the article “the,” which can be arbitrary. (Here’s an example: I’m swimming in \u003ci>the\u003c/i> Atlantic Ocean today but in Lake Ontario tomorrow. There’s no “the” before lakes.) Another program taught Chinese vocabulary. Both relied on students’ memory and individual memory processing speeds differ. Memory is important in learning math and science too, but Koedinger said students might be able to compensate with other learning strategies, such as pattern recognition, deduction and induction.\u003c/p>\n\u003cp class=\"p8\">To understand that we all learn at a similar rate is one of the best arguments I’ve seen not to give up on ourselves when we’re failing and falling behind our peers. Koedinger hopes it will inspire teachers to change their attitudes about low achievers in their classrooms, and instead think of them as students who haven’t had the same number of practice opportunities and exposure to ideas that other kids have had. With the right exercises and feedback, and a bit of effort, they can learn too. Perhaps it’s time to revise the old saw about how to get to Carnegie Hall. Instead of practice, practice, practice, I’m going to start saying practice, listen to feedback and practice again (repeat seven times).\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-myth-of-the-quick-learner/\">\u003cspan class=\"s4\">\u003ci>story\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p8\">Some kids appear to learn faster than others. A few years ago, a group of scientists at Carnegie Mellon University decided to study these rapid learners to see what they are doing differently and if their strategies could help the rest of us.\u003c/p>\n\u003cp class=\"p8\">But as the scientists began their study, they stumbled upon a fundamental problem: they could not find faster learners. After analyzing the learning rates of 7,000 children and adults using instructional software or playing educational games, the researchers could find no evidence that some students were progressing faster than others. All needed practice to learn something new, and they learned about the same amount from each practice attempt. On average, it was taking both high and low achievers about seven to eight practice exercises to learn a new concept, a rather tiny increment of learning that the researchers call a “knowledge component.”\u003c/p>\n\u003cp class=\"p8\">“Students are starting in different places and ending in different places,” said Ken Koedinger, a cognitive psychologist and director of Carnegie Mellon’s LearnLab, where this research was conducted. “But they’re making progress at the same rates.”\u003c/p>\n\u003cp class=\"p8\">Koedinger and his team’s data analysis was \u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2221311120\">\u003cspan class=\"s4\">published in the Proceedings of the National Academy of Sciences (PNAS)\u003c/span>\u003c/a>, a peer-reviewed journal of the National Academy of Sciences, in March 2023. The study offers the hope that “anyone can learn anything they want” if they get well-designed practice exercises and put some effort into it.\u003cspan class=\"Apple-converted-space\"> \u003c/span>Raw talent, like having a “knack for math” or a “gift for language,” isn’t required.\u003c/p>\n\u003cp class=\"p8\">Koedinger and his colleagues wrote that they were initially “surprised” by the “astonishing amount of regularity in students’ learning rate.” The discovery contradicts our everyday experiences. Some students earn As in algebra, an example mentioned in the paper, and they appear to have learned faster than peers who get Cs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">But as the scientists confirmed their numerical results across 27 datasets, they began to understand that we commonly misinterpret prior knowledge for learning. Some kids already know a lot about a subject before a teacher begins a lesson. They may have already had exposure to fractions by making pancakes at home using measuring cups. The fact that they mastered a fractions unit faster than their peers doesn’t mean they learned faster; they had a head start.\u003c/p>\n\u003ch3 class=\"p8\">\u003cb>Like watching a marathon\u003c/b>\u003c/h3>\n\u003cp class=\"p8\">Koedinger likens watching children learn to watching a marathon from the finish line. The first people to cross the finish line aren’t necessarily the fastest when there are staggered starts. A runner who finished sooner might have taken five hours, while another runner who finished later might have taken only four hours. You need to know each runner’s start time to measure the pace.\u003c/p>\n\u003cp class=\"p8\">Koedinger and his colleagues measured each student’s baseline achievement and their incremental gains from that initial mark. This would be very difficult to measure in ordinary classrooms, but with educational software, researchers can sort practice exercises by the knowledge components required to do them, see how many problems students get right initially and track how their accuracy improves over time.\u003c/p>\n\u003cp class=\"p8\">In the LearnLab datasets, students typically used software after some initial instruction in their classrooms, such as a lesson by a teacher or a college reading assignment. The software guided students through practice problems and exercises. Initially, students in the same classrooms had wildly different accuracy rates on the same concepts. The top quarter of students were getting 75% of the questions correct, while the bottom quarter of students were getting only 55% correct. It’s a gigantic 20 percentage point difference in the starting lines.\u003c/p>\n\u003cp class=\"p8\">However, as students progressed through the computerized practice work, there was barely even one percentage point difference in learning rates. The fastest quarter of students improved their accuracy on each concept (or knowledge component) by about 2.6 percentage points after each practice attempt, while the slowest quarter of students improved by about 1.7 percentage points. It took seven to eight attempts for nearly all students to go from 65% accuracy, the average starting place, to 80% accuracy, which is what the researchers defined as mastery.\u003c/p>\n\u003ch3 class=\"p8\">\u003cb>The advantage of a head start\u003c/b>\u003c/h3>\n\u003cp class=\"p8\">The head start for the high achievers matters.\u003cspan class=\"Apple-converted-space\"> \u003c/span>Above average students, who begin above 65% accuracy take fewer than four practice attempts to hit the 80% threshold. Below average students tend to require more than 13 attempts to hit the same 80% threshold. That difference – four versus 13 – can make it seem like students are learning at different paces. But they’re not. Each student, whether high or low, is learning about the same amount from each practice attempt. (The researchers didn’t study children with disabilities, and it’s unknown if their learning rates are different.)\u003c/p>\n\u003cp class=\"p8\">The student data that Koedinger studied comes from educational software that is designed to be interactive and gives students multiple attempts to try things, make mistakes, get feedback and try again. Students learn by doing. Some of the feedback was very basic, like an answer key, alerting students if they got the problem right or wrong. But some of the feedback was sophisticated. Intelligent tutoring systems in math provided hints when students got stuck, offered complete explanations and displayed step-by-step examples.\u003c/p>\n\u003cp class=\"p8\">The conclusion that everyone’s learning rate is similar might apply only to well-designed versions of computerized learning. Koedinger thinks students probably learn at different paces in the analog world of paper and pencil, without the same guided practice and feedback. When students are learning more independently, he says, some might be better at checking their own work and seeking guidance.\u003c/p>\n\u003cp class=\"p8\">Struggling students might be getting fewer “opportunities” to learn in the analog world, Koedinger speculated. That doesn’t necessarily mean that schools and parents should be putting low-achieving students on computers more often. Many students quickly lose motivation to learn on screens and need more human interaction.\u003c/p>\n\u003ch3 class=\"p8\">Memory ability varies\u003c/h3>\n\u003cp class=\"p8\">Learning rates were especially steady in math and science – the subjects that most of the educational software in this study focused on. But researchers noticed more divergence in learning rates in the six datasets that involved the teaching of English and other languages. One was a program that taught the use of the article “the,” which can be arbitrary. (Here’s an example: I’m swimming in \u003ci>the\u003c/i> Atlantic Ocean today but in Lake Ontario tomorrow. There’s no “the” before lakes.) Another program taught Chinese vocabulary. Both relied on students’ memory and individual memory processing speeds differ. Memory is important in learning math and science too, but Koedinger said students might be able to compensate with other learning strategies, such as pattern recognition, deduction and induction.\u003c/p>\n\u003cp class=\"p8\">To understand that we all learn at a similar rate is one of the best arguments I’ve seen not to give up on ourselves when we’re failing and falling behind our peers. Koedinger hopes it will inspire teachers to change their attitudes about low achievers in their classrooms, and instead think of them as students who haven’t had the same number of practice opportunities and exposure to ideas that other kids have had. With the right exercises and feedback, and a bit of effort, they can learn too. Perhaps it’s time to revise the old saw about how to get to Carnegie Hall. Instead of practice, practice, practice, I’m going to start saying practice, listen to feedback and practice again (repeat seven times).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-myth-of-the-quick-learner/\">\u003cspan class=\"s4\">\u003ci>story\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "professors-say-high-school-math-doesnt-prepare-most-students-for-their-college-majors",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The typical ambitious high school student takes advanced algebra, trigonometry, pre-calculus and calculus. None of that math may be necessary for the vast majority of undergraduates who don’t intend to major in science or another STEM field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But those same students don’t have many of the math skills that professors think they actually do need. In a survey, humanities, arts and social science professors say they really want their students to be able to \u003ca href=\"https://www.kqed.org/mindshift/58326/could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students\">analyze data, create charts and spreadsheets and reason mathematically\u003c/a> – skills that high school math courses often skip or rush through.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We still need the traditional algebra-to-calculus curriculum for students who are intending a STEM major,” said Gary Martin, a professor of mathematics education at Auburn University in Alabama who led the team that conducted this survey of college professors. “But that’s maybe 20%. The other 80%, what about them?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin said that the survey showed that high schools should stress “reasoning and critical thinking skills, decrease the emphasis on specific mathematical topics, and increase the focus on data analysis and statistics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This damning assessment of the content of high school math comes from a survey of about 300 Alabama college professors who oversee majors and undergraduate degree programs at both two-year and four-year public colleges in the humanities, arts, social sciences and some natural sciences. Majors that require calculus were excluded. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 2021 survey prompted Alabama’s public colleges and universities to allow more students to meet their math requirements by taking a statistics course instead of a traditional math class, such as college algebra or calculus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin and his colleagues later realized that the survey had implications for high school math too, and \u003c/span>\u003ca href=\"https://conference-handouts.s3.amazonaws.com/2023-ncsm-washington-dc/files/0930_0_Martin_3111.pdf\">\u003cspan style=\"font-weight: 400\">presented these results at an Oct. 26, 2023 session\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the National Council of Teachers of Mathematics annual conference in Washington D.C. Full survey results are slated to be published in the winter 2024 issue of the \u003c/span>\u003ca href=\"https://amatyc.org/page/MathAMATYCEducator\">\u003cspan style=\"font-weight: 400\">MathAMATYC Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a peer-reviewed journal of the American Mathematical Association of Two-Year Colleges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, professors were asked \u003c/span>\u003cspan style=\"font-weight: 400\">detailed questions\u003c/span>\u003cspan style=\"font-weight: 400\"> about which mathematical concepts and skills students need in their programs. Many high school math topics were unimportant to college professors. For example, most professors said they wanted students to understand functions, particularly linear and exponential functions, which are used to model trends, population changes or compound interest. But Martin said that non-STEM students didn’t really need to learn trigonometric functions, which are used in satellite navigation or mechanical engineering. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">College professors were more keen on an assortment of what was described as mathematical “practices,” including the ability to “interpret quantitative information,” “strategically infer, evaluate and reason,” “apply the mathematics they know to solve everyday life, society and the workplace,” and to “look for patterns and relationships and make generalizations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are so focused on covering all the topics that they don’t have time to do the practices when the practices are what really matters,” said Martin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understanding statistics was high on the list. An overwhelming majority of college professors said students in their programs needed to be familiar with statistics and data analysis, including concepts like correlation, causation and the importance of sample size. They wanted students to be able to “interpret displays of data and statistical analyses to understand the reasonableness of the claims being presented.” Professors say students need to be able to produce bar charts, histograms and line charts. Facility with spreadsheets, such as Excel, is useful too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Statistics is what you need,” said Martin. “Yet, in many K-12 classrooms, statistics is the proverbial end-of-the-year unit that you may or may not get to. And if you do, you rush through it, just to say you did it. But there’s not this sense of urgency to get through the statistics, as there is to get through the math topics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the survey took place only in Alabama and professors in other states might have different thoughts on the math that students need, Martin suspects that there are more similarities than differences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The mismatch between what students learn in high school and what they need in college isn’t easy to fix. Teachers generally don’t have time for longer statistics units, or the ability to go deeper into math concepts so that students can develop their reasoning skills, because high school math courses have become bloated with too many topics. However, there is no consensus on which algebra topics to jettison.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging high school students to take statistics classes during their junior and senior years is also fraught. College admissions officers value calculus, almost as a proxy for intelligence. And college admissions tests tend to emphasize math skills that students will practice more on the algebra-to-calculus track. A diversion to data analysis risks putting students at a disadvantage. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The thorniest problem is that revamping high school math could force students to make big choices in school before they know what they want to study in college. Students who want to enter STEM fields still need calculus and the country needs more people to pursue STEM careers. Taking more students off of the calculus track could close doors to many students and ultimately weaken the U.S. economy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin said it’s also important to remember that vocational training is not the only purpose of math education. “We don’t have students read Shakespeare because they need it to be effective in whatever they’re going to do later,” he said. “It adds something to your life. I felt that it really gave me breadth as a human being.” He wants high school students to study some math concepts they will never need because there’s a beauty to them. “Appreciating mathematics is a really intriguing way of looking at the world,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin and his colleagues don’t have any definitive solutions, but their survey is a helpful data point in demonstrating how too few students are getting the mathematical foundations they need for the future. \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-professors-say-high-school-math-doesnt-prepare-most-students-for-their-college-majors/\">\u003ci>\u003cspan style=\"font-weight: 400\">high school math\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The typical ambitious high school student takes advanced algebra, trigonometry, pre-calculus and calculus. None of that math may be necessary for the vast majority of undergraduates who don’t intend to major in science or another STEM field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But those same students don’t have many of the math skills that professors think they actually do need. In a survey, humanities, arts and social science professors say they really want their students to be able to \u003ca href=\"https://www.kqed.org/mindshift/58326/could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students\">analyze data, create charts and spreadsheets and reason mathematically\u003c/a> – skills that high school math courses often skip or rush through.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We still need the traditional algebra-to-calculus curriculum for students who are intending a STEM major,” said Gary Martin, a professor of mathematics education at Auburn University in Alabama who led the team that conducted this survey of college professors. “But that’s maybe 20%. The other 80%, what about them?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin said that the survey showed that high schools should stress “reasoning and critical thinking skills, decrease the emphasis on specific mathematical topics, and increase the focus on data analysis and statistics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This damning assessment of the content of high school math comes from a survey of about 300 Alabama college professors who oversee majors and undergraduate degree programs at both two-year and four-year public colleges in the humanities, arts, social sciences and some natural sciences. Majors that require calculus were excluded. \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 2021 survey prompted Alabama’s public colleges and universities to allow more students to meet their math requirements by taking a statistics course instead of a traditional math class, such as college algebra or calculus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin and his colleagues later realized that the survey had implications for high school math too, and \u003c/span>\u003ca href=\"https://conference-handouts.s3.amazonaws.com/2023-ncsm-washington-dc/files/0930_0_Martin_3111.pdf\">\u003cspan style=\"font-weight: 400\">presented these results at an Oct. 26, 2023 session\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the National Council of Teachers of Mathematics annual conference in Washington D.C. Full survey results are slated to be published in the winter 2024 issue of the \u003c/span>\u003ca href=\"https://amatyc.org/page/MathAMATYCEducator\">\u003cspan style=\"font-weight: 400\">MathAMATYC Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a peer-reviewed journal of the American Mathematical Association of Two-Year Colleges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, professors were asked \u003c/span>\u003cspan style=\"font-weight: 400\">detailed questions\u003c/span>\u003cspan style=\"font-weight: 400\"> about which mathematical concepts and skills students need in their programs. Many high school math topics were unimportant to college professors. For example, most professors said they wanted students to understand functions, particularly linear and exponential functions, which are used to model trends, population changes or compound interest. But Martin said that non-STEM students didn’t really need to learn trigonometric functions, which are used in satellite navigation or mechanical engineering. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">College professors were more keen on an assortment of what was described as mathematical “practices,” including the ability to “interpret quantitative information,” “strategically infer, evaluate and reason,” “apply the mathematics they know to solve everyday life, society and the workplace,” and to “look for patterns and relationships and make generalizations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are so focused on covering all the topics that they don’t have time to do the practices when the practices are what really matters,” said Martin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understanding statistics was high on the list. An overwhelming majority of college professors said students in their programs needed to be familiar with statistics and data analysis, including concepts like correlation, causation and the importance of sample size. They wanted students to be able to “interpret displays of data and statistical analyses to understand the reasonableness of the claims being presented.” Professors say students need to be able to produce bar charts, histograms and line charts. Facility with spreadsheets, such as Excel, is useful too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Statistics is what you need,” said Martin. “Yet, in many K-12 classrooms, statistics is the proverbial end-of-the-year unit that you may or may not get to. And if you do, you rush through it, just to say you did it. But there’s not this sense of urgency to get through the statistics, as there is to get through the math topics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the survey took place only in Alabama and professors in other states might have different thoughts on the math that students need, Martin suspects that there are more similarities than differences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The mismatch between what students learn in high school and what they need in college isn’t easy to fix. Teachers generally don’t have time for longer statistics units, or the ability to go deeper into math concepts so that students can develop their reasoning skills, because high school math courses have become bloated with too many topics. However, there is no consensus on which algebra topics to jettison.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging high school students to take statistics classes during their junior and senior years is also fraught. College admissions officers value calculus, almost as a proxy for intelligence. And college admissions tests tend to emphasize math skills that students will practice more on the algebra-to-calculus track. A diversion to data analysis risks putting students at a disadvantage. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The thorniest problem is that revamping high school math could force students to make big choices in school before they know what they want to study in college. Students who want to enter STEM fields still need calculus and the country needs more people to pursue STEM careers. Taking more students off of the calculus track could close doors to many students and ultimately weaken the U.S. economy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin said it’s also important to remember that vocational training is not the only purpose of math education. “We don’t have students read Shakespeare because they need it to be effective in whatever they’re going to do later,” he said. “It adds something to your life. I felt that it really gave me breadth as a human being.” He wants high school students to study some math concepts they will never need because there’s a beauty to them. “Appreciating mathematics is a really intriguing way of looking at the world,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin and his colleagues don’t have any definitive solutions, but their survey is a helpful data point in demonstrating how too few students are getting the mathematical foundations they need for the future. \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-professors-say-high-school-math-doesnt-prepare-most-students-for-their-college-majors/\">\u003ci>\u003cspan style=\"font-weight: 400\">high school math\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "what-to-do-when-gentle-parenting-fails",
"title": "What To Do When 'Gentle parenting' Fails",
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"content": "\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/when-gentle-parenting-doesnt-work\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently there has been a movement on social media and the parenting community more broadly \u003ca href=\"https://www.kqed.org/mindshift/61399/what-parenting-research-really-says-about-timeouts-and-how-to-use-them\">to practice “gentle parenting.”\u003c/a> The exact definition of gentle parenting is not completely clear because it is not a term that has been studied in the research or used by psychologists in clinical practice. The term \u003ca href=\"https://sarahockwell-smith.com/\">gentle parenting\u003c/a> is credited to British author, Sarah Ockwell-Smith, who wrote several books on the topic. Gentle parenting has since become a buzzword and been co-opted by countless parenting influencers on social media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reassuringly though, most conceptualizations of gentle parenting seem to be based on principles that nearly every child psychologist or expert in child development would endorse such as respecting the child, taking the child’s perspective into account, empathizing with and validating your child and building the parent-child bond through positive experiences. However, where gentle parenting seems to deviate from research-backed parenting programs is in what to do when you encounter behavior problems even after you start using these more positive strategies or when it is not possible to use these positive parenting strategies. Most evidence-based parenting programs work on these gentle or positive parenting skills first and then move to other techniques that help parents to handle the behavior problems that inevitably come up even \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">after\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> working on these positive, relationship-building strategies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are clearly some parents that gentle parenting works well for, or it wouldn’t have gained such a strong following. If gentle parenting is working for you, that is wonderful and there is no reason to change what you are doing. However, many parents report that gentle parenting does not work for their individual child and family. Research backs up this experience and suggests that gentle parenting strategies alone may not be effective for every situation and every child. Specifically, \u003c/span>\u003cspan style=\"font-weight: 400\">researchers have found that gentle parenting techniques are \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15295192.2018.1465304\">not as effective for more serious challenging behavior\u003c/a>, such as aggression, or for children that are oppositional or harder to manage\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, we as parents would all \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">love\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> if simply validating and empathizing with our child’s emotions was all we needed to do — but in the real world it doesn’t seem to be so simple. It is easy to stay calm and validate your child’s emotions when you are calm and everything is going well but nearly all parents reach a point of overwhelm during which they just can’t be the gentle parent they want to be. In these moments, parents may be tempted to resort to harsh and ineffective parenting strategies, like yelling or spanking, instead of using research-backed strategies that are not technically “gentle parenting” but are less harsh and might actually work. Sometimes gentle parenting strategies may even result in a pattern of increasingly frequent episodes of challenging behavior, which makes gentle parenting more difficult because you as the parent eventually get worn down, or the parent-child relationship suffers due to a lack of positive interactions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Real life may also get in the way. You can empathize with your child that they hate wearing socks but at some point you have to get them to put on their socks and shoes or you will be late for school. You may also have other children and responsibilities that make gentle parenting difficult. It is hard to “help your child to stop hitting” when you are breastfeeding a newborn or making dinner for your family. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the overarching principles of gentle parenting may resonate with many parents (I know they do for me), these same parents may still feel at a loss for how to apply these principles in the more difficult situations of parenting. So what happens when gentle parenting doesn’t seem to be working? Or maybe gentle parenting does work most of the time but doesn’t work in some situations, such as when either you or your child is having an off day? The strategies listed below are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> recommended by most gentle parenting advocates but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">are\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> consistently supported by research and included in most evidence-based parenting programs. If gentle parenting is working for you, of course, you do not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">need\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to use these strategies but if you are one of the many parents who feel like you might need something more, the following strategies may be helpful for you. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What to do when gentle parenting isn’t working\u003c/b>\u003c/p>\n\u003cp>\u003cb>1. Use consequences:\u003c/b>\u003cspan style=\"font-weight: 400\"> Consequences seem to be a bad word in the gentle parenting sphere. Gentle parenting advocates suggest that the problem with consequences is that we want our children to be internally motivated to behave rather than responding only to externally imposed consequences, such as having an internal motivation to be kind rather than being kind simply to avoid losing iPad time. Yet it is important to keep in mind that all behavior has consequences regardless of whether you impose them or not. Imagine this situation: Your child takes a toy from their brother and you go over and empathize with them that it is hard to see your brother play with a toy you want but it still isn’t okay to take the toy. Your child then has the positive consequence of gaining access to the toy \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">getting your attention. Whether it was your intention or not, you just increased the likelihood of them snatching a toy in the future. All humans respond to these laws of behavior. Even as an adult, you may consider yourself intrinsically motivated to be a conscientious person but if there were no penalties for speeding, would you always drive under the speed limit? And if you got a ticket would you be more careful about speeding in the future?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In particular, research consistently finds that \u003c/span>\u003cb>\u003ci>logical consequences\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> are related to improved \u003c/span>\u003ca href=\"https://research.bangor.ac.uk/portal/files/23231845/Leijten_et_al_2019_JAACAP_Key_Parenting_Program_Components.pdf\">\u003cspan style=\"font-weight: 400\">behavior\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i> \u003ca href=\"http://mapageweb.umontreal.ca/mageaug/Articles/Joussemet_Mageau_Koestner_2013.pdf\">\u003cspan style=\"font-weight: 400\">mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in children. Logical consequences are consequences that are related to the behavior so they make sense to children. Logical consequences can include any of the following: making them stop play to get an ice pack or a bandaid for another child that they hurt, leaving the playground when they aren’t following the rules, cleaning up a mess that they made before they are allowed to move on to the next activity, not having time to watch their favorite show because they didn’t clean their room when you asked, and losing access to a toy when they don’t use it appropriately. \u003c/span>\u003ca href=\"https://selfdeterminationtheory.org/wp-content/uploads/2022/03/2020_RobichaudMageauSoenens_TheRoleofLogical.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences may even be linked with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> intrinsic motivation to follow the rules. \u003c/span>\u003ca href=\"http://selfdeterminationtheory.org/wp-content/uploads/2018/03/2018_MageauLesssardEtal.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that logical consequences are more effective than simply reminding children of the rule or limit. Although \u003c/span>\u003ca href=\"https://www.jstor.org/stable/1131778\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicates that it is important for parents to remind children of the rule or limit and explain why it exists, research also suggests that parents sometimes need to use consequences alongside this type of verbal reasoning in order to positively impact behavior. For example, \u003c/span>\u003ca href=\"https://www.proquest.com/openview/fd4fe3695828fd077fb647bf034d35c2/1?pq-origsite=gscholar&cbl=25922\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that this type of verbal reasoning only works to improve behavior and reduce aggression with toddlers if parents followed through on consequences some of the time (at least 10% of the time).\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Selective attention/planned ignoring:\u003c/b> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004430.2019.1663184\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that attention is an incredibly powerful parenting tool. To use your attention to improve your child’s behavior and make your day-to-day parenting a little easier, try to make a concerted effort to pay more attention to positive behaviors than negative behaviors. This is called “selective attention.” So if your child is whining to get your attention, make an effort to notice and praise whenever they use a “normal voice”. However, if simply noticing and praising the positive behavior doesn’t seem to be working, it is okay to ignore more minor misbehavior, such as whining, fussing, mild arguing or asking the same questions over and over again. Sometimes children and parents get into a bad cycle where negative behaviors get more attention than positive behaviors so to get out of this cycle, parents may have to both pay more attention to positive behavior \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> ignore some negative behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents are only using more gentle parenting strategies like emotion coaching for challenging behavior, which is a \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10578-012-0322-1\">\u003cspan style=\"font-weight: 400\">great research-backed strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, parents may unintentionally end up paying more attention to children when they are showing challenging behaviors than positive behaviors which then increases the frequency of the challenging behaviors and decreases the frequency of the positive behaviors. This could create a situation in which challenging behaviors become so frequent that the parent eventually loses patience and resorts to harsh and ineffective parenting strategies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most research-backed parenting programs, such as \u003c/span>\u003ca href=\"https://www.parentchildinteractiontherapy.com/\">\u003cspan style=\"font-weight: 400\">Parent-Child Interaction Therapy \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(PCIT), advise parents to use ignoring for minor challenging behavior. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5530857/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this type of brief ignoring of minor behavior is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/224025331_Mothers'_Perceptions_of_Young_Children_Parenting_and_Young_Children's_Behavior_Problems\">\u003cspan style=\"font-weight: 400\">improved behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6173420/\">\u003cspan style=\"font-weight: 400\">reduced non-compliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: children being more likely to listen to parents). An important note about ignoring: Ideally parents should only ignore minor challenging behavior that has the goal of gaining attention. It doesn’t make sense to ignore any behavior related to emotional dysregulation, since your child may genuinely need your help with calming down, or a more serious behavior like aggression, since you need to step in to keep your child and others safe. It is also important to remember that you are ignoring the behavior and not the child. When the child stops the behavior, make sure to pay attention and notice and praise any positive behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try timeout\u003c/b>\u003cspan style=\"font-weight: 400\">: It seems that one of the core tenets of gentle parenting is that timeout is harmful to children and some gentle parenting advocates go so far as to equate timeout with physical abuse. Yet, \u003ca href=\"https://www.kqed.org/mindshift/61399/what-parenting-research-really-says-about-timeouts-and-how-to-use-them\">research does not find any evidence for harm associated with timeout\u003c/a> and even finds that it may be linked with positive outcomes. Research also indicates that timeout is very effective in improving behavior. In particular, timeout may be helpful at times when a parent is at risk for using more harsh discipline strategies. For example, when you feel “triggered” as a parent, timeout can give you all a chance to calm down in order to effectively deal with a difficult situation. \u003c/span>\u003ca href=\"https://www.rch.org.au/uploadedFiles/Main/Content/ccch/Risk_factors_for_childhood_mental_health_symptoms_Bayer.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consistently finds that harsh discipline tactics, such as yelling or physical punishment, are associated with worse mental health in children. If timeout gives you and your child a chance to calm down before you resort to these strategies, it might be the right choice for you and your family. The gentle parenting movement often recommends “time-in” as an alternative to timeout. Yet, research has yet to determine whether “time-in” is an effective strategy. If “time-in” works for you and your child, it doesn’t matter that it is not supported by research and you should continue to use it. However, if it is not working for you or your child, feel free to use another approach like timeout without guilt. If it does not feel right to you as a parent to use timeout, follow your instincts and don’t use it. Research does not indicate that you \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">must \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">use timeout in order to be an effective parent. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Take care of yourself before your children\u003c/b>\u003cspan style=\"font-weight: 400\">: The advice of gentle parenting advocates sometimes doesn’t seem to acknowledge that parents are people too. We have feelings, needs and desires that matter. For example, many gentle parenting advocates suggest that parents should never tell their children when they make you feel sad or angry because this may cause codependency. Of course we do not want to use our feelings to manipulate or guilt our children, but we have no evidence that honestly sharing our emotions with our children has any negative impacts and we do have \u003c/span>\u003cspan style=\"font-weight: 400\">some evidence that hiding your emotions from your child is \u003ca href=\"https://psycnet.apa.org/manuscript/2020-26571-001.pdf\">associated with more stress in children and strain on the parent-child relationship\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. It is also impossible to help your children to regulate their emotions when you are feeling dysregulated, as is often the case when your children are dysregulated — \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4604752/\">\u003cspan style=\"font-weight: 400\">particularly if you are an empathetic person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some gentle parenting proponents fail to mention that it is more than okay if you need to take care of your own emotional needs before your children’s. This might mean telling your children that you can’t play with them because you are too stressed or busy. It could be walking away from a situation and calming yourself down before you calm them down. It could be ignoring their demands until you have met your own needs. As parents we often put our children first, but being a good parent may also involve occasionally \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">putting yourself first\u003c/a>. If you feel guilty about this then remember that even if you could be a person devoid of all emotions and the perfectly calm co-regulator for your child, you are setting up an unrealistic expectation for all future relationships — future friendships and spouses will never be able to completely put aside their own feelings in every scenario. It might cause guilt in the moment but remember that you are modeling \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">healthy emotional regulation\u003c/a> when you take care of yourself first. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports the core tenets of gentle parenting, which include validating and empathizing with your child’s emotions, enhancing the parent-child relationship, giving your child positive attention, assuming the best of your child and modeling for children the behavior you want to see. However, for some children and parents and in some situations, these strategies don’t seem to be effective. When gentle parenting doesn’t seem to be working, it does \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> mean that you have failed at being a gentle parent— only that it might be time to try something else. It is important to remember that these strategies have not been found to be effective for all families. When gentle parenting doesn’t seem to be working, parents should feel free to try using evidence-based strategies such as consequences, timeout, ignoring, and taking care of yourself before your child. Above all, it is important for parents to remember that gentle parenting is a trend and not a religion — feel free to take the parts you like and leave the rest.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was \u003ca href=\"https://parentingtranslator.substack.com/p/when-gentle-parenting-doesnt-work\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently there has been a movement on social media and the parenting community more broadly \u003ca href=\"https://www.kqed.org/mindshift/61399/what-parenting-research-really-says-about-timeouts-and-how-to-use-them\">to practice “gentle parenting.”\u003c/a> The exact definition of gentle parenting is not completely clear because it is not a term that has been studied in the research or used by psychologists in clinical practice. The term \u003ca href=\"https://sarahockwell-smith.com/\">gentle parenting\u003c/a> is credited to British author, Sarah Ockwell-Smith, who wrote several books on the topic. Gentle parenting has since become a buzzword and been co-opted by countless parenting influencers on social media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reassuringly though, most conceptualizations of gentle parenting seem to be based on principles that nearly every child psychologist or expert in child development would endorse such as respecting the child, taking the child’s perspective into account, empathizing with and validating your child and building the parent-child bond through positive experiences. However, where gentle parenting seems to deviate from research-backed parenting programs is in what to do when you encounter behavior problems even after you start using these more positive strategies or when it is not possible to use these positive parenting strategies. Most evidence-based parenting programs work on these gentle or positive parenting skills first and then move to other techniques that help parents to handle the behavior problems that inevitably come up even \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">after\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> working on these positive, relationship-building strategies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are clearly some parents that gentle parenting works well for, or it wouldn’t have gained such a strong following. If gentle parenting is working for you, that is wonderful and there is no reason to change what you are doing. However, many parents report that gentle parenting does not work for their individual child and family. Research backs up this experience and suggests that gentle parenting strategies alone may not be effective for every situation and every child. Specifically, \u003c/span>\u003cspan style=\"font-weight: 400\">researchers have found that gentle parenting techniques are \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15295192.2018.1465304\">not as effective for more serious challenging behavior\u003c/a>, such as aggression, or for children that are oppositional or harder to manage\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, we as parents would all \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">love\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> if simply validating and empathizing with our child’s emotions was all we needed to do — but in the real world it doesn’t seem to be so simple. It is easy to stay calm and validate your child’s emotions when you are calm and everything is going well but nearly all parents reach a point of overwhelm during which they just can’t be the gentle parent they want to be. In these moments, parents may be tempted to resort to harsh and ineffective parenting strategies, like yelling or spanking, instead of using research-backed strategies that are not technically “gentle parenting” but are less harsh and might actually work. Sometimes gentle parenting strategies may even result in a pattern of increasingly frequent episodes of challenging behavior, which makes gentle parenting more difficult because you as the parent eventually get worn down, or the parent-child relationship suffers due to a lack of positive interactions. \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\">Real life may also get in the way. You can empathize with your child that they hate wearing socks but at some point you have to get them to put on their socks and shoes or you will be late for school. You may also have other children and responsibilities that make gentle parenting difficult. It is hard to “help your child to stop hitting” when you are breastfeeding a newborn or making dinner for your family. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the overarching principles of gentle parenting may resonate with many parents (I know they do for me), these same parents may still feel at a loss for how to apply these principles in the more difficult situations of parenting. So what happens when gentle parenting doesn’t seem to be working? Or maybe gentle parenting does work most of the time but doesn’t work in some situations, such as when either you or your child is having an off day? The strategies listed below are \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> recommended by most gentle parenting advocates but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">are\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> consistently supported by research and included in most evidence-based parenting programs. If gentle parenting is working for you, of course, you do not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">need\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to use these strategies but if you are one of the many parents who feel like you might need something more, the following strategies may be helpful for you. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What to do when gentle parenting isn’t working\u003c/b>\u003c/p>\n\u003cp>\u003cb>1. Use consequences:\u003c/b>\u003cspan style=\"font-weight: 400\"> Consequences seem to be a bad word in the gentle parenting sphere. Gentle parenting advocates suggest that the problem with consequences is that we want our children to be internally motivated to behave rather than responding only to externally imposed consequences, such as having an internal motivation to be kind rather than being kind simply to avoid losing iPad time. Yet it is important to keep in mind that all behavior has consequences regardless of whether you impose them or not. Imagine this situation: Your child takes a toy from their brother and you go over and empathize with them that it is hard to see your brother play with a toy you want but it still isn’t okay to take the toy. Your child then has the positive consequence of gaining access to the toy \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">getting your attention. Whether it was your intention or not, you just increased the likelihood of them snatching a toy in the future. All humans respond to these laws of behavior. Even as an adult, you may consider yourself intrinsically motivated to be a conscientious person but if there were no penalties for speeding, would you always drive under the speed limit? And if you got a ticket would you be more careful about speeding in the future?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In particular, research consistently finds that \u003c/span>\u003cb>\u003ci>logical consequences\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\"> are related to improved \u003c/span>\u003ca href=\"https://research.bangor.ac.uk/portal/files/23231845/Leijten_et_al_2019_JAACAP_Key_Parenting_Program_Components.pdf\">\u003cspan style=\"font-weight: 400\">behavior\u003c/span>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i> \u003ca href=\"http://mapageweb.umontreal.ca/mageaug/Articles/Joussemet_Mageau_Koestner_2013.pdf\">\u003cspan style=\"font-weight: 400\">mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in children. Logical consequences are consequences that are related to the behavior so they make sense to children. Logical consequences can include any of the following: making them stop play to get an ice pack or a bandaid for another child that they hurt, leaving the playground when they aren’t following the rules, cleaning up a mess that they made before they are allowed to move on to the next activity, not having time to watch their favorite show because they didn’t clean their room when you asked, and losing access to a toy when they don’t use it appropriately. \u003c/span>\u003ca href=\"https://selfdeterminationtheory.org/wp-content/uploads/2022/03/2020_RobichaudMageauSoenens_TheRoleofLogical.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences may even be linked with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> intrinsic motivation to follow the rules. \u003c/span>\u003ca href=\"http://selfdeterminationtheory.org/wp-content/uploads/2018/03/2018_MageauLesssardEtal.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that logical consequences are more effective than simply reminding children of the rule or limit. Although \u003c/span>\u003ca href=\"https://www.jstor.org/stable/1131778\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicates that it is important for parents to remind children of the rule or limit and explain why it exists, research also suggests that parents sometimes need to use consequences alongside this type of verbal reasoning in order to positively impact behavior. For example, \u003c/span>\u003ca href=\"https://www.proquest.com/openview/fd4fe3695828fd077fb647bf034d35c2/1?pq-origsite=gscholar&cbl=25922\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that this type of verbal reasoning only works to improve behavior and reduce aggression with toddlers if parents followed through on consequences some of the time (at least 10% of the time).\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Selective attention/planned ignoring:\u003c/b> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03004430.2019.1663184\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that attention is an incredibly powerful parenting tool. To use your attention to improve your child’s behavior and make your day-to-day parenting a little easier, try to make a concerted effort to pay more attention to positive behaviors than negative behaviors. This is called “selective attention.” So if your child is whining to get your attention, make an effort to notice and praise whenever they use a “normal voice”. However, if simply noticing and praising the positive behavior doesn’t seem to be working, it is okay to ignore more minor misbehavior, such as whining, fussing, mild arguing or asking the same questions over and over again. Sometimes children and parents get into a bad cycle where negative behaviors get more attention than positive behaviors so to get out of this cycle, parents may have to both pay more attention to positive behavior \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> ignore some negative behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents are only using more gentle parenting strategies like emotion coaching for challenging behavior, which is a \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10578-012-0322-1\">\u003cspan style=\"font-weight: 400\">great research-backed strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, parents may unintentionally end up paying more attention to children when they are showing challenging behaviors than positive behaviors which then increases the frequency of the challenging behaviors and decreases the frequency of the positive behaviors. This could create a situation in which challenging behaviors become so frequent that the parent eventually loses patience and resorts to harsh and ineffective parenting strategies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most research-backed parenting programs, such as \u003c/span>\u003ca href=\"https://www.parentchildinteractiontherapy.com/\">\u003cspan style=\"font-weight: 400\">Parent-Child Interaction Therapy \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(PCIT), advise parents to use ignoring for minor challenging behavior. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5530857/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this type of brief ignoring of minor behavior is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/224025331_Mothers'_Perceptions_of_Young_Children_Parenting_and_Young_Children's_Behavior_Problems\">\u003cspan style=\"font-weight: 400\">improved behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6173420/\">\u003cspan style=\"font-weight: 400\">reduced non-compliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: children being more likely to listen to parents). An important note about ignoring: Ideally parents should only ignore minor challenging behavior that has the goal of gaining attention. It doesn’t make sense to ignore any behavior related to emotional dysregulation, since your child may genuinely need your help with calming down, or a more serious behavior like aggression, since you need to step in to keep your child and others safe. It is also important to remember that you are ignoring the behavior and not the child. When the child stops the behavior, make sure to pay attention and notice and praise any positive behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cb>3. Try timeout\u003c/b>\u003cspan style=\"font-weight: 400\">: It seems that one of the core tenets of gentle parenting is that timeout is harmful to children and some gentle parenting advocates go so far as to equate timeout with physical abuse. Yet, \u003ca href=\"https://www.kqed.org/mindshift/61399/what-parenting-research-really-says-about-timeouts-and-how-to-use-them\">research does not find any evidence for harm associated with timeout\u003c/a> and even finds that it may be linked with positive outcomes. Research also indicates that timeout is very effective in improving behavior. In particular, timeout may be helpful at times when a parent is at risk for using more harsh discipline strategies. For example, when you feel “triggered” as a parent, timeout can give you all a chance to calm down in order to effectively deal with a difficult situation. \u003c/span>\u003ca href=\"https://www.rch.org.au/uploadedFiles/Main/Content/ccch/Risk_factors_for_childhood_mental_health_symptoms_Bayer.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consistently finds that harsh discipline tactics, such as yelling or physical punishment, are associated with worse mental health in children. If timeout gives you and your child a chance to calm down before you resort to these strategies, it might be the right choice for you and your family. The gentle parenting movement often recommends “time-in” as an alternative to timeout. Yet, research has yet to determine whether “time-in” is an effective strategy. If “time-in” works for you and your child, it doesn’t matter that it is not supported by research and you should continue to use it. However, if it is not working for you or your child, feel free to use another approach like timeout without guilt. If it does not feel right to you as a parent to use timeout, follow your instincts and don’t use it. Research does not indicate that you \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">must \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">use timeout in order to be an effective parent. \u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Take care of yourself before your children\u003c/b>\u003cspan style=\"font-weight: 400\">: The advice of gentle parenting advocates sometimes doesn’t seem to acknowledge that parents are people too. We have feelings, needs and desires that matter. For example, many gentle parenting advocates suggest that parents should never tell their children when they make you feel sad or angry because this may cause codependency. Of course we do not want to use our feelings to manipulate or guilt our children, but we have no evidence that honestly sharing our emotions with our children has any negative impacts and we do have \u003c/span>\u003cspan style=\"font-weight: 400\">some evidence that hiding your emotions from your child is \u003ca href=\"https://psycnet.apa.org/manuscript/2020-26571-001.pdf\">associated with more stress in children and strain on the parent-child relationship\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. It is also impossible to help your children to regulate their emotions when you are feeling dysregulated, as is often the case when your children are dysregulated — \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4604752/\">\u003cspan style=\"font-weight: 400\">particularly if you are an empathetic person\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some gentle parenting proponents fail to mention that it is more than okay if you need to take care of your own emotional needs before your children’s. This might mean telling your children that you can’t play with them because you are too stressed or busy. It could be walking away from a situation and calming yourself down before you calm them down. It could be ignoring their demands until you have met your own needs. As parents we often put our children first, but being a good parent may also involve occasionally \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">putting yourself first\u003c/a>. If you feel guilty about this then remember that even if you could be a person devoid of all emotions and the perfectly calm co-regulator for your child, you are setting up an unrealistic expectation for all future relationships — future friendships and spouses will never be able to completely put aside their own feelings in every scenario. It might cause guilt in the moment but remember that you are modeling \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">healthy emotional regulation\u003c/a> when you take care of yourself first. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research supports the core tenets of gentle parenting, which include validating and empathizing with your child’s emotions, enhancing the parent-child relationship, giving your child positive attention, assuming the best of your child and modeling for children the behavior you want to see. However, for some children and parents and in some situations, these strategies don’t seem to be effective. When gentle parenting doesn’t seem to be working, it does \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> mean that you have failed at being a gentle parent— only that it might be time to try something else. It is important to remember that these strategies have not been found to be effective for all families. When gentle parenting doesn’t seem to be working, parents should feel free to try using evidence-based strategies such as consequences, timeout, ignoring, and taking care of yourself before your child. Above all, it is important for parents to remember that gentle parenting is a trend and not a religion — feel free to take the parts you like and leave the rest.\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>Cara Goodwin, PhD, is a licensed psychologist, a mother of four and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Flash cards prevail over repetition in memorizing multiplication tables",
"headTitle": "Flash cards prevail over repetition in memorizing multiplication tables | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Young students around the world struggle to memorize multiplication tables, but the effort pays off. Cognitive scientists say that learning 6 x 7 and 8 x 9 by heart frees up the brain’s working memory so that students can focus on the more demanding aspects of problem solving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teachers \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">debate the best way to make multiplication automatic\u003c/a>. Some educators argue against drills and say fluency will develop with everyday usage. Others insist that schools should devote time to helping children memorize times tables. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even among proponents of memorization, it’s unclear which methods are the most effective. Should kids draw \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=R2IQB9I7zX0\">\u003cspan style=\"font-weight: 400\">their own color-coded tables\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and study them, or copy their multiplication facts out dozens of times? Should they play \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zSRRAHvSQBo\">\u003cspan style=\"font-weight: 400\">multiplication songs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and videos? Should they learn mnemonic tricks, like how the digits of the multiples of nine add up to nine (1+8, 2+7, 3+6, etc.)? My daughter’s gym teacher used to make students shout “7 x 5 is 35” and “6 x 8 is 48” as they did jumping jacks. (It was certainly a way to make jumping less monotonous.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help advise teachers, a team of learning scientists compared two common methods: chanting and \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">flash cards\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 2022 experiment took place in four second grade classrooms in the Netherlands. The teachers began by delivering a lesson on multiplying by three. Using the same scripted lesson, they explained multiplication concepts, such as: “If I grab three apples, and I do this only one time, how many apples do I have?” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the lesson, half the classrooms practiced by reciting equations displayed on a whiteboard: “One times three is three, two times three is six…” through to 10. The other half practiced with flash cards. Students had their own personal sets with answers on the reverse side. Both groups spent five minutes practicing three times during the week for a total of 15 minutes. (More details on the experiment’s design \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1002/acp.4141?campaign=wolearlyview\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the teachers moved on to multiplication by fours, the groups switched. The chanters quizzed themselves with flash cards, and the flash card kids started chanting. All the students practiced memorizing both ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results added up to a clear winner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a pre-test before the lesson, the second graders got an average of three math facts right. Afterwards, the chanters tended to double their accuracy, answering six facts correctly. But the flash card users averaged eight correct. Students were tested again a full week later without any additional practice sessions, and the strong advantage for flash card users didn’t fade. It was a sign that flash card practice not only produces better short-term memories, but also better long-term ones – the ultimate goal.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62665\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62665 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.png\" alt=\"Grayscale bar chart showing pre-test, post-test short term and post-test long term results. The gap between student scores for pre-test is small and widens on the bars for post-test. The post-test bars for the retrieval practices group are higher than the restudy group, indicating better student test scores.\" width=\"780\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-160x86.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-768x414.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Students scored higher on a multiplication test after practicing through flash cards (retrieval practice) than by chanting aloud (restudy). \u003ccite>(Source: Figure 1 of “The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting,” (2023) Journal of Applied Cognitive Psychology.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/acp.4141\">\u003cspan style=\"font-weight: 400\">The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” was published online in October 2023 in the journal Applied Cognitive Psychology. Though a small study of 48 students, this classroom experiment is a good example of the power of what cognitive scientists call “spaced retrieval practice,” in which the act of remembering consolidates information and helps the brain form long-term memories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Retrieval practice can seem counterintuitive. One might think that students should study before being assessed or quizzing themselves. But there’s a growing body of evidence that trying to recall something is itself a powerful tool for learning, particularly when you are given the correct answer immediately after making a stab at it and then get a chance to try again. Testing your memory – even when you draw a blank – is a way to build new memories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many experiments have shown that \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09595-9\">\u003cspan style=\"font-weight: 400\">retrieval practice produces better long-term memories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than studying. Flash cards are one way to try retrieval practice. Quizzes are another option because they also require students to retrieve new information from memory. Indeed, many teachers opt for speed drills, asking students to race through a page of multiplication problems in a minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flash cards can be less anxiety provoking, provide students immediate feedback with answers on the reverse side and allow students to repeat the retrieval practice immediately, running through the deck more than once. Still, kids are kids and they easily drift off task during independent practice time. With a timed quiz, the teacher can be more confident that everyone has benefited from a round of retrieval practice. I’d be curious to see flash cards and quizzes pitted against each other in a future classroom experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As charming as multiplication songs are – I have a soft spot for \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zSRRAHvSQBo\">\u003cspan style=\"font-weight: 400\">School House Rock\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and my editor fondly recalls her \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2PQf88h3sqE\">\u003cspan style=\"font-weight: 400\">Billy Leach multiplication records\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – they are unlikely to be as effective as flash cards because they don’t involve retrieval practice, according to Gino Camp, a professor of learning sciences at Open University in the Netherlands and one of the researchers on the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That doesn’t mean we should jettison the songs or all the other memorization methods just because some aren’t as effective as others. Researchers may eventually find that a combination of techniques is even more powerful. Still, there are limited minutes in the school day, and knowing which learning methods are the most effective can help everyone – teachers, parents and students – use their time wisely.\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-flashcards-prevail-over-repetition-in-memorizing-multiplication-tables/\">\u003ci>\u003cspan style=\"font-weight: 400\">multiplication flash cards\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Young students around the world struggle to memorize multiplication tables, but the effort pays off. Cognitive scientists say that learning 6 x 7 and 8 x 9 by heart frees up the brain’s working memory so that students can focus on the more demanding aspects of problem solving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teachers \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">debate the best way to make multiplication automatic\u003c/a>. Some educators argue against drills and say fluency will develop with everyday usage. Others insist that schools should devote time to helping children memorize times tables. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even among proponents of memorization, it’s unclear which methods are the most effective. Should kids draw \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=R2IQB9I7zX0\">\u003cspan style=\"font-weight: 400\">their own color-coded tables\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and study them, or copy their multiplication facts out dozens of times? Should they play \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zSRRAHvSQBo\">\u003cspan style=\"font-weight: 400\">multiplication songs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and videos? Should they learn mnemonic tricks, like how the digits of the multiples of nine add up to nine (1+8, 2+7, 3+6, etc.)? My daughter’s gym teacher used to make students shout “7 x 5 is 35” and “6 x 8 is 48” as they did jumping jacks. (It was certainly a way to make jumping less monotonous.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help advise teachers, a team of learning scientists compared two common methods: chanting and \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">flash cards\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 2022 experiment took place in four second grade classrooms in the Netherlands. The teachers began by delivering a lesson on multiplying by three. Using the same scripted lesson, they explained multiplication concepts, such as: “If I grab three apples, and I do this only one time, how many apples do I have?” \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\">After the lesson, half the classrooms practiced by reciting equations displayed on a whiteboard: “One times three is three, two times three is six…” through to 10. The other half practiced with flash cards. Students had their own personal sets with answers on the reverse side. Both groups spent five minutes practicing three times during the week for a total of 15 minutes. (More details on the experiment’s design \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1002/acp.4141?campaign=wolearlyview\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the teachers moved on to multiplication by fours, the groups switched. The chanters quizzed themselves with flash cards, and the flash card kids started chanting. All the students practiced memorizing both ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results added up to a clear winner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a pre-test before the lesson, the second graders got an average of three math facts right. Afterwards, the chanters tended to double their accuracy, answering six facts correctly. But the flash card users averaged eight correct. Students were tested again a full week later without any additional practice sessions, and the strong advantage for flash card users didn’t fade. It was a sign that flash card practice not only produces better short-term memories, but also better long-term ones – the ultimate goal.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62665\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62665 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.png\" alt=\"Grayscale bar chart showing pre-test, post-test short term and post-test long term results. The gap between student scores for pre-test is small and widens on the bars for post-test. The post-test bars for the retrieval practices group are higher than the restudy group, indicating better student test scores.\" width=\"780\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-160x86.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-768x414.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Students scored higher on a multiplication test after practicing through flash cards (retrieval practice) than by chanting aloud (restudy). \u003ccite>(Source: Figure 1 of “The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting,” (2023) Journal of Applied Cognitive Psychology.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/acp.4141\">\u003cspan style=\"font-weight: 400\">The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” was published online in October 2023 in the journal Applied Cognitive Psychology. Though a small study of 48 students, this classroom experiment is a good example of the power of what cognitive scientists call “spaced retrieval practice,” in which the act of remembering consolidates information and helps the brain form long-term memories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Retrieval practice can seem counterintuitive. One might think that students should study before being assessed or quizzing themselves. But there’s a growing body of evidence that trying to recall something is itself a powerful tool for learning, particularly when you are given the correct answer immediately after making a stab at it and then get a chance to try again. Testing your memory – even when you draw a blank – is a way to build new memories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many experiments have shown that \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09595-9\">\u003cspan style=\"font-weight: 400\">retrieval practice produces better long-term memories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than studying. Flash cards are one way to try retrieval practice. Quizzes are another option because they also require students to retrieve new information from memory. Indeed, many teachers opt for speed drills, asking students to race through a page of multiplication problems in a minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flash cards can be less anxiety provoking, provide students immediate feedback with answers on the reverse side and allow students to repeat the retrieval practice immediately, running through the deck more than once. Still, kids are kids and they easily drift off task during independent practice time. With a timed quiz, the teacher can be more confident that everyone has benefited from a round of retrieval practice. I’d be curious to see flash cards and quizzes pitted against each other in a future classroom experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As charming as multiplication songs are – I have a soft spot for \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zSRRAHvSQBo\">\u003cspan style=\"font-weight: 400\">School House Rock\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and my editor fondly recalls her \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2PQf88h3sqE\">\u003cspan style=\"font-weight: 400\">Billy Leach multiplication records\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – they are unlikely to be as effective as flash cards because they don’t involve retrieval practice, according to Gino Camp, a professor of learning sciences at Open University in the Netherlands and one of the researchers on the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That doesn’t mean we should jettison the songs or all the other memorization methods just because some aren’t as effective as others. Researchers may eventually find that a combination of techniques is even more powerful. Still, there are limited minutes in the school day, and knowing which learning methods are the most effective can help everyone – teachers, parents and students – use their time wisely.\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-flashcards-prevail-over-repetition-in-memorizing-multiplication-tables/\">\u003ci>\u003cspan style=\"font-weight: 400\">multiplication flash cards\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Schools keep buying online drop-in tutoring. Research doesn’t support it.",
"headTitle": "Schools keep buying online drop-in tutoring. Research doesn’t support it. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ever since schools reopened and resumed in-person instruction, districts have been trying to help students catch up from pandemic learning losses. The Biden Administration has urged schools to use tutoring. Many schools have purchased an online version that gives students 24/7 access to tutors. Typically, communication is through text chat, similar to communicating with customer service on a website. Students never see their tutors or hear their voices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers estimate that \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/sites/default/files/ai22-654.pdf\">\u003cspan style=\"font-weight: 400\">billions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been spent on these online tutoring services, but so far, there’s no good evidence that they are helping many students catch up. And many students need extra help. According to the most recent test scores from spring 2023, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62271/most-students-are-learning-at-typical-pace-again-but-those-who-lost-ground-during-covid-19-arent-catching-up\">\u003cspan style=\"font-weight: 400\">50% more students are below grade level than before the pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; even higher achieving students remain months behind where they should be.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Low uptake\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The main problem is that on-demand tutoring relies on students to seek extra help. Very few do. Some school systems have reported \u003c/span>\u003ca href=\"https://wtop.com/fairfax-county/2022/11/most-fairfax-co-students-didnt-use-free-tutoring-service-la\">\u003cspan style=\"font-weight: 400\">usage rates below 2%.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A 2022 \u003c/span>\u003ca href=\"https://www.edworkingpapers.com/ai22-654\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at Brown University of an effort to boost usage among 7,000 students at a California charter school network found that students who needed the most help were the least likely to try online tutoring and only a very small percentage of students used it regularly. Opt-in tutoring could “exacerbate inequalities rather than reduce them,” warned a \u003c/span>\u003ca href=\"https://www.edresearchforaction.org/research-briefs/accelerating-student-academic-recovery/\">\u003cspan style=\"font-weight: 400\">September 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Brown University’s Annenberg Center, Results for America, a nonprofit that promotes evidence-backed policies, the American Institutes for Research and NWEA, an assessment firm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, an independent research firm Mathematica released a \u003c/span>\u003ca href=\"https://www.mathematica.org/publications/impacts-of-upchieve-on-demand-tutoring-on-students-math-knowledge-and-perceptions\">\u003cspan style=\"font-weight: 400\">more positive report on students’ math gains with an online tutoring service called UPchieve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which uses volunteers as tutors. It seemed to suggest that high school students could make extraordinary math progress from online homework help. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve is a foundation-funded nonprofit with a slightly different model. Instead of schools buying the tutoring service from a commercial vendor, UPchieve makes its tutors freely available to any student in grades eight to 12 living in a low-income zip code or attending a low-income high school. Behind the scenes, foundations cover the cost to deliver the tutoring, about $5 per student served. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Those foundations include the Bill & Melinda Gates and the Overdeck Family foundations, which are also among the many funders of The Hechinger Report.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve posted findings from the study in large font on its website: “\u003c/span>\u003ca href=\"https://upchieve.org/impact\">\u003cspan style=\"font-weight: 400\">Using UPchieve 9 times caused student test scores to meaningfully increase” by “9 percentile rank points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” If true, that would be equivalent to doubling the amount of math that a typical high school student learns. That would mean that students learned an extra 14 weeks worth of math from just a few extra hours of instruction. Not even the most highly regarded and expensive tutoring programs using professional tutors who are following clear lesson plans achieve this.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003cspan style=\"font-weight: 400\"> garnered a lot of attention on social media and flattering media coverage “\u003c/span>\u003ca href=\"https://www.the74million.org/article/how-a-free-24-7-tutoring-model-is-disrupting-learning-loss-for-low-income-kids/\">\u003cspan style=\"font-weight: 400\">for disrupting learning loss in low-income kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” But how real was this progress? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gift card incentives\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After I read the study, which was also commissioned by the Gates foundation, I immediately saw that UPchieve’s excerpts were taken out of context. This was not a straightforward randomized controlled trial, comparing what happens to students who were offered this tutoring with students who were not. Instead, it was a trial of the power of cash incentives and email reminders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the experiment, Mathematica researchers had recruited high schoolers who were already logging into the UPchieve tutoring service. These were no ordinary ninth and 10th graders. They were motivated to seek extra help, resourceful enough to find this tutoring website on their own (it was not promoted through their schools) and liked math enough to take extra tests to participate in the study. One group was given extra payments of $5 a week for doing at least 10 minutes of math tutoring on UPchieve, and sent weekly email reminders. The other group wasn’t. Students in both groups received $100 for participating in the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gift cards increased usage by 1.6 hours or five to six more sessions over the course of 14 weeks. These incentivized students “met” with a tutor for a total of nine sessions on average; the other students averaged fewer than four sessions. (As an aside, it’s unusual that cash incentives would double usage. Slicing the results another way, only 22% of the students in the gift-card group used UPchieve more than 10 times compared with 14% in the other group. That’s more typical.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of 14 weeks, students took the Renaissance Star math test, an assessment taken by millions of students across the nation. But the researchers did not report those test scores. That’s because they were unlucky in their random assignment of students. By chance, comparatively weaker math students kept getting assigned to receive cash incentives. It wasn’t an apples-to-apples comparison between the two groups, a problem that can happen in a small randomized controlled trial. To compensate, the researchers statistically adjusted the final math scores to account for differences in baseline math achievement. It’s those statistically adjusted scores that showed such huge math gains for the students who had received the cash incentives and used the tutoring service more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the huge 9 percentile point improvement in math was \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> statistically significant. There were so few students in the study – 89 in total – that the results could have been a fluke. You’d need a much larger sample size to be confident.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A caution from the researcher\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I interviewed one of the Mathematica researchers, he was cautious about UPchieve and on-demand tutoring in general. “This is an approach to tutoring that has promise for improving students’ math knowledge for a specific subset of students: those who are likely to proactively take up an on-demand tutoring service,” said Greg Chojnacki, a co-author of the UPchieve study. “The study really doesn’t speak to how promising this model is for students who may face additional barriers to taking up tutoring.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki has been studying different versions of tutoring and he says that this on-demand version might prove to be beneficial for the “kid who may be jumping up for extra help the first chance they get,” while other children might first need to “build a trusting relationship” with a tutor they can see and talk to before they engage in learning. With UPchieve and other on-demand models, students are assigned to a different tutor at each session and don’t get a chance to build a relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chojnacki also walked back the numerical results in our interview. He told me not to “put too much stock” in the exact amount of math that students learned. He said he’s confident that self-motivated students who use the tutoring service more often learned more math, but it could be “anywhere above zero” and not nearly as high as 9 percentile points – an extra three and a half months worth of math instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>UPchieve defends “magical” results\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UPchieve’s founder, Aly Murray, told me that the Mathematica study results initially surprised her, too. “I agree they almost seem magical,” she said by email. While acknowledging that a larger study is needed to confirm the results, she said she believes that online tutoring without audio and video can “lead to greater learning” than in-person tutoring “when done right.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally believe that tutoring is most effective when the student is choosing to be there and has an acute need that they want to address (two things that are both uniquely true of on-demand tutoring),” she wrote. “Students have told us how helpful it is to get timely feedback and support in the exact moment that they get confused (which is often late at night in their homes while working on their homework). So in general, I believe that on-demand tutoring is more impactful than traditional high-dosage tutoring models on a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per tutoring session\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">per hour of tutoring\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> basis. This could be part of why we were able to achieve such outsized results despite the low number of sessions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray acknowledged that low usage remains a problem. At UPchieve’s partner schools, only 5% of students logged in at least once during the 2022-23 year, she told me. At some schools, usage rates fell below 1%. Her goal is to increase usage rates at partner schools to 36%. (Any low-income student in grades eight to 12 can use the tutoring service at no cost and their schools don’t pay UPchieve for the tutoring either, but some “partner” schools pay UPchieve to promote and monitor usage.) \u003c/span>\u003c/p>\n\u003cp>\u003cb>The downside to homework help\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping students who are stuck on a homework assignment is certainly nice for motivated kids who love school, but relying on homework questions is a poor way to catch up students who are the most behind, according to many tutoring experts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have a hard time believing that students know enough about what they don’t know,” said Susanna Loeb, a Stanford University economist who founded the National Student Support Accelerator, which aims to bring evidence-based tutoring to more students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are behind grade level, homework questions often don’t address their gaps in basic math foundations. “Maybe underneath, they’re struggling with percentages, but they’re bringing an algebra question,” said Loeb. “If you just bring the work of the classroom to the tutor, it doesn’t help students very much.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-pandemic research of once-a-week after-school homework help also produced disappointing results for struggling students. Effective tutoring starts with an assessment of students’ gaps, Loeb said, followed by consistent, structured lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Schools struggle to offer tutors for all students\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With so little evidence, why are schools buying on-demand online tutoring? Pittsburgh superintendent Wayne Walters said he was unable to arrange for in-person tutoring in all of his 54 schools and wanted to give each of his 19,000 students access to something. He \u003c/span>\u003ca href=\"https://www.tutor.com/press/press-releases-2023/20230807\">\u003cspan style=\"font-weight: 400\">signed a contract with Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for unlimited online text-chat tutoring in 2023-24. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m going forward with it because it’s available,” Walters said. “If I don’t have something to provide, or even offer, then that limits opportunity and access. If there’s no access, then I can’t even push the needle to address the most marginalized and the most vulnerable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walters hopes to make on-demand tutoring “sexy” and appealing to high schoolers accustomed to texting. But online tutoring is not the same as spontaneous texting between friends. One-minute delays in tutors’ replies to questions can test students’ patience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On-demand tutoring can appear to be an economical option. Pittsburgh is able to offer this kind of tutoring, which includes college admissions test prep for high schoolers, to all 19,000 of its students for $600,000. Providing 400 students with a high-dosage tutoring program – the kind that researchers recommend – could cost $1.5 million. There are thousands of Pittsburgh students who are significantly behind grade level. It doesn’t seem fair to deliver high-quality in-person tutoring to only a lucky few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, once you factor in actual usage, the economics of on-demand tutoring looks less impressive. In \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CKQJTV4EC65A/%24file/Tutor.com%20write%20up%20%20mf.pdf\">\u003cspan style=\"font-weight: 400\">Fairfax County, Va., for example, only 1.6% of students used Tutor.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If Pittsburgh doesn’t surpass that rate, then no more than 300 of its students will be served.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are no villains here. School leaders are trying to do the best they can and be fair to everyone. Hopes are raised when research suggests that online on-demand tutoring can work if they can succeed in marketing to students. But they should be skeptical of studies that promise easy solutions before investing precious resources. That money could be better spent on small-group tutoring that \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\">\u003cspan style=\"font-weight: 400\">dozens of studies show is more effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-schools-keep-buying-online-drop-in-tutoring-the-research-doesnt-support-it/\">\u003ci>\u003cspan style=\"font-weight: 400\">drop-in tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "The school staffing paradox: A growing workforce in shrinking classrooms | KQED",
"content": "\u003cp>The stats on school staffing might seem like a violation of the laws of supply and demand.\u003c/p>\n\u003cp>In the past decade, the population of elementary, middle and high school students in Massachusetts dropped by 42,000 while the number of school employees grew by 18,000. In Connecticut, public school enrollment fell 7% while staffing rose 8%. Even in states with growing populations, school staff has been increasing far faster than students. Texas, for example, educates 367,000 more students, a 7% increase over the past decade, but the number of employees has surged by more than 107,000, a 16% jump. Staffing is up 20% in Washington state, but the number of students has risen by less than 3%.\u003c/p>\n\u003cp>“When kids go to school right now there are more adults in the building of all types than there were in 2013 and more than when I was a kid,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she has been tracking the divergence between students and staff at the nation’s public schools.\u003c/p>\n\u003cp>What’s behind the apparent imbalance? Follow the money.\u003c/p>\n\u003cp>School hiring has taken place in three acts, Roza says. The first act followed the Great Recession of 2008, as schools added back staff that they had been forced to cut in the economic downturn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second act came with seven consecutive years of strong economic growth beginning in 2013. That led to higher state and local tax receipts, which increased school funding and enabled the new hires. “Most of the additions were fueled by a lot of new money,” said Roza. Schools hired more teachers to reduce class sizes. They added art and music teachers, librarians and nurses, as well as special education teachers to help children with disabilities. Schools generally chose to add more slots instead of raising salaries for the teachers they already had, Roza said.\u003c/p>\n\u003cp>The third act was a pandemic-fueled “hiring bonanza.” Starting in 2020, the federal government sent schools more than $200 billion in pandemic recovery funds. Schools hired additional counselors, interventionists (a fancy name for tutors), and aides, and increased their reserves of substitute teachers. More teachers were hired to further reduce class size, in the hope that students might receive more attention and catch up from pandemic learning losses. By the spring of 2023, school districts had amassed more staff than at any time in history, the Edunomics Lab calculated.\u003c/p>\n\u003cp>Not every school has increased staffing levels, according to Roza, but she says it’s a widespread national trend. Roza’s organization produced graphs for six states – \u003ca href=\"https://edunomicslab.org/staffing-v-enrollment-trends-2/\">Connecticut, Massachusetts, Michigan, Texas, Washington and Pennsylvania\u003c/a> – that release their staffing and student enrollment data publicly. It could be years before complete national data is available, Roza said.\u003c/p>\n\u003cp>[gallery ids=\"62493,62494,62495,62496,62497\"]\u003c/p>\n\u003cp>The available data doesn’t specify how much of the staff expansion represents new classroom teachers, as opposed to support staff, such as janitors and attendance clerks, or administrators, such as vice principals and math supervisors.\u003c/p>\n\u003cp>Roza says there is administrative bloat in the central offices of many school districts. But some of the administrative growth is required to comply with increased federal regulations, such as those that stem from the Individuals with Disabilities in Education Act (IDEA). Other administrators are needed to manage federal grants. Central offices needed more administrators to handle recruitment and human resources because they were hiring for so many new positions.\u003c/p>\n\u003cp>Meanwhile, the number of students has been dropping in most school districts. That’s because Americans made fewer babies after the 2008 recession. The national elementary and middle school student population, ages five to 13, peaked in\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_101.10.asp\"> 2013 at 37 million\u003c/a>; in 2021 there were 400,000 fewer students. (This includes public, private, charter and homeschooled students.) Student population losses are more dramatic in some regions of the country than others; many school districts in the South are still growing.\u003c/p>\n\u003cp>Roza says some schools have excess capacity and are only half filled. School budgets, often based on per pupil funding formulas, would normally be cut. But many districts have been insulated from financial realities because of pandemic recovery funds. Schools are expected to face a reckoning after September 2024 when these federal funds expire. Roza predicts many schools will need to lay off 4% or more of their staff, including teachers.\u003c/p>\n\u003cp>This news is confusing because school administrators have been complaining about teacher shortages. And indeed, there are unfilled vacancies at many schools. Some of these vacancies reflect new slots that are hard to fill with a finite supply of teachers. But many vacancies are in high poverty schools where fewer teachers want to teach. A year from now, as districts are forced to layoff more teachers, high poverty schools might have even more unfilled positions. And our neediest children will suffer the most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-staff-up-as-student-enrollment-drops/\">\u003cem>school staffing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The stats on school staffing might seem like a violation of the laws of supply and demand.\u003c/p>\n\u003cp>In the past decade, the population of elementary, middle and high school students in Massachusetts dropped by 42,000 while the number of school employees grew by 18,000. In Connecticut, public school enrollment fell 7% while staffing rose 8%. Even in states with growing populations, school staff has been increasing far faster than students. Texas, for example, educates 367,000 more students, a 7% increase over the past decade, but the number of employees has surged by more than 107,000, a 16% jump. Staffing is up 20% in Washington state, but the number of students has risen by less than 3%.\u003c/p>\n\u003cp>“When kids go to school right now there are more adults in the building of all types than there were in 2013 and more than when I was a kid,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she has been tracking the divergence between students and staff at the nation’s public schools.\u003c/p>\n\u003cp>What’s behind the apparent imbalance? Follow the money.\u003c/p>\n\u003cp>School hiring has taken place in three acts, Roza says. The first act followed the Great Recession of 2008, as schools added back staff that they had been forced to cut in the economic downturn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second act came with seven consecutive years of strong economic growth beginning in 2013. That led to higher state and local tax receipts, which increased school funding and enabled the new hires. “Most of the additions were fueled by a lot of new money,” said Roza. Schools hired more teachers to reduce class sizes. They added art and music teachers, librarians and nurses, as well as special education teachers to help children with disabilities. Schools generally chose to add more slots instead of raising salaries for the teachers they already had, Roza said.\u003c/p>\n\u003cp>The third act was a pandemic-fueled “hiring bonanza.” Starting in 2020, the federal government sent schools more than $200 billion in pandemic recovery funds. Schools hired additional counselors, interventionists (a fancy name for tutors), and aides, and increased their reserves of substitute teachers. More teachers were hired to further reduce class size, in the hope that students might receive more attention and catch up from pandemic learning losses. By the spring of 2023, school districts had amassed more staff than at any time in history, the Edunomics Lab calculated.\u003c/p>\n\u003cp>Not every school has increased staffing levels, according to Roza, but she says it’s a widespread national trend. Roza’s organization produced graphs for six states – \u003ca href=\"https://edunomicslab.org/staffing-v-enrollment-trends-2/\">Connecticut, Massachusetts, Michigan, Texas, Washington and Pennsylvania\u003c/a> – that release their staffing and student enrollment data publicly. It could be years before complete national data is available, Roza said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The available data doesn’t specify how much of the staff expansion represents new classroom teachers, as opposed to support staff, such as janitors and attendance clerks, or administrators, such as vice principals and math supervisors.\u003c/p>\n\u003cp>Roza says there is administrative bloat in the central offices of many school districts. But some of the administrative growth is required to comply with increased federal regulations, such as those that stem from the Individuals with Disabilities in Education Act (IDEA). Other administrators are needed to manage federal grants. Central offices needed more administrators to handle recruitment and human resources because they were hiring for so many new positions.\u003c/p>\n\u003cp>Meanwhile, the number of students has been dropping in most school districts. That’s because Americans made fewer babies after the 2008 recession. The national elementary and middle school student population, ages five to 13, peaked in\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_101.10.asp\"> 2013 at 37 million\u003c/a>; in 2021 there were 400,000 fewer students. (This includes public, private, charter and homeschooled students.) Student population losses are more dramatic in some regions of the country than others; many school districts in the South are still growing.\u003c/p>\n\u003cp>Roza says some schools have excess capacity and are only half filled. School budgets, often based on per pupil funding formulas, would normally be cut. But many districts have been insulated from financial realities because of pandemic recovery funds. Schools are expected to face a reckoning after September 2024 when these federal funds expire. Roza predicts many schools will need to lay off 4% or more of their staff, including teachers.\u003c/p>\n\u003cp>This news is confusing because school administrators have been complaining about teacher shortages. And indeed, there are unfilled vacancies at many schools. Some of these vacancies reflect new slots that are hard to fill with a finite supply of teachers. But many vacancies are in high poverty schools where fewer teachers want to teach. A year from now, as districts are forced to layoff more teachers, high poverty schools might have even more unfilled positions. And our neediest children will suffer the most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-staff-up-as-student-enrollment-drops/\">\u003cem>school staffing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Which sex ed approach works best for STI and pregnancy prevention? Research remains unclear",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">There’s little consensus over the best way to teach children and teens about sexuality in this country and research provides scant guidance. Educational programs that directly target sexual behaviors and attitudes frequently \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1525/srsp.2008.5.3.18\">\u003cspan style=\"font-weight: 400\">fail to show reductions in unwanted pregnancies or sexually transmitted infections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The political debate over sex ed, meanwhile, is taking place against a perplexing public health backdrop. The \u003c/span>\u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R45184#:~:text=The%20rate%20dropped%20by%2075,rate%20declined%20by%20about%2063%25.\">\u003cspan style=\"font-weight: 400\">teen pregnancy rate has plummeted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the past 30 years, while epidemics of sexually transmitted infections \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2023/s0411-sti.html\">\u003cspan style=\"font-weight: 400\">among younger Americans are showing no signs of slowing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The reasons for these divergent trends are unclear.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">State data, by contrast, can sometimes look deceptively stark and clear. Consider Arkansas and Massachusetts. Arkansas, which requires abstinence to be emphasized in sex ed classes, has the highest rate of teen pregnancies in the country (\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15546128.2022.2080140\">\u003cspan style=\"font-weight: 400\">30 out of 1,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> females ages 15 to 19). Massachusetts requires that sex ed be culturally appropriate and unbiased, without a mandated focus on abstinence. Its teen pregnancy rate is the lowest in the country (\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15546128.2022.2080140\">\u003cspan style=\"font-weight: 400\">7 out of 1,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> female teens). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to connect those dots and conclude that \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0024658\">\u003cspan style=\"font-weight: 400\">abstinence education increases teen pregnancies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a broad approach, including explanations of birth control, reduces them. But the demographic differences between Arkansas and Massachusetts are so great that the correlation between sex ed and unwanted teenage pregnancies could be spurious. Yet many sex ed advocates use this kind of correlational data to make their \u003c/span>\u003ca href=\"https://www.guttmacher.org/fact-sheet/abstinence-only-programs?gad=1&gclid=Cj0KCQjwxuCnBhDLARIsAB-cq1pDE-cHnI2g0VJfQDtWdjRuGL8lBgNd8CPBoWr_HK7M0te7ayzwT_EaAnxrEALw_wcB\">\u003cspan style=\"font-weight: 400\">arguments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To settle the matter, one would need to introduce a Massachusetts-style sex ed program in Arkansas and track pregnancy rates or launch an Arkansas-style abstinence program in a Massachusetts town, and see if pregnancy rates go up. No one has done either of these experiments. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that’s the crux of the problem. There have been so few well-designed studies that tell us if sex ed is helping, making things worse or doing nothing at all. Researchers would have to randomly assign preteens or teens to a sex ed class and then figure out how to monitor subsequent unwanted pregnancies and sexually transmitted infections. Students don’t always disclose the truth about sex on surveys.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really challenging to do an evaluation of sex ed curriculum,” said Carolyn Tucker Halpern, chair of the department of maternal and child health at the Gillings School of Global Public Health of the University of North Carolina at Chapel Hill. “Short of rummaging around in trash cans and looking for used condoms and stuff, it’s hard to get an objective measure.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most recent attempt to compile and summarize the best evidence for sex education was \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15546128.2022.2080140\">\u003cspan style=\"font-weight: 400\">published in 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a team of public health researchers from Dartmouth College. They aggregated the results of 29 randomized controlled trials (RCTs) in the United States between 1990 and 2021. Fewer than half of the studies of sex ed programs took place in schools. Nine of them emphasized abstinence, which means waiting until marriage to have sex. Just one study directly compared teaching abstinence only with a comprehensive approach. (It did not find any difference in frequency of condom use, its main outcome measure.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprehensive sex education is a catchall term that includes everything that isn’t abstinence only – from birth control use and sexual consent to the reproductive system and sexually transmitted infections. Comprehensive programs may also include or even emphasize abstinence along with these other topics. Because the content of these classes varies, it’s hard to generalize about comprehensive sex or its effectiveness. (For more on current approaches to sex education, read \u003c/span>\u003ca href=\"https://hechingerreport.org/they-just-tried-to-scare-us-how-anti-abortion-centers-teach-sex-ed-inside-public-schools/\">\u003cspan style=\"font-weight: 400\">this Hechinger Report story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only seven studies in the Dartmouth meta-analysis attempted to track pregnancies, and of those, just three asked participants whether they or their partner had gotten pregnant a year or more later. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The overall finding was ambiguous. Three comprehensive programs showed a moderate reduction in teenage pregnancies although the effect was not statistically significant. This means that there are too few studies for researchers to be confident; the results could be flukes and more studies are needed to confirm. (The largest of the three studies, by far, involved young men who were living in group homes operated by child welfare or juvenile justice, not indicative of typical teens.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was also no evidence that sex ed decreased the incidence of sexually transmitted infections. Only three studies in this 2023 meta-analysis tracked STIs (not the same as the ones that tracked pregnancies) and all three showed similar rates in both the treatment and control groups. It’s hard to make confident conclusions based on only three studies, but these results are not promising.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a shockingly low number of studies,” said Amy Bordogna, who led the research team that conducted \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15546128.2022.2080140\">\u003cspan style=\"font-weight: 400\">this review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in the American Journal of Sexuality Education. “There needs to be more research.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 29 randomized controlled trials tended to show that students were practicing safer sex after participating in a sex ed program. On surveys, for example, boys said they were using a condom more often. In theory, increased condom use should be translating into lower pregnancy and STI rates. Either teens aren’t being truthful on surveys or the condoms aren’t being used correctly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The rigorous research evidence is at odds with the research-based recommendations of many medical and health associations, including the \u003c/span>\u003ca href=\"https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2015/01/23/09/37/sexuality-education-as-part-of-a-comprehensive-health-education-program-in-k-to-12-schools\">\u003cspan style=\"font-weight: 400\">American Public Health Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://www.aap.org/en/patient-care/adolescent-sexual-health/equitable-access-to-sexual-and-reproductive-health-care-for-all-youth/the-importance-of-access-to-comprehensive-sex-education/\">\u003cspan style=\"font-weight: 400\">American Academy of Pediatrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ca href=\"https://www.acog.org/clinical/clinical-guidance/committee-opinion/articles/2016/11/comprehensive-sexuality-education\">\u003cspan style=\"font-weight: 400\">American College of Obstetricians and Gynecologists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Other reviews have found that the evidence for “comprehensive” sex ed programs is more favorable. For example, a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0749379711009068\">\u003cspan style=\"font-weight: 400\">2012 paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by 20 experts, led by researchers at the Centers for Disease Control and Prevention, reviewed 66 studies of group-based “comprehensive risk reduction” programs and concluded that, on average, they were effective in reducing pregnancies and STIs, while the results of 23 studies of group-based abstinence programs were inconsistent. Many of the underlying studies included in these broader research reviews weren’t randomized controlled trials and were of lower quality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates on both sides of the debate tend to overstate their cases. There’s little evidence that sex education encourages sexual activity or promiscuity, but there’s also not strong evidence that comprehensive sex ed programs reduce pregnancies and infections. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s also little evidence that abstinence-only approaches backfire, as some suggest, and lead to higher rates of pregnancies and infections. A \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18401923/#'\">\u003cspan style=\"font-weight: 400\">2008 study of four abstinence-only programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found no increase in the risk of adolescent pregnancy, STIs, or the rates of adolescent sexual activity compared with students in a control group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The international evidence isn’t much better. A \u003c/span>\u003ca href=\"https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD006417.pub3/full\">\u003cspan style=\"font-weight: 400\">Cochrane review published in 2016\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aggregated the results of randomized control trials that took place in schools in Europe, Latin America and Africa. The review had a higher bar for study quality; there had to be some clinical measure of pregnancies and sexually transmitted infections beyond what students voluntarily disclosed. It found no evidence that school-based sex ed programs by themselves reduced pregnancies, HIV or other sexually transmitted infections after reviewing eight randomized controlled trials covering 55,000 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One takeaway from the lead researcher, Amanda Mason-Jones from the University of York in England, is that a curriculum alone, unaccompanied by freely available birth control, isn’t terribly effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most effective way to reduce pregnancies had nothing to do with sex ed classes. Financial incentives, such as free uniforms or small cash payments to keep girls in school, led to a significant reduction in teen pregnancies. One of these studies also documented a reduction in infections. That suggests that education itself might be the strongest form of birth control.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Sarah Butrymowicz contributed reporting to this story.\u003c/i>\u003c/b>\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-the-research-evidence-for-sex-ed-remains-thin/\">\u003ci>\u003cspan style=\"font-weight: 400\">sex education statistics\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>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"excerpt": "Teen pregnancies have declined while STIs among young people are rising. But there haven't been many well-designed studies to tell us the role of sex education in these trends.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">There’s little consensus over the best way to teach children and teens about sexuality in this country and research provides scant guidance. Educational programs that directly target sexual behaviors and attitudes frequently \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1525/srsp.2008.5.3.18\">\u003cspan style=\"font-weight: 400\">fail to show reductions in unwanted pregnancies or sexually transmitted infections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The political debate over sex ed, meanwhile, is taking place against a perplexing public health backdrop. The \u003c/span>\u003ca href=\"https://crsreports.congress.gov/product/pdf/R/R45184#:~:text=The%20rate%20dropped%20by%2075,rate%20declined%20by%20about%2063%25.\">\u003cspan style=\"font-weight: 400\">teen pregnancy rate has plummeted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the past 30 years, while epidemics of sexually transmitted infections \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2023/s0411-sti.html\">\u003cspan style=\"font-weight: 400\">among younger Americans are showing no signs of slowing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The reasons for these divergent trends are unclear.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">State data, by contrast, can sometimes look deceptively stark and clear. Consider Arkansas and Massachusetts. Arkansas, which requires abstinence to be emphasized in sex ed classes, has the highest rate of teen pregnancies in the country (\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15546128.2022.2080140\">\u003cspan style=\"font-weight: 400\">30 out of 1,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> females ages 15 to 19). Massachusetts requires that sex ed be culturally appropriate and unbiased, without a mandated focus on abstinence. Its teen pregnancy rate is the lowest in the country (\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15546128.2022.2080140\">\u003cspan style=\"font-weight: 400\">7 out of 1,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> female teens). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to connect those dots and conclude that \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0024658\">\u003cspan style=\"font-weight: 400\">abstinence education increases teen pregnancies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a broad approach, including explanations of birth control, reduces them. But the demographic differences between Arkansas and Massachusetts are so great that the correlation between sex ed and unwanted teenage pregnancies could be spurious. Yet many sex ed advocates use this kind of correlational data to make their \u003c/span>\u003ca href=\"https://www.guttmacher.org/fact-sheet/abstinence-only-programs?gad=1&gclid=Cj0KCQjwxuCnBhDLARIsAB-cq1pDE-cHnI2g0VJfQDtWdjRuGL8lBgNd8CPBoWr_HK7M0te7ayzwT_EaAnxrEALw_wcB\">\u003cspan style=\"font-weight: 400\">arguments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To settle the matter, one would need to introduce a Massachusetts-style sex ed program in Arkansas and track pregnancy rates or launch an Arkansas-style abstinence program in a Massachusetts town, and see if pregnancy rates go up. No one has done either of these experiments. \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\">And that’s the crux of the problem. There have been so few well-designed studies that tell us if sex ed is helping, making things worse or doing nothing at all. Researchers would have to randomly assign preteens or teens to a sex ed class and then figure out how to monitor subsequent unwanted pregnancies and sexually transmitted infections. Students don’t always disclose the truth about sex on surveys.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really challenging to do an evaluation of sex ed curriculum,” said Carolyn Tucker Halpern, chair of the department of maternal and child health at the Gillings School of Global Public Health of the University of North Carolina at Chapel Hill. “Short of rummaging around in trash cans and looking for used condoms and stuff, it’s hard to get an objective measure.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most recent attempt to compile and summarize the best evidence for sex education was \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15546128.2022.2080140\">\u003cspan style=\"font-weight: 400\">published in 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a team of public health researchers from Dartmouth College. They aggregated the results of 29 randomized controlled trials (RCTs) in the United States between 1990 and 2021. Fewer than half of the studies of sex ed programs took place in schools. Nine of them emphasized abstinence, which means waiting until marriage to have sex. Just one study directly compared teaching abstinence only with a comprehensive approach. (It did not find any difference in frequency of condom use, its main outcome measure.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprehensive sex education is a catchall term that includes everything that isn’t abstinence only – from birth control use and sexual consent to the reproductive system and sexually transmitted infections. Comprehensive programs may also include or even emphasize abstinence along with these other topics. Because the content of these classes varies, it’s hard to generalize about comprehensive sex or its effectiveness. (For more on current approaches to sex education, read \u003c/span>\u003ca href=\"https://hechingerreport.org/they-just-tried-to-scare-us-how-anti-abortion-centers-teach-sex-ed-inside-public-schools/\">\u003cspan style=\"font-weight: 400\">this Hechinger Report story\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only seven studies in the Dartmouth meta-analysis attempted to track pregnancies, and of those, just three asked participants whether they or their partner had gotten pregnant a year or more later. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The overall finding was ambiguous. Three comprehensive programs showed a moderate reduction in teenage pregnancies although the effect was not statistically significant. This means that there are too few studies for researchers to be confident; the results could be flukes and more studies are needed to confirm. (The largest of the three studies, by far, involved young men who were living in group homes operated by child welfare or juvenile justice, not indicative of typical teens.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was also no evidence that sex ed decreased the incidence of sexually transmitted infections. Only three studies in this 2023 meta-analysis tracked STIs (not the same as the ones that tracked pregnancies) and all three showed similar rates in both the treatment and control groups. It’s hard to make confident conclusions based on only three studies, but these results are not promising.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a shockingly low number of studies,” said Amy Bordogna, who led the research team that conducted \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15546128.2022.2080140\">\u003cspan style=\"font-weight: 400\">this review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in the American Journal of Sexuality Education. “There needs to be more research.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 29 randomized controlled trials tended to show that students were practicing safer sex after participating in a sex ed program. On surveys, for example, boys said they were using a condom more often. In theory, increased condom use should be translating into lower pregnancy and STI rates. Either teens aren’t being truthful on surveys or the condoms aren’t being used correctly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The rigorous research evidence is at odds with the research-based recommendations of many medical and health associations, including the \u003c/span>\u003ca href=\"https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2015/01/23/09/37/sexuality-education-as-part-of-a-comprehensive-health-education-program-in-k-to-12-schools\">\u003cspan style=\"font-weight: 400\">American Public Health Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://www.aap.org/en/patient-care/adolescent-sexual-health/equitable-access-to-sexual-and-reproductive-health-care-for-all-youth/the-importance-of-access-to-comprehensive-sex-education/\">\u003cspan style=\"font-weight: 400\">American Academy of Pediatrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ca href=\"https://www.acog.org/clinical/clinical-guidance/committee-opinion/articles/2016/11/comprehensive-sexuality-education\">\u003cspan style=\"font-weight: 400\">American College of Obstetricians and Gynecologists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Other reviews have found that the evidence for “comprehensive” sex ed programs is more favorable. For example, a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0749379711009068\">\u003cspan style=\"font-weight: 400\">2012 paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by 20 experts, led by researchers at the Centers for Disease Control and Prevention, reviewed 66 studies of group-based “comprehensive risk reduction” programs and concluded that, on average, they were effective in reducing pregnancies and STIs, while the results of 23 studies of group-based abstinence programs were inconsistent. Many of the underlying studies included in these broader research reviews weren’t randomized controlled trials and were of lower quality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates on both sides of the debate tend to overstate their cases. There’s little evidence that sex education encourages sexual activity or promiscuity, but there’s also not strong evidence that comprehensive sex ed programs reduce pregnancies and infections. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s also little evidence that abstinence-only approaches backfire, as some suggest, and lead to higher rates of pregnancies and infections. A \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18401923/#'\">\u003cspan style=\"font-weight: 400\">2008 study of four abstinence-only programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found no increase in the risk of adolescent pregnancy, STIs, or the rates of adolescent sexual activity compared with students in a control group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The international evidence isn’t much better. A \u003c/span>\u003ca href=\"https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD006417.pub3/full\">\u003cspan style=\"font-weight: 400\">Cochrane review published in 2016\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aggregated the results of randomized control trials that took place in schools in Europe, Latin America and Africa. The review had a higher bar for study quality; there had to be some clinical measure of pregnancies and sexually transmitted infections beyond what students voluntarily disclosed. It found no evidence that school-based sex ed programs by themselves reduced pregnancies, HIV or other sexually transmitted infections after reviewing eight randomized controlled trials covering 55,000 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One takeaway from the lead researcher, Amanda Mason-Jones from the University of York in England, is that a curriculum alone, unaccompanied by freely available birth control, isn’t terribly effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most effective way to reduce pregnancies had nothing to do with sex ed classes. Financial incentives, such as free uniforms or small cash payments to keep girls in school, led to a significant reduction in teen pregnancies. One of these studies also documented a reduction in infections. That suggests that education itself might be the strongest form of birth control.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Sarah Butrymowicz contributed reporting to this story.\u003c/i>\u003c/b>\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-the-research-evidence-for-sex-ed-remains-thin/\">\u003ci>\u003cspan style=\"font-weight: 400\">sex education statistics\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>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Dealing with test anxiety? Practice quizzes can actually help | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \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-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\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>\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\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \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\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \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-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\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>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-important-is-homework\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, homework has become a very \u003ca href=\"https://www.kqed.org/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches\">hot topic\u003c/a>. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">opportunities for physical activity and play\u003c/a>. Research suggests that these concerns may be valid. For example, \u003c/span>\u003ca href=\"http://businessstatistics.us/cte-capstone-homework-and.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that elementary school students, on average, are assigned three times\u003c/span>\u003cspan style=\"font-weight: 400\"> the recommended amount of homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research say? What are the potential risks and benefits of homework, and how much is too much?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but \u003c/span>not \u003ca href=\"https://www.researchgate.net/profile/Harris-Cooper/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework/links/63e3957ec002331f7262531b/Using-Research-to-Answer-Practical-Questions-About-Homework.pdf\">\u003cspan style=\"font-weight: 400\">elementary school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1861422\"> \u003cspan style=\"font-weight: 400\">recent experimental study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Non-academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">building responsibility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=221554b32125b18c98bda95d408cdb90a3236005\">\u003cspan style=\"font-weight: 400\">time management skills, and task persistence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/27542451\">\u003cspan style=\"font-weight: 400\">Homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may also \u003c/span>\u003ca href=\"https://web.archive.org/web/20170812233101id_/http://libres.uncg.edu/ir/uncg/f/D_Demo_Family_1998.pdf\">\u003cspan style=\"font-weight: 400\">increase parents’ involvement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/142/3/e20182058/38649/The-Power-of-Play-A-Pediatric-Role-in-Enhancing\">\u003cspan style=\"font-weight: 400\">free play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also \u003c/span>\u003ca href=\"https://bmcresnotes.biomedcentral.com/counter/pdf/10.1186/s13104-018-3292-y.pdf\">\u003cspan style=\"font-weight: 400\">interfere with physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and too much homework is associated with \u003c/span>\u003ca href=\"https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02892-w\">\u003cspan style=\"font-weight: 400\">an increased risk for being overweight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What is the “right” amount of homework?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much\">\u003cspan style=\"font-weight: 400\">National Education Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends 10 minutes of homework per grade and there is also\u003c/span> \u003cspan style=\"font-weight: 400\">some experimental evidence that backs this up.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can parents do?\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parental help with homework is beneficial but that it matters more \u003cem>how\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping rather than \u003cem>how often\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how should parents help with homework, according to the research? \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Specifically, \u003ca href=\"https://www.kqed.org/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children\">be present\u003c/a> while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X99910366\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that allowing children \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000439\">\u003cspan style=\"font-weight: 400\">more autonomy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in completing homework may benefit their academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Only provide help when your child asks for it and step away whenever possible.\u003c/b> \u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/108320/bjep12039.pdf?sequence\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that too much parental involvement or intrusive and controlling involvement with homework is associated with \u003c/span>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your children to create structure and develop some routines that help your child to independently complete their homework\u003c/b>\u003cspan style=\"font-weight: 400\">. Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1054517\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that providing this type of structure and responsiveness is related to improved academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Set specific rules around homework.\u003c/b> \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0034654308325185\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds an association between parents setting rules around homework and academic performance. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child to view homework as an opportunity to learn and improve skills.\u003c/b> \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1041608011000409\">\u003cspan style=\"font-weight: 400\">Parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=646524b6163a46720005099da775dbbced5745de\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this attitude is associated with student success. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Mareike-Kunter-2/publication/44951983_Homework_Works_if_Homework_Quality_Is_High_Using_Multilevel_Modeling_to_Predict_the_Development_of_Achievement_in_Mathematics/links/552e688f0cf2acd38cb94e51/Homework-Works-if-Homework-Quality-Is-High-Using-Multilevel-Modeling-to-Predict-the-Development-of-Achievement-in-Mathematics.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also indicates that more challenging homework is associated with enhanced academic performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stay calm and positive during homework.\u003c/b> \u003ca href=\"https://psycnet.apa.org/buy/2005-02477-012\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise your child’s hard work and effort during homework.\u003c/b>\u003cspan style=\"font-weight: 400\"> This type of \u003c/span>\u003ca href=\"https://www.reed.edu/psychology/motivation/assets/downloads/Haimovitz_Corpus_2011.pdf\">\u003cspan style=\"font-weight: 400\">praise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">conscientiousness \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals.\u003c/b> \u003ca href=\"https://www.researchgate.net/profile/Nancy-Hill-3/publication/24399801_Parental_Involvement_in_Middle_School_A_Meta-Analytic_Assessment_of_the_Strategies_That_Promote_Achievement/links/54637ef40cf2cb7e9da96676/Parental-Involvement-in-Middle-School-A-Meta-Analytic-Assessment-of-the-Strategies-That-Promote-Achievement.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that open communication about homework is associated with increased academic performance.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-important-is-homework\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, homework has become a very \u003ca href=\"https://www.kqed.org/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches\">hot topic\u003c/a>. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">opportunities for physical activity and play\u003c/a>. Research suggests that these concerns may be valid. For example, \u003c/span>\u003ca href=\"http://businessstatistics.us/cte-capstone-homework-and.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that elementary school students, on average, are assigned three times\u003c/span>\u003cspan style=\"font-weight: 400\"> the recommended amount of homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research say? What are the potential risks and benefits of homework, and how much is too much?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but \u003c/span>not \u003ca href=\"https://www.researchgate.net/profile/Harris-Cooper/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework/links/63e3957ec002331f7262531b/Using-Research-to-Answer-Practical-Questions-About-Homework.pdf\">\u003cspan style=\"font-weight: 400\">elementary school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1861422\"> \u003cspan style=\"font-weight: 400\">recent experimental study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Non-academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">building responsibility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=221554b32125b18c98bda95d408cdb90a3236005\">\u003cspan style=\"font-weight: 400\">time management skills, and task persistence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/27542451\">\u003cspan style=\"font-weight: 400\">Homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may also \u003c/span>\u003ca href=\"https://web.archive.org/web/20170812233101id_/http://libres.uncg.edu/ir/uncg/f/D_Demo_Family_1998.pdf\">\u003cspan style=\"font-weight: 400\">increase parents’ involvement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/142/3/e20182058/38649/The-Power-of-Play-A-Pediatric-Role-in-Enhancing\">\u003cspan style=\"font-weight: 400\">free play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also \u003c/span>\u003ca href=\"https://bmcresnotes.biomedcentral.com/counter/pdf/10.1186/s13104-018-3292-y.pdf\">\u003cspan style=\"font-weight: 400\">interfere with physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and too much homework is associated with \u003c/span>\u003ca href=\"https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02892-w\">\u003cspan style=\"font-weight: 400\">an increased risk for being overweight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What is the “right” amount of homework?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact. \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 \u003c/span>\u003ca href=\"https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much\">\u003cspan style=\"font-weight: 400\">National Education Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends 10 minutes of homework per grade and there is also\u003c/span> \u003cspan style=\"font-weight: 400\">some experimental evidence that backs this up.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can parents do?\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parental help with homework is beneficial but that it matters more \u003cem>how\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping rather than \u003cem>how often\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how should parents help with homework, according to the research? \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Specifically, \u003ca href=\"https://www.kqed.org/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children\">be present\u003c/a> while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X99910366\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that allowing children \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000439\">\u003cspan style=\"font-weight: 400\">more autonomy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in completing homework may benefit their academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Only provide help when your child asks for it and step away whenever possible.\u003c/b> \u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/108320/bjep12039.pdf?sequence\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that too much parental involvement or intrusive and controlling involvement with homework is associated with \u003c/span>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your children to create structure and develop some routines that help your child to independently complete their homework\u003c/b>\u003cspan style=\"font-weight: 400\">. Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1054517\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that providing this type of structure and responsiveness is related to improved academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Set specific rules around homework.\u003c/b> \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0034654308325185\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds an association between parents setting rules around homework and academic performance. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child to view homework as an opportunity to learn and improve skills.\u003c/b> \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1041608011000409\">\u003cspan style=\"font-weight: 400\">Parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=646524b6163a46720005099da775dbbced5745de\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this attitude is associated with student success. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Mareike-Kunter-2/publication/44951983_Homework_Works_if_Homework_Quality_Is_High_Using_Multilevel_Modeling_to_Predict_the_Development_of_Achievement_in_Mathematics/links/552e688f0cf2acd38cb94e51/Homework-Works-if-Homework-Quality-Is-High-Using-Multilevel-Modeling-to-Predict-the-Development-of-Achievement-in-Mathematics.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also indicates that more challenging homework is associated with enhanced academic performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stay calm and positive during homework.\u003c/b> \u003ca href=\"https://psycnet.apa.org/buy/2005-02477-012\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise your child’s hard work and effort during homework.\u003c/b>\u003cspan style=\"font-weight: 400\"> This type of \u003c/span>\u003ca href=\"https://www.reed.edu/psychology/motivation/assets/downloads/Haimovitz_Corpus_2011.pdf\">\u003cspan style=\"font-weight: 400\">praise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">conscientiousness \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals.\u003c/b> \u003ca href=\"https://www.researchgate.net/profile/Nancy-Hill-3/publication/24399801_Parental_Involvement_in_Middle_School_A_Meta-Analytic_Assessment_of_the_Strategies_That_Promote_Achievement/links/54637ef40cf2cb7e9da96676/Parental-Involvement-in-Middle-School-A-Meta-Analytic-Assessment-of-the-Strategies-That-Promote-Achievement.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that open communication about homework is associated with increased academic performance.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "ACT study finds it’s easier and easier to get an A in math",
"headTitle": "ACT study finds it’s easier and easier to get an A in math | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Amid the growing debate over \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">how best to teach math\u003c/a>, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English and social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation accelerated after 2016 and intensified during the pandemic as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation is a big trend across the country. “It’s not just happening in some classrooms or with some teachers, it’s happening across the system,” said Sanchez. “What is happening in the system that is pushing this trend?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">Grades represent more than just content mastery\u003c/a>. Many teachers factor in attendance, \u003ca href=\"https://www.kqed.org/mindshift/62119\">participation\u003c/a> and effort in calculating a final grade. It’s possible that even math teachers are weighing soft skills more heavily with the increasing popularity of social-emotional learning. Or, perhaps high schools have watered down the content in math courses and students are genuinely mastering easier material.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>A’s on the rise\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62393\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of ACT test takers with a grade point average of A, B or C from 2010 to 2022 by subject. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez speculates that test optional admissions have elevated the importance of high school grades. He encouraged journalists and other researchers to look into the increased pressures on high school teachers of math and science courses, which Sanchez described as ”pivotal” for getting into competitive STEM college programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez said he shared his grade inflation findings with college administrators, who told him that incoming STEM students are not as prepared as students in previous years. (The Hechinger Report has also found that \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-are-still-struggling-with-basic-math-professors-blame-the-pandemic/\">\u003cspan style=\"font-weight: 400\">college students are struggling with basic math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) But college professors didn’t report a similar academic deterioration with their humanities students. “That was an interesting confirmation of these findings,” Sanchez said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ACT isn’t an unbiased research organization. The nonprofit sells tests and it has been advocating for colleges to re-establish exam requirements. However, neutral observers have also found strong evidence of high school grade inflation. The U.S. Department of Education documented rising grades on high school transcripts between 2009 and 2019, while 12th grade math scores fell on the National Assessment of Educational Progress (NAEP). The National Center for Education Statistics plans to update this transcript study in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ACT analysis, \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">\u003cspan style=\"font-weight: 400\">published in August 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, covered almost 6.9 million high school seniors who took the ACT between 2010 and 2022. They attended over 3,800 different public schools. It was a follow up to a \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/pdfs/Grade-Inflation-Continues-to-Grow-in-the-Past-Decade-Final-Accessible.pdf\">\u003cspan style=\"font-weight: 400\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation\">\u003cspan style=\"font-weight: 400\">also detected grade inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through 2021. This 2023 update looked at grade inflation by subject and added 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez calculated that average math grades, adjusted for student and school characteristics, increased 0.30 grade points from 3.02 in 2010 to 3.32 in 2022. This translates to a movement from “B” average to above a “B+” average in a decade. During this same time period, science grades increased by 0.24 points, while English and social studies rose by 0.22 points and 0.18 points, respectively. (The analysis excluded bonus points that some high schools award for Advanced Placement and other courses. A 4.0 was the maximum grade.)\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Measuring grade inflation: Grades rise as ACT test scores fall\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62394\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png\" alt=\"\" width=\"780\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-768x439.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Observed subject GPA vs. ACT subject score by year. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades are rising against a backdrop of declining achievement. English, math, reading and scientific reasoning ACT scores fell slightly between 2010-22. The sharpest declines were in math, in which the average ACT score dropped from 21.4 to 20.2. Three quarters of this math deterioration has taken place since 2020. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation may indeed be an unintended consequence of a well-intended policy to de-emphasize testing. More than 1,800 colleges have adopted test-optional or test-blind admissions. That’s increased the importance of grades. The losers here are students who still need to understand math – no matter what their grade.\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-its-easier-and-easier-to-get-an-a-in-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">grade inflation in high school\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Amid the growing debate over \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">how best to teach math\u003c/a>, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English and social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation accelerated after 2016 and intensified during the pandemic as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation is a big trend across the country. “It’s not just happening in some classrooms or with some teachers, it’s happening across the system,” said Sanchez. “What is happening in the system that is pushing this trend?”\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\">\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">Grades represent more than just content mastery\u003c/a>. Many teachers factor in attendance, \u003ca href=\"https://www.kqed.org/mindshift/62119\">participation\u003c/a> and effort in calculating a final grade. It’s possible that even math teachers are weighing soft skills more heavily with the increasing popularity of social-emotional learning. Or, perhaps high schools have watered down the content in math courses and students are genuinely mastering easier material.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>A’s on the rise\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62393\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of ACT test takers with a grade point average of A, B or C from 2010 to 2022 by subject. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez speculates that test optional admissions have elevated the importance of high school grades. He encouraged journalists and other researchers to look into the increased pressures on high school teachers of math and science courses, which Sanchez described as ”pivotal” for getting into competitive STEM college programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez said he shared his grade inflation findings with college administrators, who told him that incoming STEM students are not as prepared as students in previous years. (The Hechinger Report has also found that \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-are-still-struggling-with-basic-math-professors-blame-the-pandemic/\">\u003cspan style=\"font-weight: 400\">college students are struggling with basic math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) But college professors didn’t report a similar academic deterioration with their humanities students. “That was an interesting confirmation of these findings,” Sanchez said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ACT isn’t an unbiased research organization. The nonprofit sells tests and it has been advocating for colleges to re-establish exam requirements. However, neutral observers have also found strong evidence of high school grade inflation. The U.S. Department of Education documented rising grades on high school transcripts between 2009 and 2019, while 12th grade math scores fell on the National Assessment of Educational Progress (NAEP). The National Center for Education Statistics plans to update this transcript study in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ACT analysis, \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">\u003cspan style=\"font-weight: 400\">published in August 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, covered almost 6.9 million high school seniors who took the ACT between 2010 and 2022. They attended over 3,800 different public schools. It was a follow up to a \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/pdfs/Grade-Inflation-Continues-to-Grow-in-the-Past-Decade-Final-Accessible.pdf\">\u003cspan style=\"font-weight: 400\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation\">\u003cspan style=\"font-weight: 400\">also detected grade inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through 2021. This 2023 update looked at grade inflation by subject and added 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez calculated that average math grades, adjusted for student and school characteristics, increased 0.30 grade points from 3.02 in 2010 to 3.32 in 2022. This translates to a movement from “B” average to above a “B+” average in a decade. During this same time period, science grades increased by 0.24 points, while English and social studies rose by 0.22 points and 0.18 points, respectively. (The analysis excluded bonus points that some high schools award for Advanced Placement and other courses. A 4.0 was the maximum grade.)\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Measuring grade inflation: Grades rise as ACT test scores fall\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62394\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png\" alt=\"\" width=\"780\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-768x439.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Observed subject GPA vs. ACT subject score by year. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades are rising against a backdrop of declining achievement. English, math, reading and scientific reasoning ACT scores fell slightly between 2010-22. The sharpest declines were in math, in which the average ACT score dropped from 21.4 to 20.2. Three quarters of this math deterioration has taken place since 2020. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation may indeed be an unintended consequence of a well-intended policy to de-emphasize testing. More than 1,800 colleges have adopted test-optional or test-blind admissions. That’s increased the importance of grades. The losers here are students who still need to understand math – no matter what their grade.\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-its-easier-and-easier-to-get-an-a-in-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">grade inflation in high school\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "One-size-fits-all math homework may be more helpful than you think",
"headTitle": "One-size-fits-all math homework may be more helpful than you think | KQED",
"content": "\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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