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"slug": "four-lessons-from-post-pandemic-tutoring-research",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Research points to intensive daily tutoring as one of the most effective ways to help academically struggling children catch up. There have been a hundred randomized control trials, but one of the most cited is of a tutoring program in Chicago high schools, where ninth and 10th graders learned \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cspan style=\"font-weight: 400\">an extra year or two\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of math from a daily dose of tutoring. That’s the kind of result that could offset pandemic learning losses, which have \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\">remained devastating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and stubborn nearly four years after COVID-19 first erupted, and it’s why the Biden Administration has recommended that schools use their $190 billion in federal recovery funds on tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This tutoring evidence, however, was generated before the pandemic, and I was curious about what post-pandemic research says about how tutoring is going now that \u003c/span>\u003ca href=\"https://nces.ed.gov/surveys/spp/results.asp\">\u003cspan style=\"font-weight: 400\">almost 40% \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of U.S. public schools say they’re offering \u003c/span>\u003cspan style=\"font-weight: 400\">high-dosage tutoring\u003c/span>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">more than one out of 10 students\u003c/span>\u003cspan style=\"font-weight: 400\"> (11%) are receiving it this 2023-24 school year. Here are four lessons. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">1. Timing matters\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scheduling tutoring time during normal school hours and finding classroom space to conduct it are huge challenges for school leaders. The schedule is already packed with other classes and there aren’t enough empty classrooms. The easiest option is to tack tutoring on to the end of the school day as an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New Mexico did just that and offered high school students free 45-minute online video sessions three times a week in the evenings and weekends. The tutors were from Saga Education, the same tutoring organization that had produced spectacular results in Chicago. \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/tutoring-lessons-new-mexico\">\u003cspan style=\"font-weight: 400\">Only about 500 students signed up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of more than 34,000 who were eligible, according to a June 2023 report from MDRC, an outside research organization. Researchers concluded that after-school tutoring wasn’t a “viable solution for making a sizable and lasting impact.” The state has since switched to scheduling tutoring during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attendance is spotty, too. Many after-school tutoring programs around the country report that even students who sign up don’t attend regularly.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">2. There’s a hiring dilemma\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The job of tutor is now the \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">fastest-growing position\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the K–12 sector, but \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\">\u003cspan style=\"font-weight: 400\">40% of schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> say they’re struggling to hire tutors. That’s not surprising in a red-hot job market, where many companies say it’s tough to find employees. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at MDRC in a \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">December 2023 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about different hiring strategies that schools around the country are using. I was flabbergasted to read that New Mexico was paying online tutors $50 an hour to tutor from their homes. Hourly rates of $20 to $30 are fairly common in my reporting. But at least the state was able to offer tutoring to students in remote, rural areas where it would otherwise be impossible to find qualified tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutoring companies are a booming business. Schools are using them because they take away the burden of hiring, training and supervising tutors. However, Fulton County, Georgia, which includes Atlanta, found that a tutoring company’s curriculum might have nothing to do with what children are learning in their classrooms and that there’s too little communication between tutors and classroom teachers. Tutors were quitting at high rates and replaced with new ones; students weren’t able to form long-term relationships with their tutors, which researchers say is critical to the success of tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Fulton County schools hired tutors directly, they were more integrated into the school community. However, schools considered them to be “paraprofessionals” and felt there were more urgent duties than tutoring that they needed to do, from substitute teaching and covering lunch duty to assisting teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chicago took the burden off schools and hired the tutors from the central office. But schools preferred tutors who were from the neighborhood because they could potentially become future teachers. The MDRC report described a sort of catch-22. Schools don’t have the capacity to hire and train tutors, but the tutors that are sent to them from outside vendors or a central office aren’t ideal either. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, California, experienced many of the obstacles that schools are facing when trying to deliver tutoring at a large scale to thousands of students. The district attempted to give kindergarten through second grade students a half hour of reading tutoring a day. As described by a \u003c/span>\u003ca href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\">\u003cspan style=\"font-weight: 400\">December 2023 case study of tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at the Center for Reinventing Public Education (CRPE), Oakland struggled with hiring, scheduling and real estate. It hired an outside tutoring organization to help, but it too had trouble recruiting tutors, who complained of low pay. Finding space was difficult. Some tutors had to work in the hallways with children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that students who worked with trained tutors made the same gains in reading as those who were given extra reading help by teachers. But the reading gains for students were inconsistent. Some students progressed less in reading than students typically do in a year without tutoring. Others gained almost an additional year’s worth of reading instruction – 88% more.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">3. We need more research on the effectiveness of video tutoring \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bringing armies of tutors into school buildings is a logistical and security nightmare. Online tutoring solves that problem. Many vendors have been trying to mimic the model of successful high-dosage tutoring by scheduling video conferencing sessions many times a week with the same well-trained tutor, who is using a good curriculum with step-by-step methods. But it remains a question whether students are as motivated to work as hard with video tutoring as they are in person. Everyone knows that 30 hours of Zoom instruction during school closures was a disaster. It’s unclear whether small, regular doses of video tutoring can be effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2020 and 2021, there were two studies of online video tutoring. A randomized control trial in Italy produced good results, especially when the students received tutoring four times a week. The tutoring was less than half as potent when the sessions fell to twice a week, according to a \u003c/span>\u003ca href=\"https://publications.iadb.org/en/italy-tutoring-online-program-top-successful-gobal-experience\">\u003cspan style=\"font-weight: 400\">paper published in September 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another study in \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\">\u003cspan style=\"font-weight: 400\">Chicago found zero results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from video tutoring. But the tutors were unpaid volunteers and many students missed out on sessions. Both tutors and tutees often failed to show up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/effects-virtual-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">first randomized controlled trial of a virtual tutoring program for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was conducted during the 2022-23 school year at a large charter school network in Texas. Kindergarten, first and second graders received 20 minutes of video tutoring four times a week, from September through May, with an early reading tutoring organization called OnYourMark. Despite the logistical challenges of setting up little children on computers with headphones, the tutored children ended the year with higher \u003c/span>\u003ca href=\"https://dibels.uoregon.edu/\">\u003cspan style=\"font-weight: 400\">DIBELS scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a measure of reading proficiency for young children, than students who didn’t receive the tutoring. One-to-one video tutoring sometimes produced double the reading gains as video tutoring in pairs, demonstrating a difference between online and in-person tutoring, where larger groups of two and three students can be very effective too. That study was published in October 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video tutoring hasn’t always been a success. A tutoring program by Intervene K-12, a tutoring company, received high marks from \u003c/span>\u003ca href=\"https://intervenek12.com/wp-content/uploads/2023/12/Intervene-K-12-Tutoring.pdf\">\u003cspan style=\"font-weight: 400\">reviewers at Johns Hopkins University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but outside evaluators didn’t find benefits when it was tested on students in Texas. In an unpublished study, the National Student Support Accelerator, a Stanford University organization that is promoting and studying tutoring, found no difference in year-end state test scores between students who received the tutoring and those who received other small group support. Study results can depend greatly on whether the comparison control group is getting nothing or another extra-help alternative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Kraft, a Brown University economist who studies tutoring, says there hasn’t been an ideal study that pits online video tutoring directly against in-person tutoring to measure the difference between the two. Existing studies, he said, show some “encouraging signs.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most important thing for researchers to sort out is how many students a tutor can work with online at once. It’s unclear if groups of three or four, which can be effective in person, are as effective online. “The comments we’re getting from tutors are that it’s significantly different to tutor three students online than it is to tutor three students in person,” Kraft said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my observations of video tutoring, I have seen several students in groups of three angle their computers away from their faces. I’ve watched tutors call students’ names over and over again, trying to get their attention. To me, students appear far more focused and energetic in one-to-one video tutoring.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">4. Humans and machines could take turns\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A major downside to every kind of tutoring, both in-person and online, is its cost. The tutoring that worked so well in Chicago can run $4,000 per student. It’s expensive because students are getting over a hundred hours of tutoring and schools need to pay the tutors’ hourly wages. Several researchers are studying how to lower the costs of tutoring by combining human tutoring with online practice work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\">\u003cspan style=\"font-weight: 400\">pre-pandemic study that was described in a March 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the University of Chicago’s Education Lab, students worked in groups of four with an in-person tutor. The tutors worked closely with two students at a time while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring the ALEKS kids to make sure they were doing their math on the computer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. The cost was $2,000 per student, much less than the usual $3,000-$4,000 per student price tag of the human tutoring program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at the University of Chicago have been testing the same model with online video tutoring (instead of in-person) and said they are seeing “encouraging initial indications.” Currently, the research team is studying how many students one tutor can handle at a time, from four to as many as eight students, alternating between humans and ed tech, in order to find out if the sessions are still effective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at Carnegie Mellon University conducted a similar study of swapping between human tutoring and practicing math on computers. Instead of ALEKS, this pilot study used Mathia, another computerized tutoring system developed by academic researchers and owned by Carnegie Learning. This was not a randomized control trial, but it did take place during the pandemic in 2020-21. Middle school students doubled the amount of math they learned compared to similar students who didn’t receive the tutoring, according to Ken Koedinger, a Carnegie Mellon professor who was part of the research team. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“AI tutors work when students use them,” said Koedinger. “But if students aren’t using them, they obviously don’t work.” The human tutors are better at motivating the students to keep practicing, he said. The computer system gives each student personalized practice work, targeted to their needs, instant feedback and hints.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can also guide the tutors. With one early reading program, called Chapter One, in-person tutors work with young elementary school children in the classroom. Chapter One’s website keeps track of every child’s progress. The tutor’s screen indicates which student to work with next and what skills that student needs to work on. It also suggests phonics lessons and activities that the tutor can use during the session. \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/year-two-assessing-effects-high-impact-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">A two-year randomized control trial, published in December 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, found that the tutored children – many of whom received short five-minute bursts of tutoring at a time – outperformed children who didn’t receive the tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next frontier in tutoring, of course, is generative AI, such as Chat GPT. Researchers are studying how students learn directly from Khan Academy’s \u003c/span>\u003ca href=\"https://support.khanacademy.org/hc/en-us/community/posts/13992414612877-Introducing-Khanmigo-\">\u003cspan style=\"font-weight: 400\">Khanmigo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which gives step-by-step, personalized guidance, like a tutor, on how to solve problems. Other researchers are using this technology to help coach human tutors so that they can better respond to students’ misunderstandings and confusion. I’ll be looking out for these studies and will share the results with you.\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-four-lessons-from-post-pandemic-tutoring-research/\">\u003ci>\u003cspan style=\"font-weight: 400\">video tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Research points to intensive daily tutoring as one of the most effective ways to help academically struggling children catch up. There have been a hundred randomized control trials, but one of the most cited is of a tutoring program in Chicago high schools, where ninth and 10th graders learned \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cspan style=\"font-weight: 400\">an extra year or two\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of math from a daily dose of tutoring. That’s the kind of result that could offset pandemic learning losses, which have \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\">remained devastating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and stubborn nearly four years after COVID-19 first erupted, and it’s why the Biden Administration has recommended that schools use their $190 billion in federal recovery funds on tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This tutoring evidence, however, was generated before the pandemic, and I was curious about what post-pandemic research says about how tutoring is going now that \u003c/span>\u003ca href=\"https://nces.ed.gov/surveys/spp/results.asp\">\u003cspan style=\"font-weight: 400\">almost 40% \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">of U.S. public schools say they’re offering \u003c/span>\u003cspan style=\"font-weight: 400\">high-dosage tutoring\u003c/span>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003cspan style=\"font-weight: 400\">more than one out of 10 students\u003c/span>\u003cspan style=\"font-weight: 400\"> (11%) are receiving it this 2023-24 school year. Here are four lessons. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">1. Timing matters\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scheduling tutoring time during normal school hours and finding classroom space to conduct it are huge challenges for school leaders. The schedule is already packed with other classes and there aren’t enough empty classrooms. The easiest option is to tack tutoring on to the end of the school day as an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New Mexico did just that and offered high school students free 45-minute online video sessions three times a week in the evenings and weekends. The tutors were from Saga Education, the same tutoring organization that had produced spectacular results in Chicago. \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/tutoring-lessons-new-mexico\">\u003cspan style=\"font-weight: 400\">Only about 500 students signed up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of more than 34,000 who were eligible, according to a June 2023 report from MDRC, an outside research organization. Researchers concluded that after-school tutoring wasn’t a “viable solution for making a sizable and lasting impact.” The state has since switched to scheduling tutoring during the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Attendance is spotty, too. Many after-school tutoring programs around the country report that even students who sign up don’t attend regularly.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">2. There’s a hiring dilemma\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The job of tutor is now the \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">fastest-growing position\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the K–12 sector, but \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\">\u003cspan style=\"font-weight: 400\">40% of schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> say they’re struggling to hire tutors. That’s not surprising in a red-hot job market, where many companies say it’s tough to find employees. \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\">Researchers at MDRC in a \u003c/span>\u003ca href=\"https://www.mdrc.org/work/publications/help-wanted-strategies-recruit-tutoring-workforce-large-scale\">\u003cspan style=\"font-weight: 400\">December 2023 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about different hiring strategies that schools around the country are using. I was flabbergasted to read that New Mexico was paying online tutors $50 an hour to tutor from their homes. Hourly rates of $20 to $30 are fairly common in my reporting. But at least the state was able to offer tutoring to students in remote, rural areas where it would otherwise be impossible to find qualified tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutoring companies are a booming business. Schools are using them because they take away the burden of hiring, training and supervising tutors. However, Fulton County, Georgia, which includes Atlanta, found that a tutoring company’s curriculum might have nothing to do with what children are learning in their classrooms and that there’s too little communication between tutors and classroom teachers. Tutors were quitting at high rates and replaced with new ones; students weren’t able to form long-term relationships with their tutors, which researchers say is critical to the success of tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Fulton County schools hired tutors directly, they were more integrated into the school community. However, schools considered them to be “paraprofessionals” and felt there were more urgent duties than tutoring that they needed to do, from substitute teaching and covering lunch duty to assisting teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chicago took the burden off schools and hired the tutors from the central office. But schools preferred tutors who were from the neighborhood because they could potentially become future teachers. The MDRC report described a sort of catch-22. Schools don’t have the capacity to hire and train tutors, but the tutors that are sent to them from outside vendors or a central office aren’t ideal either. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland, California, experienced many of the obstacles that schools are facing when trying to deliver tutoring at a large scale to thousands of students. The district attempted to give kindergarten through second grade students a half hour of reading tutoring a day. As described by a \u003c/span>\u003ca href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\">\u003cspan style=\"font-weight: 400\">December 2023 case study of tutoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by researchers at the Center for Reinventing Public Education (CRPE), Oakland struggled with hiring, scheduling and real estate. It hired an outside tutoring organization to help, but it too had trouble recruiting tutors, who complained of low pay. Finding space was difficult. Some tutors had to work in the hallways with children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that students who worked with trained tutors made the same gains in reading as those who were given extra reading help by teachers. But the reading gains for students were inconsistent. Some students progressed less in reading than students typically do in a year without tutoring. Others gained almost an additional year’s worth of reading instruction – 88% more.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">3. We need more research on the effectiveness of video tutoring \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bringing armies of tutors into school buildings is a logistical and security nightmare. Online tutoring solves that problem. Many vendors have been trying to mimic the model of successful high-dosage tutoring by scheduling video conferencing sessions many times a week with the same well-trained tutor, who is using a good curriculum with step-by-step methods. But it remains a question whether students are as motivated to work as hard with video tutoring as they are in person. Everyone knows that 30 hours of Zoom instruction during school closures was a disaster. It’s unclear whether small, regular doses of video tutoring can be effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2020 and 2021, there were two studies of online video tutoring. A randomized control trial in Italy produced good results, especially when the students received tutoring four times a week. The tutoring was less than half as potent when the sessions fell to twice a week, according to a \u003c/span>\u003ca href=\"https://publications.iadb.org/en/italy-tutoring-online-program-top-successful-gobal-experience\">\u003cspan style=\"font-weight: 400\">paper published in September 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Another study in \u003c/span>\u003ca href=\"https://scholar.harvard.edu/mkraft/publications/online-tutoring-college-volunteers-experimental-evidence-pilot-program\">\u003cspan style=\"font-weight: 400\">Chicago found zero results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from video tutoring. But the tutors were unpaid volunteers and many students missed out on sessions. Both tutors and tutees often failed to show up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/effects-virtual-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">first randomized controlled trial of a virtual tutoring program for reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was conducted during the 2022-23 school year at a large charter school network in Texas. Kindergarten, first and second graders received 20 minutes of video tutoring four times a week, from September through May, with an early reading tutoring organization called OnYourMark. Despite the logistical challenges of setting up little children on computers with headphones, the tutored children ended the year with higher \u003c/span>\u003ca href=\"https://dibels.uoregon.edu/\">\u003cspan style=\"font-weight: 400\">DIBELS scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a measure of reading proficiency for young children, than students who didn’t receive the tutoring. One-to-one video tutoring sometimes produced double the reading gains as video tutoring in pairs, demonstrating a difference between online and in-person tutoring, where larger groups of two and three students can be very effective too. That study was published in October 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video tutoring hasn’t always been a success. A tutoring program by Intervene K-12, a tutoring company, received high marks from \u003c/span>\u003ca href=\"https://intervenek12.com/wp-content/uploads/2023/12/Intervene-K-12-Tutoring.pdf\">\u003cspan style=\"font-weight: 400\">reviewers at Johns Hopkins University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but outside evaluators didn’t find benefits when it was tested on students in Texas. In an unpublished study, the National Student Support Accelerator, a Stanford University organization that is promoting and studying tutoring, found no difference in year-end state test scores between students who received the tutoring and those who received other small group support. Study results can depend greatly on whether the comparison control group is getting nothing or another extra-help alternative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Kraft, a Brown University economist who studies tutoring, says there hasn’t been an ideal study that pits online video tutoring directly against in-person tutoring to measure the difference between the two. Existing studies, he said, show some “encouraging signs.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most important thing for researchers to sort out is how many students a tutor can work with online at once. It’s unclear if groups of three or four, which can be effective in person, are as effective online. “The comments we’re getting from tutors are that it’s significantly different to tutor three students online than it is to tutor three students in person,” Kraft said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In my observations of video tutoring, I have seen several students in groups of three angle their computers away from their faces. I’ve watched tutors call students’ names over and over again, trying to get their attention. To me, students appear far more focused and energetic in one-to-one video tutoring.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">4. Humans and machines could take turns\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A major downside to every kind of tutoring, both in-person and online, is its cost. The tutoring that worked so well in Chicago can run $4,000 per student. It’s expensive because students are getting over a hundred hours of tutoring and schools need to pay the tutors’ hourly wages. Several researchers are studying how to lower the costs of tutoring by combining human tutoring with online practice work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\">\u003cspan style=\"font-weight: 400\">pre-pandemic study that was described in a March 2023 research brief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the University of Chicago’s Education Lab, students worked in groups of four with an in-person tutor. The tutors worked closely with two students at a time while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring the ALEKS kids to make sure they were doing their math on the computer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. The cost was $2,000 per student, much less than the usual $3,000-$4,000 per student price tag of the human tutoring program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at the University of Chicago have been testing the same model with online video tutoring (instead of in-person) and said they are seeing “encouraging initial indications.” Currently, the research team is studying how many students one tutor can handle at a time, from four to as many as eight students, alternating between humans and ed tech, in order to find out if the sessions are still effective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers at Carnegie Mellon University conducted a similar study of swapping between human tutoring and practicing math on computers. Instead of ALEKS, this pilot study used Mathia, another computerized tutoring system developed by academic researchers and owned by Carnegie Learning. This was not a randomized control trial, but it did take place during the pandemic in 2020-21. Middle school students doubled the amount of math they learned compared to similar students who didn’t receive the tutoring, according to Ken Koedinger, a Carnegie Mellon professor who was part of the research team. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“AI tutors work when students use them,” said Koedinger. “But if students aren’t using them, they obviously don’t work.” The human tutors are better at motivating the students to keep practicing, he said. The computer system gives each student personalized practice work, targeted to their needs, instant feedback and hints.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology can also guide the tutors. With one early reading program, called Chapter One, in-person tutors work with young elementary school children in the classroom. Chapter One’s website keeps track of every child’s progress. The tutor’s screen indicates which student to work with next and what skills that student needs to work on. It also suggests phonics lessons and activities that the tutor can use during the session. \u003c/span>\u003ca href=\"https://studentsupportaccelerator.com/briefs/year-two-assessing-effects-high-impact-tutoring-young-readers\">\u003cspan style=\"font-weight: 400\">A two-year randomized control trial, published in December 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, found that the tutored children – many of whom received short five-minute bursts of tutoring at a time – outperformed children who didn’t receive the tutoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next frontier in tutoring, of course, is generative AI, such as Chat GPT. Researchers are studying how students learn directly from Khan Academy’s \u003c/span>\u003ca href=\"https://support.khanacademy.org/hc/en-us/community/posts/13992414612877-Introducing-Khanmigo-\">\u003cspan style=\"font-weight: 400\">Khanmigo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which gives step-by-step, personalized guidance, like a tutor, on how to solve problems. Other researchers are using this technology to help coach human tutors so that they can better respond to students’ misunderstandings and confusion. I’ll be looking out for these studies and will share the results with you.\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-four-lessons-from-post-pandemic-tutoring-research/\">\u003ci>\u003cspan style=\"font-weight: 400\">video tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Job Market Is Changing. Here’s How Educators Can Help Students Keep Up.",
"headTitle": "The Job Market Is Changing. Here’s How Educators Can Help Students Keep Up. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve,\u003c/span> \u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">40% of recent graduates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were employed in roles that do not typically require a college degree in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve,\u003c/span> \u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">40% of recent graduates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were employed in roles that do not typically require a college degree in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 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>\u003cspan style=\"font-weight: 400\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \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\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "theres-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic",
"title": "There's a Worldwide Problem in Math, and It’s Not Just About the Pandemic",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Numbers don’t lie, right? But they also don’t always tell the whole story. That’s the case with the most recent results from a key global education test, the Program for International Student Assessment or PISA. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, PISA results have often spurred anguished discussion about why U.S. students are so far behind other countries like Finland, Korea and Poland. But the most recent rankings, released in December 2023, indicated that U.S. 15-year olds moved up in the international rankings for all three subjects – \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Math-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Reading-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Science-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Education Secretary Miguel Cardona credited the largest federal investment in education in history – roughly $200 billion – for keeping the United States “\u003ca href=\"https://content.govdelivery.com/accounts/USED/bulletins/37e3e90\">in the game\u003c/a>” during the pandemic. (The tests were administered in 2022.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that rosy spin hides a much grimmer picture. Rankings may have risen, but test scores did not. The only reason the U.S. rose is because academic performance in once higher ranking countries, such as Iceland, fell by even more since the previous testing round in 2018. Neither India nor China, which topped the\u003c/span>\u003ca href=\"https://hechingerreport.org/what-2018-pisa-international-rankings-tell-us-about-u-s-schools/\"> \u003cspan style=\"font-weight: 400\">rankings in 2018\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, participated in the 2022 PISA. In math, the U.S. rose from 29th place to 28th place, still in the bottom half of economically advanced nations of the Organization for Economic Cooperation and Development (OECD), an international organization of 38 member countries that oversees the PISA exam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The deterioration in math was particularly devastating. American students scored 13 points lower than in 2018, equivalent to losing two-thirds of a year of education in the subject. These were the lowest U.S. math scores recorded in the history of the PISA math test, which began in 2003. More than a third of U.S. 15-year-olds (mostly 10th graders) are considered to be \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">low performers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, unable to compare distances between two routes or convert prices into a different currency. Over the past decade, the share of U.S. students in this lowest level has swelled; back in 2012, a little over a quarter of U.S. students were considered to be low performers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only 7% of American students can do math at \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">advanced levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The United States has more students in the bottom group and fewer students in the top group than most other industrialized countries that are part of the OECD. (Click here to see an international ranking of \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/PISA-2022-low-and-top.pdf\">\u003cspan style=\"font-weight: 400\">low and top performers in each country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results also confirmed the widespread inequalities in U.S. education. Black and Hispanic students, on average, scored far below Asian and white students. Those from low-income backgrounds scored lower than their more affluent peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andreas Schleicher, director for education and skills at the OECD, emphasized that the inequities in the U.S. are often misunderstood to be a problem of weak schools in poor neighborhoods. His analysis indicates that low math performance is common throughout U.S. schools. Some students are performing much worse than others within the same school, and that range between low and advanced students within U.S. schools is much greater than the range in scores between schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new PISA test is the first major international education indicator since the COVID-19 pandemic closed schools and disrupted education. Test scores declined all around the world, but the OECD found there was only a small relationship between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/School-closures-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">how long schools were closed and their students’ performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the PISA test. School closures explained only 11% of the variation in countries’ test scores; nearly 90% is attributable to other, unclear reasons. However, the OECD looked at the absolute level of test scores and not how much test scores fell or rose. More analysis is needed to see if there’s a stronger link between school closures and test score changes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if school closures eventually prove to be a more important factor, the pandemic isn’t the only reason students are struggling. \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.19.02-AM.png\">\u003cspan style=\"font-weight: 400\">Global scores have generally been declining for the past two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One hypothesis is that technology is distracting teenagers. Students were asked about technology distraction for the first time on the 2022 PISA. Forty-five percent of students said they feel anxious if their phones are not near them. Sixty-five percent report being distracted by digital devices during math lessons. Up to an hour a day of computer time for leisure was associated with higher performance. But heavy users, those who spent five to seven hours on computers for fun, had lower academic performance, even after adjusting for family and school socioeconomic profiles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another factor could be the rise in migration across the world. Perhaps declining test scores reflect the challenge of educating new immigrants. However, the OECD didn’t find a statistically significant correlation between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.22.06-AM.png\">\u003cspan style=\"font-weight: 400\">immigration and academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average. In the United States, immigrants outscored students with native-born parents in math after adjusting for socio-economic status. There was no difference between immigrants and non-immigrants in reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Japan was one of the few countries to defy the trends. Both its math and reading scores rose considerably between 2018 and 2022. Akihiko Takahashi, professor emeritus of mathematics and mathematics education at Chicago’s DePaul University, said schools were closed for a shorter period of time in Japan and that helped, but he also credits the collective spirit among Japanese teachers. In his conversations with Japanese teachers, Takahashi learned how teachers covered for each other during school closures to make sure no students in their schools fell behind. Some went house to house, correcting student homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to look at the terrible PISA math scores and say they are evidence that the U.S. needs to change how it teaches math. But the PISA results don’t offer clear recommendations on which math approaches are most effective. Even Japan, one of the top performing nations, has a mixed approach. Takahashi says that students are taught with a more progressive approach in elementary school, often asking students to solve problems on their own without step-by-step instructions and to develop their own mathematical reasoning. But by high school, when this PISA exam is taken, direct, explicit instruction is more the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new results also highlighted the continued decline of a former star. For years, Finland was a role model for excellent academic performance. Education officials visited from around the world to learn about its progressive approaches. But the country has dropped 60 points over the past few testing cycles – equivalent to losing three full school years of education. I suspect we won’t be hearing calls to teach the Finnish way anymore. “You have to be careful because the leaders of today can be the laggards of tomorrow,” said Tom Loveless, an independent education researcher who studies international assessments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was one bright spot for American students. Fifteen-year-olds scored comparatively well on the PISA reading test, with their scores dropping by just one point while other countries experienced much steeper declines. But that good news is also tempered by the most recent scores on the National Assessment for Educational Progress (NAEP) test, often called the Nation’s Report Card. \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">\u003cspan style=\"font-weight: 400\">Reading scores of fourth and eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deteriorated over the last two testing cycles in 2019 and 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the PISA results provide additional confirmation that U.S. students are in trouble, especially in math, and we can’t put all the blame on the pandemic.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003ci>\u003cspan style=\"font-weight: 400\">2022 PISA results\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Numbers don’t lie, right? But they also don’t always tell the whole story. That’s the case with the most recent results from a key global education test, the Program for International Student Assessment or PISA. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, PISA results have often spurred anguished discussion about why U.S. students are so far behind other countries like Finland, Korea and Poland. But the most recent rankings, released in December 2023, indicated that U.S. 15-year olds moved up in the international rankings for all three subjects – \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Math-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Reading-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Science-rankings-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Education Secretary Miguel Cardona credited the largest federal investment in education in history – roughly $200 billion – for keeping the United States “\u003ca href=\"https://content.govdelivery.com/accounts/USED/bulletins/37e3e90\">in the game\u003c/a>” during the pandemic. (The tests were administered in 2022.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But that rosy spin hides a much grimmer picture. Rankings may have risen, but test scores did not. The only reason the U.S. rose is because academic performance in once higher ranking countries, such as Iceland, fell by even more since the previous testing round in 2018. Neither India nor China, which topped the\u003c/span>\u003ca href=\"https://hechingerreport.org/what-2018-pisa-international-rankings-tell-us-about-u-s-schools/\"> \u003cspan style=\"font-weight: 400\">rankings in 2018\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, participated in the 2022 PISA. In math, the U.S. rose from 29th place to 28th place, still in the bottom half of economically advanced nations of the Organization for Economic Cooperation and Development (OECD), an international organization of 38 member countries that oversees the PISA exam. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The deterioration in math was particularly devastating. American students scored 13 points lower than in 2018, equivalent to losing two-thirds of a year of education in the subject. These were the lowest U.S. math scores recorded in the history of the PISA math test, which began in 2003. More than a third of U.S. 15-year-olds (mostly 10th graders) are considered to be \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">low performers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, unable to compare distances between two routes or convert prices into a different currency. Over the past decade, the share of U.S. students in this lowest level has swelled; back in 2012, a little over a quarter of U.S. students were considered to be low performers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only 7% of American students can do math at \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-07-at-1.28.02-PM.png\">\u003cspan style=\"font-weight: 400\">advanced levels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The United States has more students in the bottom group and fewer students in the top group than most other industrialized countries that are part of the OECD. (Click here to see an international ranking of \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/PISA-2022-low-and-top.pdf\">\u003cspan style=\"font-weight: 400\">low and top performers in each country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results also confirmed the widespread inequalities in U.S. education. Black and Hispanic students, on average, scored far below Asian and white students. Those from low-income backgrounds scored lower than their more affluent peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andreas Schleicher, director for education and skills at the OECD, emphasized that the inequities in the U.S. are often misunderstood to be a problem of weak schools in poor neighborhoods. His analysis indicates that low math performance is common throughout U.S. schools. Some students are performing much worse than others within the same school, and that range between low and advanced students within U.S. schools is much greater than the range in scores between schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new PISA test is the first major international education indicator since the COVID-19 pandemic closed schools and disrupted education. Test scores declined all around the world, but the OECD found there was only a small relationship between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/School-closures-PISA-2022.pdf\">\u003cspan style=\"font-weight: 400\">how long schools were closed and their students’ performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the PISA test. School closures explained only 11% of the variation in countries’ test scores; nearly 90% is attributable to other, unclear reasons. However, the OECD looked at the absolute level of test scores and not how much test scores fell or rose. More analysis is needed to see if there’s a stronger link between school closures and test score changes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if school closures eventually prove to be a more important factor, the pandemic isn’t the only reason students are struggling. \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.19.02-AM.png\">\u003cspan style=\"font-weight: 400\">Global scores have generally been declining for the past two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One hypothesis is that technology is distracting teenagers. Students were asked about technology distraction for the first time on the 2022 PISA. Forty-five percent of students said they feel anxious if their phones are not near them. Sixty-five percent report being distracted by digital devices during math lessons. Up to an hour a day of computer time for leisure was associated with higher performance. But heavy users, those who spent five to seven hours on computers for fun, had lower academic performance, even after adjusting for family and school socioeconomic profiles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another factor could be the rise in migration across the world. Perhaps declining test scores reflect the challenge of educating new immigrants. However, the OECD didn’t find a statistically significant correlation between \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/12/Screen-Shot-2023-12-08-at-8.22.06-AM.png\">\u003cspan style=\"font-weight: 400\">immigration and academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average. In the United States, immigrants outscored students with native-born parents in math after adjusting for socio-economic status. There was no difference between immigrants and non-immigrants in reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Japan was one of the few countries to defy the trends. Both its math and reading scores rose considerably between 2018 and 2022. Akihiko Takahashi, professor emeritus of mathematics and mathematics education at Chicago’s DePaul University, said schools were closed for a shorter period of time in Japan and that helped, but he also credits the collective spirit among Japanese teachers. In his conversations with Japanese teachers, Takahashi learned how teachers covered for each other during school closures to make sure no students in their schools fell behind. Some went house to house, correcting student homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to look at the terrible PISA math scores and say they are evidence that the U.S. needs to change how it teaches math. But the PISA results don’t offer clear recommendations on which math approaches are most effective. Even Japan, one of the top performing nations, has a mixed approach. Takahashi says that students are taught with a more progressive approach in elementary school, often asking students to solve problems on their own without step-by-step instructions and to develop their own mathematical reasoning. But by high school, when this PISA exam is taken, direct, explicit instruction is more the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new results also highlighted the continued decline of a former star. For years, Finland was a role model for excellent academic performance. Education officials visited from around the world to learn about its progressive approaches. But the country has dropped 60 points over the past few testing cycles – equivalent to losing three full school years of education. I suspect we won’t be hearing calls to teach the Finnish way anymore. “You have to be careful because the leaders of today can be the laggards of tomorrow,” said Tom Loveless, an independent education researcher who studies international assessments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was one bright spot for American students. Fifteen-year-olds scored comparatively well on the PISA reading test, with their scores dropping by just one point while other countries experienced much steeper declines. But that good news is also tempered by the most recent scores on the National Assessment for Educational Progress (NAEP) test, often called the Nation’s Report Card. \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">\u003cspan style=\"font-weight: 400\">Reading scores of fourth and eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> deteriorated over the last two testing cycles in 2019 and 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, the PISA results provide additional confirmation that U.S. students are in trouble, especially in math, and we can’t put all the blame on the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "‘Right-to-read’ settlement spurred higher reading scores in California’s lowest performing schools, study finds",
"headTitle": "‘Right-to-read’ settlement spurred higher reading scores in California’s lowest performing schools, study finds | KQED",
"content": "\u003cp class=\"p9\">In 2017, public interest lawyers sued California because they claimed that too many low-income Black and Hispanic children weren’t learning to read at school. Filed on behalf of families and teachers at three schools with pitiful reading test scores, the suit was an effort to establish a constitutional right to read. However, before the courts resolved that legal question, the litigants settled the case in 2020.\u003c/p>\n\u003cp class=\"p9\">The settlement itself was noteworthy. The state agreed to give an extra $50 million to 75 elementary schools with the worst reading scores in the state to improve how they were teaching reading. Targeted at children who were just learning to read in kindergarten through third grade, the settlement amounted to a little more than $1,000 extra per student. Teachers were trained in evidence-based ways of teaching reading, including an emphasis on phonics and vocabulary. (A few of the 75 original schools didn’t participate or closed down.)\u003c/p>\n\u003cp>A pair of Stanford University education researchers studied whether the settlement made a difference, and their conclusion was that yes, it did. Third graders’ reading scores in 2022 and 2023 rose relative to their peers at comparable schools that weren’t eligible for the settlement payments. Researchers equated the gains to an extra 25% of a year of learning.\u003c/p>\n\u003cp>This right-to-read settlement took place during the pandemic when school closures led to learning losses; reading scores had declined sharply statewide and nationwide. However, test scores were strikingly stable at the schools that benefited from the settlement. More than 30% of the third graders at these lowest performing schools continued to reach Level 2 or higher on the California state reading tests, about the same as in 2019. Third grade reading scores slid at comparison schools between 2019 and 2022 and only began to recover in 2023. (Level 2 equates to slightly below grade-level proficiency with “standard nearly met” but is above the lowest Level 1 “standard not met.”) State testing of all students doesn’t begin until third grade and so there was no standard measure for younger kindergarten, first and second graders.\u003c/p>\n\u003cfigure id=\"attachment_62795\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62795 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1.png\" alt=\"\" width=\"780\" height=\"755\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1-160x155.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1-768x743.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Blue dots represent the 75 schools that were eligible for the right-to-read settlement program of training and funds. \u003ccite>(Source: Sarah Novicoff and Thomas Dee, Figure A1 of “The Achievement Effects of Scaling Early Literacy Reforms” working paper)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p9\">The settlement’s benefits can seem small. The majority of children in these schools still cannot read well. Even with the reading improvements, more than 65% of the students still scored at the lowest of the four levels on the state’s reading test. But their reading gains are meaningful in the context of a real-life classroom experience for more than 7,000 third graders over two years, not merely a laboratory experiment or a small pilot program. The researchers characterized the reading improvements as larger than those seen in 90% of large-scale classroom interventions, according to a \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0013189X231155154\">\u003cspan class=\"s4\">2023 study\u003c/span>\u003c/a>. They also conducted a cost-benefit analysis and determined that the $50 million literacy program created by the settlement was 13 times more effective than a typical dollar spent at schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p9\">“I wouldn’t call the results super large. I would call them cost effective,” said Jennifer Jennings, a sociologist at Princeton University who was not involved in the study, but attended a presentation of the research in November.\u003c/p>\n\u003cp class=\"p9\">A working paper, “\u003ca href=\"https://edworkingpapers.com/ai23-887\">\u003cspan class=\"s4\">The Achievement Effects of Scaling Early Literacy Reforms\u003c/span>\u003c/a>,” was posted to the website of the Annenberg Institute for School Reform at Brown University on Dec. 4, 2023. It has not yet been published in a peer-reviewed journal, and may still be revised.\u003c/p>\n\u003cp class=\"p9\">Thomas Dee, an economist at Stanford University’s Graduate School of Education who conducted the analysis with doctoral student Sarah Novicoff, says that the reading improvements at the weakest schools in California bolster the evidence for the so-called “science of reading” approach, which has become associated with phonics instruction, but also includes pre-phonics sound awareness, reading fluency, vocabulary building and comprehension skills. Thus far, the best real-world evidence for the science of reading comes from Mississippi, where reading scores dramatically improved after schools changed how they taught reading. But there’s also been a \u003ca href=\"https://fordhaminstitute.org/national/commentary/mississippi-rising-partial-explanation-its-naep-improvement-it-holds-students\">\u003cspan class=\"s4\">debate over whether the state’s policy to hold weak readers back\u003c/span>\u003c/a> in third grade has been a bigger driver of the test score gains than the instructional changes.\u003c/p>\n\u003cp class=\"p9\">The structure of the right-to-read settlement offers a possible blueprint for how to bring evidence-based teaching practices into more classrooms, says Stanford’s Dee. School administrators and teachers both received training in the science of reading approach, but then schools were given the freedom to create their own plans and spend their share of the settlement funds as they saw fit within certain guidelines. The Sacramento County Office of Education served as an outside administrator, approving plans and overseeing them.\u003c/p>\n\u003cp class=\"p9\">“How to drive research to inform practice within schools and within classrooms is the central problem we face in education policy,” said Dee. “When I look at this program, it’s an interesting push and pull of how to do that. Schools were encouraged to do their own planning and tailor what they were doing to their own circumstances. But they also had oversight from a state-designated agency that made sure the money was getting where it was supposed to, that they were doing things in a well-conceived way.”\u003c/p>\n\u003cp class=\"p9\">Some schools hired reading coaches to work with teachers on a regular basis. Others hired more aides to tutor children in small groups. Schools generally elected to spend most of the settlement money on salaries for new staff and extra compensation for current teachers to undergo retraining and less on new instructional materials, such as books or curriculums. By contrast, New York City’s current effort to reform reading instruction began with new curriculum requirements and \u003ca href=\"https://www.chalkbeat.org/newyork/2023/11/27/teachers-want-more-training-for-reading-curriculum-overhaul/\">\u003cspan class=\"s4\">teachers are complaining \u003c/span>\u003c/a>that they haven’t received the training to make the new curriculum work.\u003c/p>\n\u003cp class=\"p9\">It’s unclear if this combination of retraining and money would be as effective in typical schools. The lowest performing schools that received the money tended to be staffed by many younger, rookie teachers who were still learning their craft. These new teachers may have been more open to adopting a new science of reading approach than veteran teachers who have years of experience teaching another way.\u003c/p>\n\u003cp class=\"p9\">That teacher retraining victory may foretell a short-lived success story for the students in these schools. The reason that there were so many new teachers is because teachers quickly burn out and leave high-poverty schools. The newly trained teachers in the science of reading may soon quit too. There’s a risk that all the investment in better teaching could soon evaporate. I’ll be curious to see their reading scores a few years from now.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p9\">\u003ci>This story about\u003c/i> \u003ci>the\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-right-to-read-settlement-spurred-higher-reading-scores-in-californias-lowest-performing-schools-study-finds/\">\u003cspan class=\"s4\">\u003ci>right to read\u003c/i>\u003c/span>\u003c/a>\u003ci> settlement\u003c/i> \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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"title": "‘Right-to-read’ settlement spurred higher reading scores in California’s lowest performing schools, study finds | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p9\">In 2017, public interest lawyers sued California because they claimed that too many low-income Black and Hispanic children weren’t learning to read at school. Filed on behalf of families and teachers at three schools with pitiful reading test scores, the suit was an effort to establish a constitutional right to read. However, before the courts resolved that legal question, the litigants settled the case in 2020.\u003c/p>\n\u003cp class=\"p9\">The settlement itself was noteworthy. The state agreed to give an extra $50 million to 75 elementary schools with the worst reading scores in the state to improve how they were teaching reading. Targeted at children who were just learning to read in kindergarten through third grade, the settlement amounted to a little more than $1,000 extra per student. Teachers were trained in evidence-based ways of teaching reading, including an emphasis on phonics and vocabulary. (A few of the 75 original schools didn’t participate or closed down.)\u003c/p>\n\u003cp>A pair of Stanford University education researchers studied whether the settlement made a difference, and their conclusion was that yes, it did. Third graders’ reading scores in 2022 and 2023 rose relative to their peers at comparable schools that weren’t eligible for the settlement payments. Researchers equated the gains to an extra 25% of a year of learning.\u003c/p>\n\u003cp>This right-to-read settlement took place during the pandemic when school closures led to learning losses; reading scores had declined sharply statewide and nationwide. However, test scores were strikingly stable at the schools that benefited from the settlement. More than 30% of the third graders at these lowest performing schools continued to reach Level 2 or higher on the California state reading tests, about the same as in 2019. Third grade reading scores slid at comparison schools between 2019 and 2022 and only began to recover in 2023. (Level 2 equates to slightly below grade-level proficiency with “standard nearly met” but is above the lowest Level 1 “standard not met.”) State testing of all students doesn’t begin until third grade and so there was no standard measure for younger kindergarten, first and second graders.\u003c/p>\n\u003cfigure id=\"attachment_62795\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62795 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1.png\" alt=\"\" width=\"780\" height=\"755\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1-160x155.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/12/image1-768x743.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Blue dots represent the 75 schools that were eligible for the right-to-read settlement program of training and funds. \u003ccite>(Source: Sarah Novicoff and Thomas Dee, Figure A1 of “The Achievement Effects of Scaling Early Literacy Reforms” working paper)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p9\">The settlement’s benefits can seem small. The majority of children in these schools still cannot read well. Even with the reading improvements, more than 65% of the students still scored at the lowest of the four levels on the state’s reading test. But their reading gains are meaningful in the context of a real-life classroom experience for more than 7,000 third graders over two years, not merely a laboratory experiment or a small pilot program. The researchers characterized the reading improvements as larger than those seen in 90% of large-scale classroom interventions, according to a \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0013189X231155154\">\u003cspan class=\"s4\">2023 study\u003c/span>\u003c/a>. They also conducted a cost-benefit analysis and determined that the $50 million literacy program created by the settlement was 13 times more effective than a typical dollar spent at schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p9\">“I wouldn’t call the results super large. I would call them cost effective,” said Jennifer Jennings, a sociologist at Princeton University who was not involved in the study, but attended a presentation of the research in November.\u003c/p>\n\u003cp class=\"p9\">A working paper, “\u003ca href=\"https://edworkingpapers.com/ai23-887\">\u003cspan class=\"s4\">The Achievement Effects of Scaling Early Literacy Reforms\u003c/span>\u003c/a>,” was posted to the website of the Annenberg Institute for School Reform at Brown University on Dec. 4, 2023. It has not yet been published in a peer-reviewed journal, and may still be revised.\u003c/p>\n\u003cp class=\"p9\">Thomas Dee, an economist at Stanford University’s Graduate School of Education who conducted the analysis with doctoral student Sarah Novicoff, says that the reading improvements at the weakest schools in California bolster the evidence for the so-called “science of reading” approach, which has become associated with phonics instruction, but also includes pre-phonics sound awareness, reading fluency, vocabulary building and comprehension skills. Thus far, the best real-world evidence for the science of reading comes from Mississippi, where reading scores dramatically improved after schools changed how they taught reading. But there’s also been a \u003ca href=\"https://fordhaminstitute.org/national/commentary/mississippi-rising-partial-explanation-its-naep-improvement-it-holds-students\">\u003cspan class=\"s4\">debate over whether the state’s policy to hold weak readers back\u003c/span>\u003c/a> in third grade has been a bigger driver of the test score gains than the instructional changes.\u003c/p>\n\u003cp class=\"p9\">The structure of the right-to-read settlement offers a possible blueprint for how to bring evidence-based teaching practices into more classrooms, says Stanford’s Dee. School administrators and teachers both received training in the science of reading approach, but then schools were given the freedom to create their own plans and spend their share of the settlement funds as they saw fit within certain guidelines. The Sacramento County Office of Education served as an outside administrator, approving plans and overseeing them.\u003c/p>\n\u003cp class=\"p9\">“How to drive research to inform practice within schools and within classrooms is the central problem we face in education policy,” said Dee. “When I look at this program, it’s an interesting push and pull of how to do that. Schools were encouraged to do their own planning and tailor what they were doing to their own circumstances. But they also had oversight from a state-designated agency that made sure the money was getting where it was supposed to, that they were doing things in a well-conceived way.”\u003c/p>\n\u003cp class=\"p9\">Some schools hired reading coaches to work with teachers on a regular basis. Others hired more aides to tutor children in small groups. Schools generally elected to spend most of the settlement money on salaries for new staff and extra compensation for current teachers to undergo retraining and less on new instructional materials, such as books or curriculums. By contrast, New York City’s current effort to reform reading instruction began with new curriculum requirements and \u003ca href=\"https://www.chalkbeat.org/newyork/2023/11/27/teachers-want-more-training-for-reading-curriculum-overhaul/\">\u003cspan class=\"s4\">teachers are complaining \u003c/span>\u003c/a>that they haven’t received the training to make the new curriculum work.\u003c/p>\n\u003cp class=\"p9\">It’s unclear if this combination of retraining and money would be as effective in typical schools. The lowest performing schools that received the money tended to be staffed by many younger, rookie teachers who were still learning their craft. These new teachers may have been more open to adopting a new science of reading approach than veteran teachers who have years of experience teaching another way.\u003c/p>\n\u003cp class=\"p9\">That teacher retraining victory may foretell a short-lived success story for the students in these schools. The reason that there were so many new teachers is because teachers quickly burn out and leave high-poverty schools. The newly trained teachers in the science of reading may soon quit too. There’s a risk that all the investment in better teaching could soon evaporate. I’ll be curious to see their reading scores a few years from now.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p9\">\u003ci>This story about\u003c/i> \u003ci>the\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-right-to-read-settlement-spurred-higher-reading-scores-in-californias-lowest-performing-schools-study-finds/\">\u003cspan class=\"s4\">\u003ci>right to read\u003c/i>\u003c/span>\u003c/a>\u003ci> settlement\u003c/i> \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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"title": "A group of scientists set out to study quick learners. Then they discovered they don't exist",
"headTitle": "A group of scientists set out to study quick learners. Then they discovered they don’t exist | KQED",
"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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"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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"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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"excerpt": "A team of learning scientists compared two common methods for learning multiplication facts: chanting and flash cards. The results add to the evidence for “spaced retrieval practice” in classrooms.",
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"title": "Flash cards prevail over repetition in memorizing multiplication tables | KQED",
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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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"excerpt": "Schools have spent billions on online tutoring services to address pandemic learning loss. So far, there’s no good evidence that they are helping many students catch up.",
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"headline": "Schools keep buying online drop-in tutoring. Research doesn’t support it.",
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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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"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",
"headTitle": "Which sex ed approach works best for STI and pregnancy prevention? Research remains unclear | KQED",
"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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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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