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"headTitle": "Dealing with test anxiety? Practice quizzes can actually help | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-important-is-homework\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, homework has become a very \u003ca href=\"https://www.kqed.org/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches\">hot topic\u003c/a>. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">opportunities for physical activity and play\u003c/a>. Research suggests that these concerns may be valid. For example, \u003c/span>\u003ca href=\"http://businessstatistics.us/cte-capstone-homework-and.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that elementary school students, on average, are assigned three times\u003c/span>\u003cspan style=\"font-weight: 400\"> the recommended amount of homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research say? What are the potential risks and benefits of homework, and how much is too much?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but \u003c/span>not \u003ca href=\"https://www.researchgate.net/profile/Harris-Cooper/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework/links/63e3957ec002331f7262531b/Using-Research-to-Answer-Practical-Questions-About-Homework.pdf\">\u003cspan style=\"font-weight: 400\">elementary school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1861422\"> \u003cspan style=\"font-weight: 400\">recent experimental study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Non-academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">building responsibility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=221554b32125b18c98bda95d408cdb90a3236005\">\u003cspan style=\"font-weight: 400\">time management skills, and task persistence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/27542451\">\u003cspan style=\"font-weight: 400\">Homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may also \u003c/span>\u003ca href=\"https://web.archive.org/web/20170812233101id_/http://libres.uncg.edu/ir/uncg/f/D_Demo_Family_1998.pdf\">\u003cspan style=\"font-weight: 400\">increase parents’ involvement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/142/3/e20182058/38649/The-Power-of-Play-A-Pediatric-Role-in-Enhancing\">\u003cspan style=\"font-weight: 400\">free play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also \u003c/span>\u003ca href=\"https://bmcresnotes.biomedcentral.com/counter/pdf/10.1186/s13104-018-3292-y.pdf\">\u003cspan style=\"font-weight: 400\">interfere with physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and too much homework is associated with \u003c/span>\u003ca href=\"https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02892-w\">\u003cspan style=\"font-weight: 400\">an increased risk for being overweight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What is the “right” amount of homework?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much\">\u003cspan style=\"font-weight: 400\">National Education Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends 10 minutes of homework per grade and there is also\u003c/span> \u003cspan style=\"font-weight: 400\">some experimental evidence that backs this up.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can parents do?\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parental help with homework is beneficial but that it matters more \u003cem>how\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping rather than \u003cem>how often\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how should parents help with homework, according to the research? \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Specifically, \u003ca href=\"https://www.kqed.org/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children\">be present\u003c/a> while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X99910366\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that allowing children \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000439\">\u003cspan style=\"font-weight: 400\">more autonomy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in completing homework may benefit their academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Only provide help when your child asks for it and step away whenever possible.\u003c/b> \u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/108320/bjep12039.pdf?sequence\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that too much parental involvement or intrusive and controlling involvement with homework is associated with \u003c/span>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your children to create structure and develop some routines that help your child to independently complete their homework\u003c/b>\u003cspan style=\"font-weight: 400\">. Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1054517\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that providing this type of structure and responsiveness is related to improved academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Set specific rules around homework.\u003c/b> \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0034654308325185\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds an association between parents setting rules around homework and academic performance. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child to view homework as an opportunity to learn and improve skills.\u003c/b> \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1041608011000409\">\u003cspan style=\"font-weight: 400\">Parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=646524b6163a46720005099da775dbbced5745de\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this attitude is associated with student success. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Mareike-Kunter-2/publication/44951983_Homework_Works_if_Homework_Quality_Is_High_Using_Multilevel_Modeling_to_Predict_the_Development_of_Achievement_in_Mathematics/links/552e688f0cf2acd38cb94e51/Homework-Works-if-Homework-Quality-Is-High-Using-Multilevel-Modeling-to-Predict-the-Development-of-Achievement-in-Mathematics.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also indicates that more challenging homework is associated with enhanced academic performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stay calm and positive during homework.\u003c/b> \u003ca href=\"https://psycnet.apa.org/buy/2005-02477-012\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise your child’s hard work and effort during homework.\u003c/b>\u003cspan style=\"font-weight: 400\"> This type of \u003c/span>\u003ca href=\"https://www.reed.edu/psychology/motivation/assets/downloads/Haimovitz_Corpus_2011.pdf\">\u003cspan style=\"font-weight: 400\">praise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">conscientiousness \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals.\u003c/b> \u003ca href=\"https://www.researchgate.net/profile/Nancy-Hill-3/publication/24399801_Parental_Involvement_in_Middle_School_A_Meta-Analytic_Assessment_of_the_Strategies_That_Promote_Achievement/links/54637ef40cf2cb7e9da96676/Parental-Involvement-in-Middle-School-A-Meta-Analytic-Assessment-of-the-Strategies-That-Promote-Achievement.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that open communication about homework is associated with increased academic performance.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/how-important-is-homework\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, homework has become a very \u003ca href=\"https://www.kqed.org/mindshift/54536/is-homework-valuable-depends-on-the-grade-teachers-share-their-approaches\">hot topic\u003c/a>. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may be getting too much homework, which ultimately interferes with quality family time and \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">opportunities for physical activity and play\u003c/a>. Research suggests that these concerns may be valid. For example, \u003c/span>\u003ca href=\"http://businessstatistics.us/cte-capstone-homework-and.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that elementary school students, on average, are assigned three times\u003c/span>\u003cspan style=\"font-weight: 400\"> the recommended amount of homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what does the research say? What are the potential risks and benefits of homework, and how much is too much?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but \u003c/span>not \u003ca href=\"https://www.researchgate.net/profile/Harris-Cooper/publication/247522586_Using_Research_to_Answer_Practical_Questions_About_Homework/links/63e3957ec002331f7262531b/Using-Research-to-Answer-Practical-Questions-About-Homework.pdf\">\u003cspan style=\"font-weight: 400\">elementary school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1861422\"> \u003cspan style=\"font-weight: 400\">recent experimental study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Romania found some benefit for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Non-academic benefits\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">building responsibility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=221554b32125b18c98bda95d408cdb90a3236005\">\u003cspan style=\"font-weight: 400\">time management skills, and task persistence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.jstor.org/stable/27542451\">\u003cspan style=\"font-weight: 400\">Homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may also \u003c/span>\u003ca href=\"https://web.archive.org/web/20170812233101id_/http://libres.uncg.edu/ir/uncg/f/D_Demo_Family_1998.pdf\">\u003cspan style=\"font-weight: 400\">increase parents’ involvement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their children’s schooling. Yet, too much homework may also have some negative impacts on non-academic skills by reducing opportunities for \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/142/3/e20182058/38649/The-Power-of-Play-A-Pediatric-Role-in-Enhancing\">\u003cspan style=\"font-weight: 400\">free play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essential for the development of language, cognitive, self-regulation and social-emotional skills. Homework may also \u003c/span>\u003ca href=\"https://bmcresnotes.biomedcentral.com/counter/pdf/10.1186/s13104-018-3292-y.pdf\">\u003cspan style=\"font-weight: 400\">interfere with physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and too much homework is associated with \u003c/span>\u003ca href=\"https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02892-w\">\u003cspan style=\"font-weight: 400\">an increased risk for being overweight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>What is the “right” amount of homework?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that \u003c/span>\u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should not exceed 1.5 to 2.5 hours per night for high school students and no more than one hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-much-homework-too-much\">\u003cspan style=\"font-weight: 400\">National Education Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends 10 minutes of homework per grade and there is also\u003c/span> \u003cspan style=\"font-weight: 400\">some experimental evidence that backs this up.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research finds that homework provides some academic benefit for middle and high school students but is less beneficial for elementary school students. Research suggests that homework should be none or minimal for elementary students, less than one hour per night for middle school students, and less than 1.5 to 2.5 hours for high school students. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What can parents do?\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that parental help with homework is beneficial but that it matters more \u003cem>how\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping rather than \u003cem>how often\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\"> the parent is helping.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how should parents help with homework, according to the research? \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on providing general monitoring, guidance and encouragement, but allow children to generate answers on their own and complete their homework as independently as possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Specifically, \u003ca href=\"https://www.kqed.org/mindshift/52393/how-parents-can-create-a-nightly-homework-ritual-for-reluctant-children\">be present\u003c/a> while they are completing homework to help them to understand the directions, be available to answer simple questions, or praise and acknowledge their effort and hard work. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X99910366\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that allowing children \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X11000439\">\u003cspan style=\"font-weight: 400\">more autonomy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in completing homework may benefit their academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Only provide help when your child asks for it and step away whenever possible.\u003c/b> \u003ca href=\"https://deepblue.lib.umich.edu/bitstream/handle/2027.42/108320/bjep12039.pdf?sequence\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that too much parental involvement or intrusive and controlling involvement with homework is associated with \u003c/span>\u003ca href=\"https://web.archive.org/web/20221115083537id_/https://phrepo.phbern.ch/1018/1/The_Need_to_Distinguish_Between_Quantity_and_Quality_in_Research_on_Parental_Involvement_The_Example_of_Parental_Help_With_Homework.pdf\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your children to create structure and develop some routines that help your child to independently complete their homework\u003c/b>\u003cspan style=\"font-weight: 400\">. Have a regular time and place for homework that is free from distractions and has all of the materials they need within arm’s reach. Help your child to create a checklist for homework tasks. Create rules for homework with your child. Help children to develop strategies for increasing their own self-motivation. For example, developing their own reward system or creating a homework schedule with breaks for fun activities. \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1054517\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that providing this type of structure and responsiveness is related to improved academic skills.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Set specific rules around homework.\u003c/b> \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0034654308325185\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds an association between parents setting rules around homework and academic performance. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Help your child to view homework as an opportunity to learn and improve skills.\u003c/b> \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1041608011000409\">\u003cspan style=\"font-weight: 400\">Parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=646524b6163a46720005099da775dbbced5745de\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that this attitude is associated with student success. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Mareike-Kunter-2/publication/44951983_Homework_Works_if_Homework_Quality_Is_High_Using_Multilevel_Modeling_to_Predict_the_Development_of_Achievement_in_Mathematics/links/552e688f0cf2acd38cb94e51/Homework-Works-if-Homework-Quality-Is-High-Using-Multilevel-Modeling-to-Predict-the-Development-of-Achievement-in-Mathematics.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also indicates that more challenging homework is associated with enhanced academic performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stay calm and positive during homework.\u003c/b> \u003ca href=\"https://psycnet.apa.org/buy/2005-02477-012\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that mothers showing positive emotions while helping with homework may improve children’s motivation in homework.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Praise your child’s hard work and effort during homework.\u003c/b>\u003cspan style=\"font-weight: 400\"> This type of \u003c/span>\u003ca href=\"https://www.reed.edu/psychology/motivation/assets/downloads/Haimovitz_Corpus_2011.pdf\">\u003cspan style=\"font-weight: 400\">praise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0092656616302446\">\u003cspan style=\"font-weight: 400\">conscientiousness \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals.\u003c/b> \u003ca href=\"https://www.researchgate.net/profile/Nancy-Hill-3/publication/24399801_Parental_Involvement_in_Middle_School_A_Meta-Analytic_Assessment_of_the_Strategies_That_Promote_Achievement/links/54637ef40cf2cb7e9da96676/Parental-Involvement-in-Middle-School-A-Meta-Analytic-Assessment-of-the-Strategies-That-Promote-Achievement.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that open communication about homework is associated with increased academic performance.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "ACT study finds it’s easier and easier to get an A in math",
"headTitle": "ACT study finds it’s easier and easier to get an A in math | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Amid the growing debate over \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">how best to teach math\u003c/a>, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English and social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation accelerated after 2016 and intensified during the pandemic as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation is a big trend across the country. “It’s not just happening in some classrooms or with some teachers, it’s happening across the system,” said Sanchez. “What is happening in the system that is pushing this trend?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">Grades represent more than just content mastery\u003c/a>. Many teachers factor in attendance, \u003ca href=\"https://www.kqed.org/mindshift/62119\">participation\u003c/a> and effort in calculating a final grade. It’s possible that even math teachers are weighing soft skills more heavily with the increasing popularity of social-emotional learning. Or, perhaps high schools have watered down the content in math courses and students are genuinely mastering easier material.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>A’s on the rise\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62393\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of ACT test takers with a grade point average of A, B or C from 2010 to 2022 by subject. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez speculates that test optional admissions have elevated the importance of high school grades. He encouraged journalists and other researchers to look into the increased pressures on high school teachers of math and science courses, which Sanchez described as ”pivotal” for getting into competitive STEM college programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez said he shared his grade inflation findings with college administrators, who told him that incoming STEM students are not as prepared as students in previous years. (The Hechinger Report has also found that \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-are-still-struggling-with-basic-math-professors-blame-the-pandemic/\">\u003cspan style=\"font-weight: 400\">college students are struggling with basic math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) But college professors didn’t report a similar academic deterioration with their humanities students. “That was an interesting confirmation of these findings,” Sanchez said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ACT isn’t an unbiased research organization. The nonprofit sells tests and it has been advocating for colleges to re-establish exam requirements. However, neutral observers have also found strong evidence of high school grade inflation. The U.S. Department of Education documented rising grades on high school transcripts between 2009 and 2019, while 12th grade math scores fell on the National Assessment of Educational Progress (NAEP). The National Center for Education Statistics plans to update this transcript study in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ACT analysis, \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">\u003cspan style=\"font-weight: 400\">published in August 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, covered almost 6.9 million high school seniors who took the ACT between 2010 and 2022. They attended over 3,800 different public schools. It was a follow up to a \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/pdfs/Grade-Inflation-Continues-to-Grow-in-the-Past-Decade-Final-Accessible.pdf\">\u003cspan style=\"font-weight: 400\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation\">\u003cspan style=\"font-weight: 400\">also detected grade inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through 2021. This 2023 update looked at grade inflation by subject and added 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez calculated that average math grades, adjusted for student and school characteristics, increased 0.30 grade points from 3.02 in 2010 to 3.32 in 2022. This translates to a movement from “B” average to above a “B+” average in a decade. During this same time period, science grades increased by 0.24 points, while English and social studies rose by 0.22 points and 0.18 points, respectively. (The analysis excluded bonus points that some high schools award for Advanced Placement and other courses. A 4.0 was the maximum grade.)\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Measuring grade inflation: Grades rise as ACT test scores fall\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62394\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png\" alt=\"\" width=\"780\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-768x439.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Observed subject GPA vs. ACT subject score by year. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades are rising against a backdrop of declining achievement. English, math, reading and scientific reasoning ACT scores fell slightly between 2010-22. The sharpest declines were in math, in which the average ACT score dropped from 21.4 to 20.2. Three quarters of this math deterioration has taken place since 2020. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation may indeed be an unintended consequence of a well-intended policy to de-emphasize testing. More than 1,800 colleges have adopted test-optional or test-blind admissions. That’s increased the importance of grades. The losers here are students who still need to understand math – no matter what their grade.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easier-and-easier-to-get-an-a-in-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">grade inflation in high school\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Amid the growing debate over \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">how best to teach math\u003c/a>, there is another ballooning problem: grades. They’re becoming increasingly untethered to how much students know. That not only makes it harder to gauge how well students are learning math and catching up from pandemic learning losses, but it’s also making math grades a less reliable indicator of who should be admitted to colleges or take advanced courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. Grade inflation struck all high school subjects, ACT found, but it was highest for math, followed by science, English and social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation accelerated after 2016 and intensified during the pandemic as schools relaxed standards. But as schools settled back into their usual rhythms in 2021-22, grades didn’t fall back to pre-pandemic norms and remained elevated. Grades continued to rise in math and science even as grade inflation stabilized in English and social studies. For a given score on the math section of the ACT, students said they had earned higher grades than students had reported in previous years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edgar Sanchez, an ACT researcher who conducted the analysis, said the inflation makes it hard to interpret high school grades, especially now that A grades are the norm. “Does 4.0 really mean complete content mastery or not?” Sanchez asked, referring to an A grade on the 0 to 4 grade-point scale.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation is a big trend across the country. “It’s not just happening in some classrooms or with some teachers, it’s happening across the system,” said Sanchez. “What is happening in the system that is pushing this trend?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">Grades represent more than just content mastery\u003c/a>. Many teachers factor in attendance, \u003ca href=\"https://www.kqed.org/mindshift/62119\">participation\u003c/a> and effort in calculating a final grade. It’s possible that even math teachers are weighing soft skills more heavily with the increasing popularity of social-emotional learning. Or, perhaps high schools have watered down the content in math courses and students are genuinely mastering easier material.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>A’s on the rise\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62393\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62393 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Percentage of ACT test takers with a grade point average of A, B or C from 2010 to 2022 by subject. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez speculates that test optional admissions have elevated the importance of high school grades. He encouraged journalists and other researchers to look into the increased pressures on high school teachers of math and science courses, which Sanchez described as ”pivotal” for getting into competitive STEM college programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez said he shared his grade inflation findings with college administrators, who told him that incoming STEM students are not as prepared as students in previous years. (The Hechinger Report has also found that \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-are-still-struggling-with-basic-math-professors-blame-the-pandemic/\">\u003cspan style=\"font-weight: 400\">college students are struggling with basic math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) But college professors didn’t report a similar academic deterioration with their humanities students. “That was an interesting confirmation of these findings,” Sanchez said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ACT isn’t an unbiased research organization. The nonprofit sells tests and it has been advocating for colleges to re-establish exam requirements. However, neutral observers have also found strong evidence of high school grade inflation. The U.S. Department of Education documented rising grades on high school transcripts between 2009 and 2019, while 12th grade math scores fell on the National Assessment of Educational Progress (NAEP). The National Center for Education Statistics plans to update this transcript study in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ACT analysis, \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">\u003cspan style=\"font-weight: 400\">published in August 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, covered almost 6.9 million high school seniors who took the ACT between 2010 and 2022. They attended over 3,800 different public schools. It was a follow up to a \u003c/span>\u003ca href=\"https://www.act.org/content/dam/act/secured/documents/pdfs/Grade-Inflation-Continues-to-Grow-in-the-Past-Decade-Final-Accessible.pdf\">\u003cspan style=\"font-weight: 400\">2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-new-evidence-of-high-school-grade-inflation\">\u003cspan style=\"font-weight: 400\">also detected grade inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through 2021. This 2023 update looked at grade inflation by subject and added 2022.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanchez calculated that average math grades, adjusted for student and school characteristics, increased 0.30 grade points from 3.02 in 2010 to 3.32 in 2022. This translates to a movement from “B” average to above a “B+” average in a decade. During this same time period, science grades increased by 0.24 points, while English and social studies rose by 0.22 points and 0.18 points, respectively. (The analysis excluded bonus points that some high schools award for Advanced Placement and other courses. A 4.0 was the maximum grade.)\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Measuring grade inflation: Grades rise as ACT test scores fall\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_62394\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62394 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png\" alt=\"\" width=\"780\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/image2-768x439.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Observed subject GPA vs. ACT subject score by year. Source: \u003ca href=\"https://www.act.org/content/dam/act/secured/documents/Evidence-of-Grade-Inflation-in-English-Math-Social-Studies-and-Science.pdf\">ACT Research Report 2023\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades are rising against a backdrop of declining achievement. English, math, reading and scientific reasoning ACT scores fell slightly between 2010-22. The sharpest declines were in math, in which the average ACT score dropped from 21.4 to 20.2. Three quarters of this math deterioration has taken place since 2020. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grade inflation may indeed be an unintended consequence of a well-intended policy to de-emphasize testing. More than 1,800 colleges have adopted test-optional or test-blind admissions. That’s increased the importance of grades. The losers here are students who still need to understand math – no matter what their grade.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easier-and-easier-to-get-an-a-in-math/\">\u003ci>\u003cspan style=\"font-weight: 400\">grade inflation in high school\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "One-size-fits-all math homework may be more helpful than you think",
"headTitle": "One-size-fits-all math homework may be more helpful than you think | KQED",
"content": "\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "How Easy Is It To Fool ChatGPT Detectors? | KQED",
"content": "\u003cp class=\"p6\">A high school English teacher recently explained to me how she’s coping with the \u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">latest challenge\u003c/a> to education in America: ChatGPT. She runs every student essay through five different generative AI detectors. She thought the extra effort would \u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">catch the cheaters\u003c/a> in her classroom.\u003c/p>\n\u003cp class=\"p7\">A clever series of experiments by computer scientists and engineers at Stanford University indicate that her labors to vet each essay five ways might be in vain. The researchers demonstrated how seven commonly used GPT detectors are so primitive that they are both easily fooled by machine generated essays and improperly \u003ca href=\"https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/\">flagging innocent students\u003c/a>. Layering several detectors on top of each other does little to solve the problem of false negatives and positives.\u003c/p>\n\u003cp class=\"p7\">“If AI-generated content can easily evade detection while human text is frequently misclassified, how effective are these detectors truly?” the Stanford scientists wrote in a \u003ca href=\"https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7?_returnURL=https://linkinghub.elsevier.com/retrieve/pii/S2666389923001307?showall=true\">\u003cspan class=\"s2\">July 2023 paper\u003c/span>\u003c/a>, published under the banner, “\u003ca href=\"https://www.cell.com/action/showPdf?pii=S2666-3899(23)00130-7\">\u003cspan class=\"s2\">opinion\u003c/span>\u003c/a>,” in the peer-reviewed data science journal Patterns. “Claims of GPT detectors’ ‘99% accuracy’ are often taken at face value by a broader audience, which is misleading at best.”\u003c/p>\n\u003cp class=\"p7\">The scientists began by generating 31 counterfeit college admissions essays using \u003ca href=\"https://openai.com/blog/chatgpt\">\u003cspan class=\"s2\">ChatGPT 3.5\u003c/span>\u003c/a>, the free version that any student can use. GPT detectors were pretty good at flagging them. Two of the seven detectors they tested caught all 31 counterfeits.\u003c/p>\n\u003cp class=\"p7\">But all seven GPT detectors could be easily tricked with a simple tweak. The scientists asked ChatGPT to rewrite the same fake essays with this prompt: “Elevate the provided text by employing literary language.” Detection rates plummeted to near zero (3%, on average).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-62322\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png\" alt=\"\" width=\"780\" height=\"978\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-160x201.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-768x963.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p7\">I wondered what constitutes literary language in the ChatGPT universe. Instead of college essays, I asked ChatGPT to write a paragraph about the perils of plagiarism. In ChatGPT’s first version, it wrote: “Plagiarism presents a grave threat not only to academic integrity but also to the development of critical thinking and originality among students.” In the second, “elevated” version, plagiarism is “a lurking specter” that “casts a formidable shadow over the realm of academia, threatening not only the sanctity of scholastic honesty but also the very essence of intellectual maturation.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>If I were a teacher, the preposterous magniloquence would have been a red flag. But when I ran both drafts through several AI detectors, the boring first one was flagged by all of them. The flamboyant second draft was flagged by none. Compare the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/08/090423-Plagiarism-drafts-1.pdf\">\u003cspan class=\"s2\">two drafts side by side\u003c/span>\u003c/a> for yourself.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Simple prompts bypass ChatGPT detectors. Red bars are AI detection before making the language loftier; gray bars are after.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62320\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62320\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png\" alt=\"\" width=\"780\" height=\"454\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-768x447.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">For ChatGPT 3.5 generated college admission essays, the performance of seven widely used ChatGPT detectors declines markedly when a second round self-edit prompt (“Elevate the provided text by employing literary language”) is applied. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">Meanwhile, these same GPT detectors incorrectly flagged essays written by real humans as AI generated more than half the time when the students were not native English speakers. The researchers collected a batch of 91 practice English TOEFL essays that Chinese students had voluntarily uploaded to a \u003cspan class=\"s2\">test-prep forum\u003c/span> before ChatGPT was invented. (TOEFL is the acronym for the Test of English as a Foreign Language, which is taken by international students who are applying to U.S. universities.) After running the 91 essays through all seven ChatGPT detectors, 89 essays were identified by one or more detectors as possibly AI-generated. All seven detectors unanimously marked one out of five essays as AI authored. By contrast, the researchers found that GPT detectors accurately categorized a separate batch of 88 eighth grade essays, submitted by real American students.\u003c/p>\n\u003cp class=\"p7\">My former colleague Tara García Mathewson brought this research to my attention in her first story for The Markup, which highlighted how international college students are facing \u003ca href=\"https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating\">\u003cspan class=\"s2\">unjust accusations of cheating\u003c/span>\u003c/a> and need to prove their innocence. The Stanford scientists are warning not only about unfair bias but also about the futility of using the current generation of AI detectors.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Bias in ChatGPT detectors. Leading detectors incorrectly flag a majority of essays written by international students, but accurately classify writing of American eighth graders. \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62321\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62321\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-160x92.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">More than half of the TOEFL (Test of English as a Foreign Language) essays written by non-native English speakers were incorrectly classified as “AI-generated,” while detectors exhibit near-perfect accuracy for U.S. eighth graders’ essays. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The reason that the AI detectors are failing in both cases – with a bot’s fancy language and with foreign students’ real writing – is the same. And it has to do with how the AI detectors work. Detectors are a machine learning model that analyzes vocabulary choices, syntax and grammar. A widely adopted measure inside numerous GPT detectors is something called “text perplexity,” a calculation of how predictable or banal the writing is. It gauges the degree of “surprise” in how words are strung together in an essay. If the model can predict the next word in a sentence easily, the perplexity is low. If the next word is hard to predict, the perplexity is high.\u003c/p>\n\u003cp class=\"p7\">Low perplexity is a symptom of an AI generated text, while high perplexity is a sign of human writing. My intentional use of the word “banal” above, for example, is a lexical choice that might “surprise” the detector and put this column squarely in the non-AI generated bucket.\u003c/p>\n\u003cp class=\"p7\">Because text perplexity is a key measure inside the GPT detectors, it becomes easy to game with loftier language. Non-native speakers get flagged because they are likely to exhibit less linguistic variability and syntactic complexity.\u003c/p>\n\u003cp class=\"p7\">The seven detectors were created by \u003ca href=\"https://originality.ai/\">\u003cspan class=\"s2\">originality.ai\u003c/span>\u003c/a>, Quill.org, \u003ca href=\"https://sapling.ai/ai-content-detector\">\u003cspan class=\"s2\">Sapling\u003c/span>\u003c/a>, \u003ca href=\"https://crossplag.com/\">\u003cspan class=\"s2\">Crossplag\u003c/span>\u003c/a>, \u003ca href=\"https://gptzero.me/\">\u003cspan class=\"s2\">GPTZero\u003c/span>\u003c/a>, \u003ca href=\"https://www.zerogpt.com/\">\u003cspan class=\"s2\">ZeroGPT\u003c/span>\u003c/a> and OpenAI (the creator of ChatGPT). During the summer of 2023, Quill and \u003cspan class=\"s2\">OpenAI\u003c/span> both \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">decommissioned\u003c/a> their free AI checkers because of inaccuracies. Open AI’s website says it’s planning to launch a \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">\u003cspan class=\"s2\">new one\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">“We have taken down AI Writing Check,” Quill.org wrote on its website, “because the new versions of Generative AI tools are too sophisticated for detection by AI.”\u003c/p>\n\u003cp class=\"p7\">The site blamed newer generative AI tools that have come out since ChatGPT launched last year. For example, \u003ca href=\"https://undetectable.ai/\">\u003cspan class=\"s2\">Undetectable AI\u003c/span>\u003c/a> promises to turn any AI-generated essay into one that can evade detectors … for a fee.\u003c/p>\n\u003cp class=\"p7\">Quill recommends a clever workaround: check students’ Google doc version history, which Google captures and saves every few minutes. A normal document history should show every typo and sentence change as a student is writing. But someone who had an essay written for them – either by a robot or a ghostwriter – will simply copy and paste the entire essay at once into a blank screen. “No human writes that way,” the Quill site says. A more detailed explanation of how to check a document’s version history is \u003ca href=\"https://aiwritingcheck.org/\">\u003cspan class=\"s2\">here\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">Checking revision histories might be more effective, but this level of detective work is ridiculously time consuming for a high school English teacher who is grading dozens of essays. AI was supposed to save us time, but right now, it’s adding to the workload of time-pressed teachers!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easy-to-fool-chatgpt-detectors/\">\u003cspan class=\"s2\">\u003ci>ChatGPT detectors\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">A high school English teacher recently explained to me how she’s coping with the \u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">latest challenge\u003c/a> to education in America: ChatGPT. She runs every student essay through five different generative AI detectors. She thought the extra effort would \u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">catch the cheaters\u003c/a> in her classroom.\u003c/p>\n\u003cp class=\"p7\">A clever series of experiments by computer scientists and engineers at Stanford University indicate that her labors to vet each essay five ways might be in vain. The researchers demonstrated how seven commonly used GPT detectors are so primitive that they are both easily fooled by machine generated essays and improperly \u003ca href=\"https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/\">flagging innocent students\u003c/a>. Layering several detectors on top of each other does little to solve the problem of false negatives and positives.\u003c/p>\n\u003cp class=\"p7\">“If AI-generated content can easily evade detection while human text is frequently misclassified, how effective are these detectors truly?” the Stanford scientists wrote in a \u003ca href=\"https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7?_returnURL=https://linkinghub.elsevier.com/retrieve/pii/S2666389923001307?showall=true\">\u003cspan class=\"s2\">July 2023 paper\u003c/span>\u003c/a>, published under the banner, “\u003ca href=\"https://www.cell.com/action/showPdf?pii=S2666-3899(23)00130-7\">\u003cspan class=\"s2\">opinion\u003c/span>\u003c/a>,” in the peer-reviewed data science journal Patterns. “Claims of GPT detectors’ ‘99% accuracy’ are often taken at face value by a broader audience, which is misleading at best.”\u003c/p>\n\u003cp class=\"p7\">The scientists began by generating 31 counterfeit college admissions essays using \u003ca href=\"https://openai.com/blog/chatgpt\">\u003cspan class=\"s2\">ChatGPT 3.5\u003c/span>\u003c/a>, the free version that any student can use. GPT detectors were pretty good at flagging them. Two of the seven detectors they tested caught all 31 counterfeits.\u003c/p>\n\u003cp class=\"p7\">But all seven GPT detectors could be easily tricked with a simple tweak. The scientists asked ChatGPT to rewrite the same fake essays with this prompt: “Elevate the provided text by employing literary language.” Detection rates plummeted to near zero (3%, on average).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-62322\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png\" alt=\"\" width=\"780\" height=\"978\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-160x201.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-768x963.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p7\">I wondered what constitutes literary language in the ChatGPT universe. Instead of college essays, I asked ChatGPT to write a paragraph about the perils of plagiarism. In ChatGPT’s first version, it wrote: “Plagiarism presents a grave threat not only to academic integrity but also to the development of critical thinking and originality among students.” In the second, “elevated” version, plagiarism is “a lurking specter” that “casts a formidable shadow over the realm of academia, threatening not only the sanctity of scholastic honesty but also the very essence of intellectual maturation.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>If I were a teacher, the preposterous magniloquence would have been a red flag. But when I ran both drafts through several AI detectors, the boring first one was flagged by all of them. The flamboyant second draft was flagged by none. Compare the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/08/090423-Plagiarism-drafts-1.pdf\">\u003cspan class=\"s2\">two drafts side by side\u003c/span>\u003c/a> for yourself.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Simple prompts bypass ChatGPT detectors. Red bars are AI detection before making the language loftier; gray bars are after.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62320\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62320\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png\" alt=\"\" width=\"780\" height=\"454\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-768x447.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">For ChatGPT 3.5 generated college admission essays, the performance of seven widely used ChatGPT detectors declines markedly when a second round self-edit prompt (“Elevate the provided text by employing literary language”) is applied. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">Meanwhile, these same GPT detectors incorrectly flagged essays written by real humans as AI generated more than half the time when the students were not native English speakers. The researchers collected a batch of 91 practice English TOEFL essays that Chinese students had voluntarily uploaded to a \u003cspan class=\"s2\">test-prep forum\u003c/span> before ChatGPT was invented. (TOEFL is the acronym for the Test of English as a Foreign Language, which is taken by international students who are applying to U.S. universities.) After running the 91 essays through all seven ChatGPT detectors, 89 essays were identified by one or more detectors as possibly AI-generated. All seven detectors unanimously marked one out of five essays as AI authored. By contrast, the researchers found that GPT detectors accurately categorized a separate batch of 88 eighth grade essays, submitted by real American students.\u003c/p>\n\u003cp class=\"p7\">My former colleague Tara García Mathewson brought this research to my attention in her first story for The Markup, which highlighted how international college students are facing \u003ca href=\"https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating\">\u003cspan class=\"s2\">unjust accusations of cheating\u003c/span>\u003c/a> and need to prove their innocence. The Stanford scientists are warning not only about unfair bias but also about the futility of using the current generation of AI detectors.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Bias in ChatGPT detectors. Leading detectors incorrectly flag a majority of essays written by international students, but accurately classify writing of American eighth graders. \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62321\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62321\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-160x92.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">More than half of the TOEFL (Test of English as a Foreign Language) essays written by non-native English speakers were incorrectly classified as “AI-generated,” while detectors exhibit near-perfect accuracy for U.S. eighth graders’ essays. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The reason that the AI detectors are failing in both cases – with a bot’s fancy language and with foreign students’ real writing – is the same. And it has to do with how the AI detectors work. Detectors are a machine learning model that analyzes vocabulary choices, syntax and grammar. A widely adopted measure inside numerous GPT detectors is something called “text perplexity,” a calculation of how predictable or banal the writing is. It gauges the degree of “surprise” in how words are strung together in an essay. If the model can predict the next word in a sentence easily, the perplexity is low. If the next word is hard to predict, the perplexity is high.\u003c/p>\n\u003cp class=\"p7\">Low perplexity is a symptom of an AI generated text, while high perplexity is a sign of human writing. My intentional use of the word “banal” above, for example, is a lexical choice that might “surprise” the detector and put this column squarely in the non-AI generated bucket.\u003c/p>\n\u003cp class=\"p7\">Because text perplexity is a key measure inside the GPT detectors, it becomes easy to game with loftier language. Non-native speakers get flagged because they are likely to exhibit less linguistic variability and syntactic complexity.\u003c/p>\n\u003cp class=\"p7\">The seven detectors were created by \u003ca href=\"https://originality.ai/\">\u003cspan class=\"s2\">originality.ai\u003c/span>\u003c/a>, Quill.org, \u003ca href=\"https://sapling.ai/ai-content-detector\">\u003cspan class=\"s2\">Sapling\u003c/span>\u003c/a>, \u003ca href=\"https://crossplag.com/\">\u003cspan class=\"s2\">Crossplag\u003c/span>\u003c/a>, \u003ca href=\"https://gptzero.me/\">\u003cspan class=\"s2\">GPTZero\u003c/span>\u003c/a>, \u003ca href=\"https://www.zerogpt.com/\">\u003cspan class=\"s2\">ZeroGPT\u003c/span>\u003c/a> and OpenAI (the creator of ChatGPT). During the summer of 2023, Quill and \u003cspan class=\"s2\">OpenAI\u003c/span> both \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">decommissioned\u003c/a> their free AI checkers because of inaccuracies. Open AI’s website says it’s planning to launch a \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">\u003cspan class=\"s2\">new one\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">“We have taken down AI Writing Check,” Quill.org wrote on its website, “because the new versions of Generative AI tools are too sophisticated for detection by AI.”\u003c/p>\n\u003cp class=\"p7\">The site blamed newer generative AI tools that have come out since ChatGPT launched last year. For example, \u003ca href=\"https://undetectable.ai/\">\u003cspan class=\"s2\">Undetectable AI\u003c/span>\u003c/a> promises to turn any AI-generated essay into one that can evade detectors … for a fee.\u003c/p>\n\u003cp class=\"p7\">Quill recommends a clever workaround: check students’ Google doc version history, which Google captures and saves every few minutes. A normal document history should show every typo and sentence change as a student is writing. But someone who had an essay written for them – either by a robot or a ghostwriter – will simply copy and paste the entire essay at once into a blank screen. “No human writes that way,” the Quill site says. A more detailed explanation of how to check a document’s version history is \u003ca href=\"https://aiwritingcheck.org/\">\u003cspan class=\"s2\">here\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">Checking revision histories might be more effective, but this level of detective work is ridiculously time consuming for a high school English teacher who is grading dozens of essays. AI was supposed to save us time, but right now, it’s adding to the workload of time-pressed teachers!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easy-to-fool-chatgpt-detectors/\">\u003cspan class=\"s2\">\u003ci>ChatGPT detectors\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Most students are learning at typical pace again, but those who lost ground during COVID-19 aren't catching up",
"headTitle": "Most students are learning at typical pace again, but those who lost ground during COVID-19 aren’t catching up | KQED",
"content": "\u003cp class=\"p7\">Kids around the country are still suffering academically from the pandemic. But more than three years after schools shut down, it’s hard to understand exactly how much ground students have lost and which children now need the most attention.\u003c/p>\n\u003cp class=\"p7\">Three new reports offer some insights. All three were produced by for-profit companies that sell assessments to schools. Unlike annual state tests, these interim assessments are administered at least twice a year and help track student progress, or learning, during the year. These companies may have a business motive in sounding an alarm to sell more of their product, but the reports are produced by well-regarded education statisticians.\u003c/p>\n\u003cp class=\"p8\">The big picture is that kids at every grade are still behind where they would have been without the pandemic. All three reports look at student achievement in the spring of 2019, before the pandemic, and compare it to the spring of 2023. A typical sixth grader, for example, in the spring of 2023 was generally scoring much lower than a typical sixth grader in 2019.\u003c/p>\n\u003cp class=\"p8\">The differences are in the details. One report says that students are still behind the equivalent of four to five months of school, but another says it’s one to three months. A third doesn’t measure months of lost learning, but notices the alarming 50% increase in the number of students who are still performing significantly below grade level.\u003c/p>\n\u003cp class=\"p8\">Depending on how you slice and dice the data, older students in middle school and beyond seem to be in the most precarious position and younger children seem to be more resilient and recovering better. Yet, under a different spotlight, you can see troubling signs even among younger children. This includes the very youngest children who weren’t school age when the pandemic hit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">The most recent data, released on Aug. 28, 2023, is from Curriculum Associates, which sells i-Ready assessments taken by more than 11 million students across the country and focuses on “grade-level” skills.* It counts the number of students in third grade, for example, who are able to read at a third-grade level or solve math problems that a third grader ought to be able to solve. The standards for what is grade-level achievement are similar to what most \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021036.pdf\">\u003cspan class=\"s4\">states consider to be “proficient” on their annual assessments\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p8\">The report concludes that the percentage of students who met grade-level expectations was “flat” over the past school year. This is one way of noting that there wasn’t much of an academic recovery between spring of 2022 and spring of 2023. Students of every age, on average, lagged behind where students had been in 2019.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62284\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-160x85.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">For example, 69% of fourth graders were demonstrating grade-level skills in math in 2019. That dropped to 55% in 2022 and barely improved to 56% in 2023. (The drop in grade-level performance isn’t as dramatic for seventh and eighth graders, in part, because so few students were meeting grade-level expectations even before the pandemic.)\u003c/p>\n\u003cp class=\"p8\">“It’s dang hard to catch up,” said Kristen Huff, vice president of assessment and research at Curriculum Associates.\u003c/p>\n\u003cp class=\"p8\">To make up for lost ground, students would have to learn more in a year than they typically do. That generally didn’t happen. Huff said this kind of extra learning is especially hard for students who missed foundational math and reading skills during the pandemic.\u003c/p>\n\u003cp class=\"p8\">While most students learned at a typical pace during the 2022-23 school year, Curriculum Associates noted a starkly different and troubling pattern for children who are significantly below grade level by two or more years. Their numbers spiked during the pandemic and have not gone down. Even worse, these children learned less during the 2022-23 school year than during a typical pre-pandemic year. That means they are continuing to lose ground.\u003c/p>\n\u003cp class=\"p8\">Huff highlighted three groups of children who need extra attention: poor readers in second, third and fourth grades; children in kindergarten and first grade, and middle school math students.\u003c/p>\n\u003cp class=\"p8\">There’s been a stubborn 50% increase in the number of third and fourth graders who are two or more grade levels behind in reading, Huff said. For example, 19% of third graders were that far behind grade level in 2023, up from 12% in 2019. “I find this alarming news,” said Huff, noting that these children were in kindergarten and first grade when the pandemic first hit. “They’re missing out on phonics and phonemic awareness and now they’re thrust into grades three and four,” she said. “If you’re two or more grade levels below in grade three, you’re in big trouble. You’re in big, big, big trouble. We’re going to be seeing evidence of this for years to come.”\u003c/p>\n\u003cp class=\"p8\">The youngest students, who were just two to four years old at the start of the pandemic, are also behind. Huff said that kindergarteners and first graders started the 2022-23 school year at lower achievement levels than in the past. They may have missed out on social interactions and pre-school. “You can’t say my current kindergartener wasn’t in school during the pandemic so they weren’t affected,” said Huff.\u003c/p>\n\u003cp class=\"p8\">Math achievement slipped the most after schools shuttered and switched to remote learning. And now very high percentages of middle schoolers are below grade level in the subject. Huff speculates that they missed out on foundational math skills, especially fractions and proportional reasoning.\u003c/p>\n\u003cp class=\"p10\">Renaissance administered its Star tests to more than six million students around the country. Its \u003ca href=\"https://www.renaissance.com/resources/how-kids-are-performing/\">\u003cspan class=\"s4\">spring 2023 report was released on Aug. 9\u003c/span>\u003c/a>. Like Curriculum Associates, Renaissance finds that “growth is back, but performance is not,” according to Gene Kerns, Renaissance’s chief academic officer.* That means students are generally learning at a typical pace at school, but not making up for lost ground. Depending on the subject and the grade, students still need to recover between one and three months of instruction.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62282\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cfigure id=\"attachment_62283\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62283 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">\u003cem>Bars represent the achievement gaps between student scores in spring 2023 and 2019, before the pandemic. Each point is roughly equal to a week of instruction. First grade students in 2023 scored as high in math as first grade students did in 2019; learning losses had been recovered.\u003c/em> (Data source: Renaissance)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p8\">Math is rebounding better than reading. “Math went down an alarming amount, but has started to go back up,” Kerns said. “We’ve not seen much rebound to reading.” Reading achievement, however, wasn’t as harmed by school disruptions.\u003c/p>\n\u003cp class=\"p8\">Kerns generally sees a sunnier story for younger children and a more troubling picture for older students.\u003c/p>\n\u003cp class=\"p8\">The youngest children in kindergarten and first grade are on par with pre-pandemic history, he said. Middle elementary school grades are a little behind but catching up.\u003c/p>\n\u003cp class=\"p8\">“The older the student, the more lingering the impact,” said Kerns. “The high school data is very alarming. If you’re a junior in high school, you only have one more year. There’s a time clock on this.”\u003c/p>\n\u003cp class=\"p8\">Seventh and eighth graders showed tiny decreases in annual learning in math and reading. Kerns says he’s “hesitant” to call it a “downward spiral.”\u003c/p>\n\u003cp class=\"p8\">The third report come from NWEA, which administers the Measures of Academic Progress (MAP) Assessment to more than 6 million students. Its \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s4\">spring 2023 data, released on July 11\u003c/span>\u003c/a>, showed that students on average need four to five months of extra schooling, on top of the regular school year, to catch up. This graph below, is a good summary of how much students are behind as expressed in months of learning.\u003c/p>\n\u003cp class=\"p6\">\u003cb>Spring 2023 achievement gaps and months of schooling required to catch up to pre-COVID achievement levels\u003c/b>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png\" alt=\"\" width=\"780\" height=\"519\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-160x106.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-768x511.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">Like the Renaissance report, the NWEA report shows a bigger learning loss in math than in reading, and indicates that older students have been more academically harmed by the pandemic. They’ll need more months of extra schooling to catch up to where they would have been had the pandemic never happened. It could take years and years to squeeze these extra months of instruction in and many students may never receive them.\u003c/p>\n\u003cp class=\"p8\">From my perspective, Renaissance and NWEA came to similar conclusions for most students. The main difference is that Renaissance has additional assessment data for younger children in kindergarten through second grade, showing a recovery, and high school data, showing a worse deterioration. The discrepancies in their measurement of months of learning loss, whether it’s four to five months or one to three months, is inconsequential. Both companies admit these assumption-filled estimates are imprecise.\u003c/p>\n\u003cp class=\"p8\">One of the most substantial differences among the reports is that Curriculum Associates is sounding an alarm bell for kindergarteners and first graders while Renaissance is not.\u003c/p>\n\u003cp class=\"p8\">The three reports all conclude that kids are behind where they would have been without the pandemic. But some sub-groups are doing much worse than others. The students who are the most behind and continuing to spiral downward really need our attention. Without extra support, their pandemic slump could be lifelong.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-three-views-of-pandemic-learning-loss-and-recovery/\">\u003cspan class=\"s4\">\u003ci>pandemic recovery\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan class=\"s4\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s4\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cdiv>\u003ci>* Correction: An earlier version of this story incorrectly said that more than 3 million students took i-Ready assessments.\u003c/i>\u003c/div>\n\u003cdiv>\u003ci>** Correction: An earlier version of this story incorrectly spelled Gene Kerns’s last name.\u003c/i>\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Kids around the country are still suffering academically from the pandemic. But more than three years after schools shut down, it’s hard to understand exactly how much ground students have lost and which children now need the most attention.\u003c/p>\n\u003cp class=\"p7\">Three new reports offer some insights. All three were produced by for-profit companies that sell assessments to schools. Unlike annual state tests, these interim assessments are administered at least twice a year and help track student progress, or learning, during the year. These companies may have a business motive in sounding an alarm to sell more of their product, but the reports are produced by well-regarded education statisticians.\u003c/p>\n\u003cp class=\"p8\">The big picture is that kids at every grade are still behind where they would have been without the pandemic. All three reports look at student achievement in the spring of 2019, before the pandemic, and compare it to the spring of 2023. A typical sixth grader, for example, in the spring of 2023 was generally scoring much lower than a typical sixth grader in 2019.\u003c/p>\n\u003cp class=\"p8\">The differences are in the details. One report says that students are still behind the equivalent of four to five months of school, but another says it’s one to three months. A third doesn’t measure months of lost learning, but notices the alarming 50% increase in the number of students who are still performing significantly below grade level.\u003c/p>\n\u003cp class=\"p8\">Depending on how you slice and dice the data, older students in middle school and beyond seem to be in the most precarious position and younger children seem to be more resilient and recovering better. Yet, under a different spotlight, you can see troubling signs even among younger children. This includes the very youngest children who weren’t school age when the pandemic hit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">The most recent data, released on Aug. 28, 2023, is from Curriculum Associates, which sells i-Ready assessments taken by more than 11 million students across the country and focuses on “grade-level” skills.* It counts the number of students in third grade, for example, who are able to read at a third-grade level or solve math problems that a third grader ought to be able to solve. The standards for what is grade-level achievement are similar to what most \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/studies/pdf/2021036.pdf\">\u003cspan class=\"s4\">states consider to be “proficient” on their annual assessments\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p8\">The report concludes that the percentage of students who met grade-level expectations was “flat” over the past school year. This is one way of noting that there wasn’t much of an academic recovery between spring of 2022 and spring of 2023. Students of every age, on average, lagged behind where students had been in 2019.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62284\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png\" alt=\"\" width=\"780\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-160x85.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-768x408.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">For example, 69% of fourth graders were demonstrating grade-level skills in math in 2019. That dropped to 55% in 2022 and barely improved to 56% in 2023. (The drop in grade-level performance isn’t as dramatic for seventh and eighth graders, in part, because so few students were meeting grade-level expectations even before the pandemic.)\u003c/p>\n\u003cp class=\"p8\">“It’s dang hard to catch up,” said Kristen Huff, vice president of assessment and research at Curriculum Associates.\u003c/p>\n\u003cp class=\"p8\">To make up for lost ground, students would have to learn more in a year than they typically do. That generally didn’t happen. Huff said this kind of extra learning is especially hard for students who missed foundational math and reading skills during the pandemic.\u003c/p>\n\u003cp class=\"p8\">While most students learned at a typical pace during the 2022-23 school year, Curriculum Associates noted a starkly different and troubling pattern for children who are significantly below grade level by two or more years. Their numbers spiked during the pandemic and have not gone down. Even worse, these children learned less during the 2022-23 school year than during a typical pre-pandemic year. That means they are continuing to lose ground.\u003c/p>\n\u003cp class=\"p8\">Huff highlighted three groups of children who need extra attention: poor readers in second, third and fourth grades; children in kindergarten and first grade, and middle school math students.\u003c/p>\n\u003cp class=\"p8\">There’s been a stubborn 50% increase in the number of third and fourth graders who are two or more grade levels behind in reading, Huff said. For example, 19% of third graders were that far behind grade level in 2023, up from 12% in 2019. “I find this alarming news,” said Huff, noting that these children were in kindergarten and first grade when the pandemic first hit. “They’re missing out on phonics and phonemic awareness and now they’re thrust into grades three and four,” she said. “If you’re two or more grade levels below in grade three, you’re in big trouble. You’re in big, big, big trouble. We’re going to be seeing evidence of this for years to come.”\u003c/p>\n\u003cp class=\"p8\">The youngest students, who were just two to four years old at the start of the pandemic, are also behind. Huff said that kindergarteners and first graders started the 2022-23 school year at lower achievement levels than in the past. They may have missed out on social interactions and pre-school. “You can’t say my current kindergartener wasn’t in school during the pandemic so they weren’t affected,” said Huff.\u003c/p>\n\u003cp class=\"p8\">Math achievement slipped the most after schools shuttered and switched to remote learning. And now very high percentages of middle schoolers are below grade level in the subject. Huff speculates that they missed out on foundational math skills, especially fractions and proportional reasoning.\u003c/p>\n\u003cp class=\"p10\">Renaissance administered its Star tests to more than six million students around the country. Its \u003ca href=\"https://www.renaissance.com/resources/how-kids-are-performing/\">\u003cspan class=\"s4\">spring 2023 report was released on Aug. 9\u003c/span>\u003c/a>. Like Curriculum Associates, Renaissance finds that “growth is back, but performance is not,” according to Gene Kerns, Renaissance’s chief academic officer.* That means students are generally learning at a typical pace at school, but not making up for lost ground. Depending on the subject and the grade, students still need to recover between one and three months of instruction.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62282\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cfigure id=\"attachment_62283\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62283 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png\" alt=\"\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-160x99.png 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">\u003cem>Bars represent the achievement gaps between student scores in spring 2023 and 2019, before the pandemic. Each point is roughly equal to a week of instruction. First grade students in 2023 scored as high in math as first grade students did in 2019; learning losses had been recovered.\u003c/em> (Data source: Renaissance)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p8\">Math is rebounding better than reading. “Math went down an alarming amount, but has started to go back up,” Kerns said. “We’ve not seen much rebound to reading.” Reading achievement, however, wasn’t as harmed by school disruptions.\u003c/p>\n\u003cp class=\"p8\">Kerns generally sees a sunnier story for younger children and a more troubling picture for older students.\u003c/p>\n\u003cp class=\"p8\">The youngest children in kindergarten and first grade are on par with pre-pandemic history, he said. Middle elementary school grades are a little behind but catching up.\u003c/p>\n\u003cp class=\"p8\">“The older the student, the more lingering the impact,” said Kerns. “The high school data is very alarming. If you’re a junior in high school, you only have one more year. There’s a time clock on this.”\u003c/p>\n\u003cp class=\"p8\">Seventh and eighth graders showed tiny decreases in annual learning in math and reading. Kerns says he’s “hesitant” to call it a “downward spiral.”\u003c/p>\n\u003cp class=\"p8\">The third report come from NWEA, which administers the Measures of Academic Progress (MAP) Assessment to more than 6 million students. Its \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s4\">spring 2023 data, released on July 11\u003c/span>\u003c/a>, showed that students on average need four to five months of extra schooling, on top of the regular school year, to catch up. This graph below, is a good summary of how much students are behind as expressed in months of learning.\u003c/p>\n\u003cp class=\"p6\">\u003cb>Spring 2023 achievement gaps and months of schooling required to catch up to pre-COVID achievement levels\u003c/b>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62281\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png\" alt=\"\" width=\"780\" height=\"519\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-160x106.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image4-768x511.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p8\">Like the Renaissance report, the NWEA report shows a bigger learning loss in math than in reading, and indicates that older students have been more academically harmed by the pandemic. They’ll need more months of extra schooling to catch up to where they would have been had the pandemic never happened. It could take years and years to squeeze these extra months of instruction in and many students may never receive them.\u003c/p>\n\u003cp class=\"p8\">From my perspective, Renaissance and NWEA came to similar conclusions for most students. The main difference is that Renaissance has additional assessment data for younger children in kindergarten through second grade, showing a recovery, and high school data, showing a worse deterioration. The discrepancies in their measurement of months of learning loss, whether it’s four to five months or one to three months, is inconsequential. Both companies admit these assumption-filled estimates are imprecise.\u003c/p>\n\u003cp class=\"p8\">One of the most substantial differences among the reports is that Curriculum Associates is sounding an alarm bell for kindergarteners and first graders while Renaissance is not.\u003c/p>\n\u003cp class=\"p8\">The three reports all conclude that kids are behind where they would have been without the pandemic. But some sub-groups are doing much worse than others. The students who are the most behind and continuing to spiral downward really need our attention. Without extra support, their pandemic slump could be lifelong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-three-views-of-pandemic-learning-loss-and-recovery/\">\u003cspan class=\"s4\">\u003ci>pandemic recovery\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan class=\"s4\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s4\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cdiv>\u003ci>* Correction: An earlier version of this story incorrectly said that more than 3 million students took i-Ready assessments.\u003c/i>\u003c/div>\n\u003cdiv>\u003ci>** Correction: An earlier version of this story incorrectly spelled Gene Kerns’s last name.\u003c/i>\u003c/div>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Summer school programs aren’t enough to reverse pandemic learning loss, researchers say | KQED",
"content": "\u003cp class=\"p7\">Many education researchers have warned that \u003ca href=\"https://hechingerreport.org/proof-points-slim-research-evidence-for-summer-school/\">\u003cspan class=\"s3\">summer school doesn’t have a strong track record\u003c/span>\u003c/a> of helping students catch up academically. That’s because it’s hard to convince families to show up. In the wake of the pandemic, school leaders spent billions more on it anyway. In a 2022 \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-13.html\">\u003cspan class=\"s3\">national survey\u003c/span>\u003c/a>, 70% of school districts said they had launched new summer programs or expanded existing ones. Los Angeles Unified District superintendent Alberto Carvalho called summer school “\u003ca href=\"https://www.dailynews.com/2023/06/26/this-summer-lausd-tackles-learning-loss-in-a-fun-filled-environment/\">\u003cspan class=\"s3\">critical\u003c/span>\u003c/a>” to addressing learning loss.\u003c/p>\n\u003cp class=\"p7\">But now, in a scientific version of “We told you so,” a group of 14 researchers from Harvard University, the American Institutes for Research and the assessment company NWEA found \u003ca href=\"https://caldercenter.org/publications/summer-school-learning-loss-recovery-strategy-after-covid-19-evidence-summer-2022\">\u003cspan class=\"s3\">miniscule gains in math and no improvement in reading\u003c/span>\u003c/a> at all after scrutinizing how much 2022 summer school helped children in eight large school districts around the nation. A separate \u003ca href=\"https://cdn.vanderbilt.edu/vu-sub/wp-content/uploads/sites/280/2023/07/08044613/SummerLearning2022_final.pdf.pdf\">\u003cspan class=\"s3\">study in Tennessee,\u003c/span>\u003c/a> also looking back at the summer of 2022, found the same tiny learning gains in math but none in reading.\u003c/p>\n\u003cp class=\"p7\">There are two big reasons for the disheartening results, according to Emily Morton, a researcher at the American Institutes for Research, and one of the lead researchers on the multi-state \u003ca href=\"https://caldercenter.org/sites/default/files/Road%2520to%2520COVID%2520Recovery%2520Research%2520Brief_0.pdf\">\u003cspan class=\"s3\">summer school study\u003c/span>\u003c/a> released in August 2023: the summer school programs were very short and there was too little participation.\u003c/p>\n\u003cp class=\"p7\">“It would have been misguided to expect that summer school would have enormous effects,” said Emily Morton, “And that’s what we see. It doesn’t have enormous effects.”\u003c/p>\n\u003cp class=\"p7\">Sadly, the academic gains for children were a fraction of what even pre-pandemic studies of summer school had indicated. What kids learned in math during the summer of 2022 was less than a third of the \u003ca href=\"https://files.eric.ed.gov/fulltext/ED616669.pdf\">\u003cspan class=\"s3\">small gains seen in previous research\u003c/span>\u003c/a>. Earlier research had sometimes found gains for summertime reading programs, particularly for \u003ca href=\"https://scholar.harvard.edu/jameskim/publications/effects-summer-reading-low-income-children%25E2%2580%2599s-literacy-achievement-kindergarten\">\u003cspan class=\"s3\">younger elementary school students using a well-regarded reading curriculum\u003c/span>\u003c/a>. But reading achievement generally didn’t improve after attending summer school in 2022.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">Based on the tiny amounts of academic recovery and participation rates in the eight districts studied, summer programs were estimated to have offset only 2 to 3% of the learning losses in math and none in reading. “It’s really making quite a small dent,” said Morton. “It’s just such a small amount compared to the amount of recovery that’s needed.”\u003c/p>\n\u003cp class=\"p7\">Most of the summer programs lasted only 15 to 20 days, shorter than programs in the pre-pandemic research. Students also missed many sessions. On average, enrolled students received only between 10 and 14 days of instruction. Participation in these optional summer school programs was generally low. Depending on the district, between 5 and 23% of students in kindergarten through eighth grade signed up.\u003c/p>\n\u003cp class=\"p7\">Reading has always been less responsive to summer school than math. This is partly because many children who don’t attend summer school still read during June, July and August and they are also improving their vocabulary and comprehension skills. By contrast, kids are less likely to solve math problems on their own and there’s a bigger advantage for children who receive summertime instruction. But it could also be that reading instruction isn’t high quality in many summer schools.\u003c/p>\n\u003cp class=\"p7\">The eight districts in the study were Dallas; Portland, Oregon; Alexandria, Virginia; Guilford County, North Carolina; Richardson, Texas; Suffern Central, New York, and Tulsa. One additional district was unnamed.\u003c/p>\n\u003cp class=\"p7\">Morton and her colleagues tracked the academic performance of more than 16,0000 children who attended school during the summer of 2022, and compared them with similar children who didn’t attend summer school. For children who had the same baseline spring 2022 test scores, summer school didn’t help them to score much higher on a fall 2022 assessment, known as Measures of Academic Progress (MAP) tests, which is sold by NWEA.\u003c/p>\n\u003cp class=\"p7\">If every child had participated in summer school in the eight districts that the researchers studied, the catch-up gains in math would have been enough to recover 10% of how much students fell behind, on average, during the pandemic. But because enrollment was so low, summer programming closed only about 2 to 3% of each district’s estimated learning loss in math.\u003c/p>\n\u003cp class=\"p7\">Most students still need the equivalent of an extra four to five months of instruction – above and beyond regular school year instruction – to catch up to a pre-pandemic student; some students, especially low-income students, need much more, according to \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s3\">NWEA’s July 2023 learning loss update\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">The district with the highest summer school enrollment rate, 23%, offered families of elementary school children an extended day, beginning at 8 a.m. and ending at 5:30 p.m. Those hours appealed to working parents, and summer school in 2022 doubled as free child care. However, this district, which was not identified in the study, curtailed hours for the summer of 2023 because it ran out of money.\u003c/p>\n\u003cp class=\"p7\">More common across the districts were half-day programs. Academic instruction ranged from 45 minutes to two hours in reading and math each. The remainder of the time was filled with “enrichment” activities, from robotics to dance, often led by community groups.\u003c/p>\n\u003cp class=\"p7\">Despite the dismal results, educators said they learned a few lessons. Online sign ups were a barrier and paper enrollment forms remain necessary for many families. Location matters too. Families were far more inclined to sign up for summer school at their children’s school. Sending a child to an unfamiliar building in a different neighborhood wasn’t as popular.\u003c/p>\n\u003cp class=\"p7\">School administrators told Morton they had intentionally marketed summer school as a “summer camp,” full of fun activities, to make it more appealing to families and children. Administrators said they were very careful with their language, not wanting to single out students, stigmatize them or make them feel that they were behind.\u003c/p>\n\u003cp class=\"p7\">“Maybe that is not always in the best interest of the student,” Morton said, concerned that a soft sell approach didn’t attract children who need extra instruction the most. She thinks that clearer messaging – telling parents directly that their kids were behind and needed extra summer support\u003cspan class=\"Apple-converted-space\"> \u003c/span>– would have been more convincing.\u003c/p>\n\u003cp class=\"p7\">That might be good advice – but it carries a risk for educators. Parents could end up blaming schools for allowing their children to fall so far behind. \u003ca href=\"https://www.axios.com/2022/07/14/gallup-poll-public-schools-confidence\">\u003cspan class=\"s3\">Confidence in public education is near a record low\u003c/span>\u003c/a>, according to a recent Gallup Poll. The global emergency stage of the pandemic may be over, but now the nation’s students and public schools are in need of intensive care.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-summer-school-programs-too-short-and-not-popular-enough-to-reverse-pandemic-learning-loss-researchers-say/\">\u003cspan class=\"s3\">\u003ci>summer school programs\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p7\">Many education researchers have warned that \u003ca href=\"https://hechingerreport.org/proof-points-slim-research-evidence-for-summer-school/\">\u003cspan class=\"s3\">summer school doesn’t have a strong track record\u003c/span>\u003c/a> of helping students catch up academically. That’s because it’s hard to convince families to show up. In the wake of the pandemic, school leaders spent billions more on it anyway. In a 2022 \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-13.html\">\u003cspan class=\"s3\">national survey\u003c/span>\u003c/a>, 70% of school districts said they had launched new summer programs or expanded existing ones. Los Angeles Unified District superintendent Alberto Carvalho called summer school “\u003ca href=\"https://www.dailynews.com/2023/06/26/this-summer-lausd-tackles-learning-loss-in-a-fun-filled-environment/\">\u003cspan class=\"s3\">critical\u003c/span>\u003c/a>” to addressing learning loss.\u003c/p>\n\u003cp class=\"p7\">But now, in a scientific version of “We told you so,” a group of 14 researchers from Harvard University, the American Institutes for Research and the assessment company NWEA found \u003ca href=\"https://caldercenter.org/publications/summer-school-learning-loss-recovery-strategy-after-covid-19-evidence-summer-2022\">\u003cspan class=\"s3\">miniscule gains in math and no improvement in reading\u003c/span>\u003c/a> at all after scrutinizing how much 2022 summer school helped children in eight large school districts around the nation. A separate \u003ca href=\"https://cdn.vanderbilt.edu/vu-sub/wp-content/uploads/sites/280/2023/07/08044613/SummerLearning2022_final.pdf.pdf\">\u003cspan class=\"s3\">study in Tennessee,\u003c/span>\u003c/a> also looking back at the summer of 2022, found the same tiny learning gains in math but none in reading.\u003c/p>\n\u003cp class=\"p7\">There are two big reasons for the disheartening results, according to Emily Morton, a researcher at the American Institutes for Research, and one of the lead researchers on the multi-state \u003ca href=\"https://caldercenter.org/sites/default/files/Road%2520to%2520COVID%2520Recovery%2520Research%2520Brief_0.pdf\">\u003cspan class=\"s3\">summer school study\u003c/span>\u003c/a> released in August 2023: the summer school programs were very short and there was too little participation.\u003c/p>\n\u003cp class=\"p7\">“It would have been misguided to expect that summer school would have enormous effects,” said Emily Morton, “And that’s what we see. It doesn’t have enormous effects.”\u003c/p>\n\u003cp class=\"p7\">Sadly, the academic gains for children were a fraction of what even pre-pandemic studies of summer school had indicated. What kids learned in math during the summer of 2022 was less than a third of the \u003ca href=\"https://files.eric.ed.gov/fulltext/ED616669.pdf\">\u003cspan class=\"s3\">small gains seen in previous research\u003c/span>\u003c/a>. Earlier research had sometimes found gains for summertime reading programs, particularly for \u003ca href=\"https://scholar.harvard.edu/jameskim/publications/effects-summer-reading-low-income-children%25E2%2580%2599s-literacy-achievement-kindergarten\">\u003cspan class=\"s3\">younger elementary school students using a well-regarded reading curriculum\u003c/span>\u003c/a>. But reading achievement generally didn’t improve after attending summer school in 2022.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">Based on the tiny amounts of academic recovery and participation rates in the eight districts studied, summer programs were estimated to have offset only 2 to 3% of the learning losses in math and none in reading. “It’s really making quite a small dent,” said Morton. “It’s just such a small amount compared to the amount of recovery that’s needed.”\u003c/p>\n\u003cp class=\"p7\">Most of the summer programs lasted only 15 to 20 days, shorter than programs in the pre-pandemic research. Students also missed many sessions. On average, enrolled students received only between 10 and 14 days of instruction. Participation in these optional summer school programs was generally low. Depending on the district, between 5 and 23% of students in kindergarten through eighth grade signed up.\u003c/p>\n\u003cp class=\"p7\">Reading has always been less responsive to summer school than math. This is partly because many children who don’t attend summer school still read during June, July and August and they are also improving their vocabulary and comprehension skills. By contrast, kids are less likely to solve math problems on their own and there’s a bigger advantage for children who receive summertime instruction. But it could also be that reading instruction isn’t high quality in many summer schools.\u003c/p>\n\u003cp class=\"p7\">The eight districts in the study were Dallas; Portland, Oregon; Alexandria, Virginia; Guilford County, North Carolina; Richardson, Texas; Suffern Central, New York, and Tulsa. One additional district was unnamed.\u003c/p>\n\u003cp class=\"p7\">Morton and her colleagues tracked the academic performance of more than 16,0000 children who attended school during the summer of 2022, and compared them with similar children who didn’t attend summer school. For children who had the same baseline spring 2022 test scores, summer school didn’t help them to score much higher on a fall 2022 assessment, known as Measures of Academic Progress (MAP) tests, which is sold by NWEA.\u003c/p>\n\u003cp class=\"p7\">If every child had participated in summer school in the eight districts that the researchers studied, the catch-up gains in math would have been enough to recover 10% of how much students fell behind, on average, during the pandemic. But because enrollment was so low, summer programming closed only about 2 to 3% of each district’s estimated learning loss in math.\u003c/p>\n\u003cp class=\"p7\">Most students still need the equivalent of an extra four to five months of instruction – above and beyond regular school year instruction – to catch up to a pre-pandemic student; some students, especially low-income students, need much more, according to \u003ca href=\"https://www.nwea.org/uploads/Educations-long-covid-2022-23-achievement-data-reveal-stalled-progress-toward-pandemic-recovery_NWEA_Research-brief.pdf\">\u003cspan class=\"s3\">NWEA’s July 2023 learning loss update\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">The district with the highest summer school enrollment rate, 23%, offered families of elementary school children an extended day, beginning at 8 a.m. and ending at 5:30 p.m. Those hours appealed to working parents, and summer school in 2022 doubled as free child care. However, this district, which was not identified in the study, curtailed hours for the summer of 2023 because it ran out of money.\u003c/p>\n\u003cp class=\"p7\">More common across the districts were half-day programs. Academic instruction ranged from 45 minutes to two hours in reading and math each. The remainder of the time was filled with “enrichment” activities, from robotics to dance, often led by community groups.\u003c/p>\n\u003cp class=\"p7\">Despite the dismal results, educators said they learned a few lessons. Online sign ups were a barrier and paper enrollment forms remain necessary for many families. Location matters too. Families were far more inclined to sign up for summer school at their children’s school. Sending a child to an unfamiliar building in a different neighborhood wasn’t as popular.\u003c/p>\n\u003cp class=\"p7\">School administrators told Morton they had intentionally marketed summer school as a “summer camp,” full of fun activities, to make it more appealing to families and children. Administrators said they were very careful with their language, not wanting to single out students, stigmatize them or make them feel that they were behind.\u003c/p>\n\u003cp class=\"p7\">“Maybe that is not always in the best interest of the student,” Morton said, concerned that a soft sell approach didn’t attract children who need extra instruction the most. She thinks that clearer messaging – telling parents directly that their kids were behind and needed extra summer support\u003cspan class=\"Apple-converted-space\"> \u003c/span>– would have been more convincing.\u003c/p>\n\u003cp class=\"p7\">That might be good advice – but it carries a risk for educators. Parents could end up blaming schools for allowing their children to fall so far behind. \u003ca href=\"https://www.axios.com/2022/07/14/gallup-poll-public-schools-confidence\">\u003cspan class=\"s3\">Confidence in public education is near a record low\u003c/span>\u003c/a>, according to a recent Gallup Poll. The global emergency stage of the pandemic may be over, but now the nation’s students and public schools are in need of intensive care.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-summer-school-programs-too-short-and-not-popular-enough-to-reverse-pandemic-learning-loss-researchers-say/\">\u003cspan class=\"s3\">\u003ci>summer school programs\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Is Social-Emotional Learning Effective? New Meta-Analysis Adds to Evidence, But Debate Persists",
"headTitle": "Is Social-Emotional Learning Effective? New Meta-Analysis Adds to Evidence, But Debate Persists | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning – aimed at fostering a wide assortment of soft skills from empathy and listening to anger management and goal-setting – has been one of the hottest trends in education over the past decade, and more recently, a new flashpoint in the culture wars. Moms for Liberty, a conservative group, advises parents to \u003c/span>\u003ca href=\"https://www.momsforliberty.org/media/files/files/b0d67d1f/sel-packet-120622-0845-2-.pdf\">\u003cspan style=\"font-weight: 400\">oppose it,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> while advocates on the left say it should include such topics as social justice and anti-racism training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alongside the politics, there’s a genuine debate over whether these programs – often abbreviated as SEL and sold to thousands of schools around the country – actually help students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For years, advocates have claimed that research evidence supports social-emotional learning, citing hundreds of studies that find SEL instruction improves both academic achievement and student well-being. One of the most influential papers is a \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2010.01564.x\">\u003cspan style=\"font-weight: 400\">2011 meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reviewed more than 200 studies on SEL programs in schools and concluded that academic performance jumped 11 percentile points. That study has been cited more than 11,000 times, according to Google Scholar. But that research is old, including studies conducted only through 2007. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13968\">\u003cspan style=\"font-weight: 400\">updated meta-analysis was published in July 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the peer-reviewed journal Child Development. It was conducted by 14 researchers, the majority from Yale University, and it also found good results for SEL interventions in schools while simultaneously broadening the category of “social and emotional learning” to encompass even more non-academic skills. However, this latest research synthesis doesn’t really settle the debate over whether the evidence for SEL is strong or guide schools to which SEL interventions are most effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new meta-analysis reviewed a fresher batch of 424 studies conducted between 2008 and 2020 across more than 50 countries and involving more than 500,000 students in kindergarten through grade 12. The studies took place in schools, as opposed to research laboratories, and compared what happened to students who received the lessons to those who didn’t. All the SEL programs in the paper lasted for at least six sessions or four months. Single workshops were excluded. Sometimes students learned about social and emotional skills during a once-a-week advisory session for a year. The lessons ranged from five minutes to two hours.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There was also a huge variety in the kinds of soft skills taught during these lessons. Some programs focused narrowly on discrete skills such as mindfulness or emotional intelligence. Others touched upon the full gamut of social-emotional skills, from interpersonal relations to self improvement. Also included were programs that addressed ethical and civic values. Sex education programs or interventions that primarily addressed drug use or obesity were excluded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these SEL variations were stirred together into a big stew, and the researchers calculated that, on average, students who received them were generally better off than students who didn’t get the training as measured by improved social skills, attitudes, behaviors, relationships and academic achievement. It was almost an unending laundry list of positives, including a decrease in bullying, stress, suicides and depression. The largest improvement was in school climate; students who had participated in SEL programs felt that their schools were much safer and students were more respected. For some studies, there was longer term follow-up data and even six months after a program ended, students were still benefiting from their SEL lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only three out of 12 outcome categories did not show improvements from SEL programs, including disciplinary incidents, physical health and family relationships. The failure to see a reduction in suspensions was surprising and confusing given that the researchers found improvements in student behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A concern with this meta-analysis, like much of the research in the field, is that it was conducted by SEL proponents. The lead author of the meta-analysis, Christina Cipriano, a psychologist at the Yale Child Study Center, is a prominent researcher in the field of social-emotional learning. She is the director of the \u003c/span>\u003ca href=\"https://medicine.yale.edu/childstudy/research/collaborative-labs/education-collaboratory/\">\u003cspan style=\"font-weight: 400\">Education Collaboratory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Yale, whose mission is to “advance the science and practice of social and emotional learning (SEL).”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an interview, Cipriano said she made every effort to collect all studies on SEL, including negative ones that hadn’t been published in journals, and that all of the data is \u003c/span>\u003ca href=\"https://osf.io/6pqx2/\">\u003cspan style=\"font-weight: 400\">publicly available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for other researchers to scrutinize.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Max Eden, a research fellow at the American Enterprise Institute, a conservative think tank, testified before Congress that research claims about SEL have been “oversold.” He says many of the studies included in large meta-analyses like these are of low quality that would not meet the threshold for rigorous evidence by outside organizations, such as RAND or the Department of Education’s What Works Clearinghouse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s quite likely that many of the studies included in this 2023 meta-analysis might be thrown out by outside researchers, and it’s unclear whether the overall results would still be so positive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another problem for the field is that it’s very hard to measure a child’s emotions or friendship skills and sometimes researchers create their own surveys to capture how much a student’s well-being has improved. And when researchers make their own yardsticks, studies may be more likely to find that an intervention was successful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s quite obvious that when you teach kids that they are supposed to respond in certain ways to certain phrases, that they’ll be more likely to respond in those certain ways than students who haven’t been trained that way,” said Eden, in an interview conducted via email. “Whether any of this actually captures anything of a child’s internal/emotional state may be doubted.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other hand, more objective outcomes like grades and test scores also improved, according to the meta-analysis. And even though school climate surveys are somewhat subjective, researchers have found them to be reliable.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amid the confusion over how we should measure the effectiveness of SEL programs is a political backstory, which explains why there is so much more criticism and scrutiny of the research.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning enjoyed widespread bipartisan support more than a decade ago. Explicitly teaching non-cognitive skills to children, especially in low-income communities, appealed to many educators and policymakers. Some of these skills, like learning to share and take turns, had long been part of what teachers have always taught in preschool and kindergarten. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the drive to teach older children soft skills began in urban charter schools, which were finding success with what is often called character building, teaching kids how to be responsible and resilient. Journalist Paul Tough popularized the ideas for social-emotional learning in his 2012 best seller, \u003cem>How Children Succeed\u003c/em>, and the programs spread nationally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A backlash followed. Critics on the left questioned why white psychologists were trying to “fix” Black and brown children with these lessons instead of overhauling racist systems that prevented all children from succeeding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many in the SEL field took the criticisms to heart. And as the Black Lives Matter movement gathered steam, SEL programs expanded into social justice and anti-racism training, encouraging students to create a better world. According to the 2023 meta-analysis, about half the SEL programs focused on “values,” 30% on “perspectives,” and 34% on “identity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also began to question whether some SEL programs force teachers, who aren’t generally trained in counseling, to be therapists. (Nonetheless, one of the interesting conclusions of the 2023 meta-analysis was that teachers were the most effective instructors of SEL lessons. When these lessons were led by school counselors or outsiders, they didn’t work as well.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to see how both sides have hijacked what was once a simpler idea of teaching kids to share and respect each other. Conservative groups like Moms for Liberty may exaggerate the content of typical SEL programs, while advocates on the left seek to expand SEL into political action. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, a big SEL industry is selling programs to schools. In their sales pitches, they’re quick to cite research, and I expect this 2023 meta-analysis will be used to back this claim. But all research isn’t equal and many vendors haven’t put their SEL programs to a rigorous scientific test. There’s certainly a lot of snake oil out there. Schools need more help figuring out which programs are worthwhile. In the meantime, buyer beware.\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-a-research-update-on-social-emotional-learning-in-schools/\">\u003ci>\u003cspan style=\"font-weight: 400\">social emotional learning research\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning – aimed at fostering a wide assortment of soft skills from empathy and listening to anger management and goal-setting – has been one of the hottest trends in education over the past decade, and more recently, a new flashpoint in the culture wars. Moms for Liberty, a conservative group, advises parents to \u003c/span>\u003ca href=\"https://www.momsforliberty.org/media/files/files/b0d67d1f/sel-packet-120622-0845-2-.pdf\">\u003cspan style=\"font-weight: 400\">oppose it,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> while advocates on the left say it should include such topics as social justice and anti-racism training. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alongside the politics, there’s a genuine debate over whether these programs – often abbreviated as SEL and sold to thousands of schools around the country – actually help students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For years, advocates have claimed that research evidence supports social-emotional learning, citing hundreds of studies that find SEL instruction improves both academic achievement and student well-being. One of the most influential papers is a \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2010.01564.x\">\u003cspan style=\"font-weight: 400\">2011 meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reviewed more than 200 studies on SEL programs in schools and concluded that academic performance jumped 11 percentile points. That study has been cited more than 11,000 times, according to Google Scholar. But that research is old, including studies conducted only through 2007. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13968\">\u003cspan style=\"font-weight: 400\">updated meta-analysis was published in July 2023\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the peer-reviewed journal Child Development. It was conducted by 14 researchers, the majority from Yale University, and it also found good results for SEL interventions in schools while simultaneously broadening the category of “social and emotional learning” to encompass even more non-academic skills. However, this latest research synthesis doesn’t really settle the debate over whether the evidence for SEL is strong or guide schools to which SEL interventions are most effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new meta-analysis reviewed a fresher batch of 424 studies conducted between 2008 and 2020 across more than 50 countries and involving more than 500,000 students in kindergarten through grade 12. The studies took place in schools, as opposed to research laboratories, and compared what happened to students who received the lessons to those who didn’t. All the SEL programs in the paper lasted for at least six sessions or four months. Single workshops were excluded. Sometimes students learned about social and emotional skills during a once-a-week advisory session for a year. The lessons ranged from five minutes to two hours.\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\">There was also a huge variety in the kinds of soft skills taught during these lessons. Some programs focused narrowly on discrete skills such as mindfulness or emotional intelligence. Others touched upon the full gamut of social-emotional skills, from interpersonal relations to self improvement. Also included were programs that addressed ethical and civic values. Sex education programs or interventions that primarily addressed drug use or obesity were excluded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these SEL variations were stirred together into a big stew, and the researchers calculated that, on average, students who received them were generally better off than students who didn’t get the training as measured by improved social skills, attitudes, behaviors, relationships and academic achievement. It was almost an unending laundry list of positives, including a decrease in bullying, stress, suicides and depression. The largest improvement was in school climate; students who had participated in SEL programs felt that their schools were much safer and students were more respected. For some studies, there was longer term follow-up data and even six months after a program ended, students were still benefiting from their SEL lessons.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only three out of 12 outcome categories did not show improvements from SEL programs, including disciplinary incidents, physical health and family relationships. The failure to see a reduction in suspensions was surprising and confusing given that the researchers found improvements in student behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A concern with this meta-analysis, like much of the research in the field, is that it was conducted by SEL proponents. The lead author of the meta-analysis, Christina Cipriano, a psychologist at the Yale Child Study Center, is a prominent researcher in the field of social-emotional learning. She is the director of the \u003c/span>\u003ca href=\"https://medicine.yale.edu/childstudy/research/collaborative-labs/education-collaboratory/\">\u003cspan style=\"font-weight: 400\">Education Collaboratory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Yale, whose mission is to “advance the science and practice of social and emotional learning (SEL).”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an interview, Cipriano said she made every effort to collect all studies on SEL, including negative ones that hadn’t been published in journals, and that all of the data is \u003c/span>\u003ca href=\"https://osf.io/6pqx2/\">\u003cspan style=\"font-weight: 400\">publicly available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for other researchers to scrutinize.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Max Eden, a research fellow at the American Enterprise Institute, a conservative think tank, testified before Congress that research claims about SEL have been “oversold.” He says many of the studies included in large meta-analyses like these are of low quality that would not meet the threshold for rigorous evidence by outside organizations, such as RAND or the Department of Education’s What Works Clearinghouse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s quite likely that many of the studies included in this 2023 meta-analysis might be thrown out by outside researchers, and it’s unclear whether the overall results would still be so positive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another problem for the field is that it’s very hard to measure a child’s emotions or friendship skills and sometimes researchers create their own surveys to capture how much a student’s well-being has improved. And when researchers make their own yardsticks, studies may be more likely to find that an intervention was successful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s quite obvious that when you teach kids that they are supposed to respond in certain ways to certain phrases, that they’ll be more likely to respond in those certain ways than students who haven’t been trained that way,” said Eden, in an interview conducted via email. “Whether any of this actually captures anything of a child’s internal/emotional state may be doubted.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other hand, more objective outcomes like grades and test scores also improved, according to the meta-analysis. And even though school climate surveys are somewhat subjective, researchers have found them to be reliable.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amid the confusion over how we should measure the effectiveness of SEL programs is a political backstory, which explains why there is so much more criticism and scrutiny of the research.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning enjoyed widespread bipartisan support more than a decade ago. Explicitly teaching non-cognitive skills to children, especially in low-income communities, appealed to many educators and policymakers. Some of these skills, like learning to share and take turns, had long been part of what teachers have always taught in preschool and kindergarten. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the drive to teach older children soft skills began in urban charter schools, which were finding success with what is often called character building, teaching kids how to be responsible and resilient. Journalist Paul Tough popularized the ideas for social-emotional learning in his 2012 best seller, \u003cem>How Children Succeed\u003c/em>, and the programs spread nationally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A backlash followed. Critics on the left questioned why white psychologists were trying to “fix” Black and brown children with these lessons instead of overhauling racist systems that prevented all children from succeeding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many in the SEL field took the criticisms to heart. And as the Black Lives Matter movement gathered steam, SEL programs expanded into social justice and anti-racism training, encouraging students to create a better world. According to the 2023 meta-analysis, about half the SEL programs focused on “values,” 30% on “perspectives,” and 34% on “identity.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also began to question whether some SEL programs force teachers, who aren’t generally trained in counseling, to be therapists. (Nonetheless, one of the interesting conclusions of the 2023 meta-analysis was that teachers were the most effective instructors of SEL lessons. When these lessons were led by school counselors or outsiders, they didn’t work as well.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to see how both sides have hijacked what was once a simpler idea of teaching kids to share and respect each other. Conservative groups like Moms for Liberty may exaggerate the content of typical SEL programs, while advocates on the left seek to expand SEL into political action. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, a big SEL industry is selling programs to schools. In their sales pitches, they’re quick to cite research, and I expect this 2023 meta-analysis will be used to back this claim. But all research isn’t equal and many vendors haven’t put their SEL programs to a rigorous scientific test. There’s certainly a lot of snake oil out there. Schools need more help figuring out which programs are worthwhile. In the meantime, buyer beware.\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-a-research-update-on-social-emotional-learning-in-schools/\">\u003ci>\u003cspan style=\"font-weight: 400\">social emotional learning research\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Recent studies on the “Google effect” add to evidence that the internet is making us dumber",
"headTitle": "Recent studies on the “Google effect” add to evidence that the internet is making us dumber | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">One of the great debates in education spans more than two millennia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around 370 B.C., Plato wrote that his teacher Socrates fretted that writing things down would cause humans to become ignorant because they wouldn’t have to memorize anything. (Ironically, the only reason we know this is because it was written down in Plato’s “Phaedrus,” still available today.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Albert Einstein argued the opposite in 1921. “It is not so very important for a person to learn facts,” the Nobel laureate said, according to his biographer Philipp Frank. “The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But neither of these great thinkers could anticipate how the debate would play out in the Age of Google. Not long after the search engine company was founded in 1998, psychologists began to wonder how the ability to have so much information instantly available was changing our brains. A \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">\u003cspan style=\"font-weight: 400\">seminal 2011 paper established the so-called “Google effect,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> our tendency to forget information that we can easily look up on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers didn’t actually study how people use Google or any internet search engine. Instead they drafted a list of trivia items, such as the fact that an ostrich’s eye is bigger than its brain. Then, in a series of experiments, they documented how university students were less likely to recall these facts when they thought they had saved them in a computer file for future reference. Students who were told they wouldn’t be able to refer to the trivia later did much better on recall assessments.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Participants apparently did not make the effort to remember when they thought they could later look up the trivia statements they had read,” the researchers wrote, and they believed that this is what was happening to the rest of us every day with Google. “Because search engines are continually available to us, we may often be in a state of not feeling we need to encode the information internally. When we need it, we will look it up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study made a huge splash in the journal \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">\u003cspan style=\"font-weight: 400\">Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, followed by popular articles about the “Google effect.” Would we all suffer from digital amnesia and cease to learn things that were readily available at our fingertips in seconds? People argued about how serious the problem was in a modern replay of the debate that captivated Socrates and Einstein. Is it better to not waste precious brain space on inane trivia and free the mind for more substantial thoughts? Others argued some things are worth remembering even if we can look them up, and worried that our brains would atrophy without the discipline of memorization.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But here the narrative goes sideways, as it often does in scientific exploration. Other researchers \u003c/span>\u003ca href=\"https://www.academia.edu/35122371/Agent_Technology_Interactions_Is_the_Computer_a_Transactive_Memory_Partner\">\u003cspan style=\"font-weight: 400\">couldn’t replicate the Google effect \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when they repeated similar memory experiments. In a \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41562-018-0399-z\">\u003cspan style=\"font-weight: 400\">2018 article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 24 researchers declared that the Google effect was one of many dubious claims in social sciences. That same year, the veracity of the Google effect was debated at the annual meeting of the Association for Psychological Science, where scholars described repeated failures. Many researchers said they didn’t find that people were able to remember deleted information better than saved information. That conference generated \u003c/span>\u003ca href=\"https://static1.squarespace.com/static/5c8baca1e5f7d136349ea789/t/5da47cfe46f2bb3100916f09/1571060990654/Cognition+in+the+internet+age.pdf\">\u003cspan style=\"font-weight: 400\">a flurry of essays and commentaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about the confusion over how the internet was changing human cognition and memory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The skepticism in the research community clashed with our gut feelings. So many of us, including this writer, have had the experience of quickly forgetting information that we have Googled. The debate generated yet more studies that are starting to refine our understanding of the Google effect and suggest ways to cope with it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Subsequent researchers have since been able to replicate the Google effect when they tweaked the trivia experiment. In a \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2021.1962356?journalCode=pmem20\">\u003cspan style=\"font-weight: 400\">paper published in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, University of California Santa Cruz researchers began by adding a confirmation step. Participants first took a practice quiz where they could refer to the trivia they had saved in a file. Later, when researchers intentionally crashed the save feature, those participants were terrible at remembering the facts. Participants who weren’t expecting to be able to refer to the information later recalled more trivia than those who were planning to refer to their notes, which had vanished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, no actual Googling took place in those adjusted experiments. More interesting are experiments that directly study internet search. Another 2021 paper, “\u003c/span>\u003ca href=\"https://bpb-us-w2.wpmucdn.com/campuspress.yale.edu/dist/c/259/files/2021/02/Fisher-Information-without-knowledge-the-effects-of-Internet-search-on-learning-copy.pdf\">\u003cspan style=\"font-weight: 400\">Information without knowledge: the effects of Internet search on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” directly compared internet searching to giving people the answers. One might imagine that the active quest of seeking answers should improve our absorption of information, but the opposite happened. Those who were simply given the information on computer screens and told to read it learned more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people see how to reliably access new information using Google, they become less likely to store that information in their own memory,” the authors concluded.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The problem was not that the Googlers had failed in their online research. Researchers confirmed that the Googlers had found the exact same information that other study participants had been given to read. For example, participants would receive the following instruction: “Topic: Autism Treatment Options. Please search online for the apa.org page with the text about this topic to confirm details about it.” They were reminded that the quiz questions would be based on the information from the website. Participants searched for the article and read it. To prove they had navigated to the correct place, participants had to copy and paste the URL from the website they accessed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also tested whether there was a difference between Googling and clicking on internet links. The links sent people directly to the web pages that had the correct information. Again, the Google searchers lost; they performed worse on an assessment than those who accessed the exact same information through a link.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across five different experiments, those who searched the internet not only scored lower in a quiz, but they were also just as confident that they had mastered the material. In some cases, the Google searchers were significantly more confident. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are two lessons from this study. The first is that the stuff we’re Googling isn’t sticking in our memories and is quickly forgotten. It’s far more direct proof of the Google effect than the earlier trivia studies. The second lesson is that we are also overestimating how much we’ve learned from Google searches. That overconfidence is bad for learning because if we think we already know something, we might study less. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pepsmccrea.com/about/\">\u003cspan style=\"font-weight: 400\">Peps McCrea\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a U.K. educator and a writer, brought this Google search study to my attention in his newsletter, “\u003c/span>\u003ca href=\"https://snacks.pepsmccrea.com/\">\u003cspan style=\"font-weight: 400\">Evidence Snacks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” His advice to teachers: “Where possible, it’s probably best that we ‘just teach it’ rather than getting our students to ‘just Google it’.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That advice runs counter to the notion that students generally learn best when they discover answers for themselves. By no means does this study suggest that all inquiry learning is wrongheaded, but it certainly does suggest that there is a time and place for direct, explicit instruction – especially when the alternative is having students conduct research themselves over the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCrea also highlighted another 2021 paper, which suggests better ways to use Google. In “\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1475725720961593\">\u003cspan style=\"font-weight: 400\">Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One’s Subsequent Retention of Needed Information\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” study participants who attempted a computer programming task before consulting Google for help outperformed participants who were allowed to search Google right away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefit of attempting a problem before Googling was larger for people who already had computer programming experience. That’s consistent with a large body of cognitive science research that shows the importance of prior knowledge. Without it, it’s hard to absorb new information because we can’t connect it to what we already know. (Socrates had a point; knowing things matters for learning.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But human nature is to do the opposite and Google before trying. In a 2022 paper, “\u003c/span>\u003ca href=\"https://www.proquest.com/docview/2724278432\">\u003cspan style=\"font-weight: 400\">Thinking first versus googling first: Preferences and consequences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” the same authors confirmed that people have better recall when they think before they Google, but four out of five participants preferred to Google first. It might seem strange that thinking first helps even if you don’t know the answer. But that’s consistent with research dating back decades showing that even a \u003c/span>\u003ca href=\"https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/Bjork1988ReRetrieval.pdf\">\u003cspan style=\"font-weight: 400\">failed attempt to remember something\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can boost the learning of new information. An initial act of thought helps to facilitate the formation of memories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These studies don’t resolve the old debate of what we ought to memorize that engaged Socrates and Einstein. But it seems worthwhile to pause before Googling and take a guess. Even a wrong guess may help you remember the right information after you Google. And who knows, maybe the arcana will add to your reservoir of knowledge and will ultimately help you learn something far more worthwhile.\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-a-spate-of-recent-studies-on-the-google-effect-adds-to-evidence-that-the-internet-is-making-us-dumber/\">\u003ci>\u003cspan style=\"font-weight: 400\">Google effect\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"title": "Recent studies on the “Google effect” add to evidence that the internet is making us dumber | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">One of the great debates in education spans more than two millennia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around 370 B.C., Plato wrote that his teacher Socrates fretted that writing things down would cause humans to become ignorant because they wouldn’t have to memorize anything. (Ironically, the only reason we know this is because it was written down in Plato’s “Phaedrus,” still available today.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Albert Einstein argued the opposite in 1921. “It is not so very important for a person to learn facts,” the Nobel laureate said, according to his biographer Philipp Frank. “The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But neither of these great thinkers could anticipate how the debate would play out in the Age of Google. Not long after the search engine company was founded in 1998, psychologists began to wonder how the ability to have so much information instantly available was changing our brains. A \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">\u003cspan style=\"font-weight: 400\">seminal 2011 paper established the so-called “Google effect,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> our tendency to forget information that we can easily look up on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers didn’t actually study how people use Google or any internet search engine. Instead they drafted a list of trivia items, such as the fact that an ostrich’s eye is bigger than its brain. Then, in a series of experiments, they documented how university students were less likely to recall these facts when they thought they had saved them in a computer file for future reference. Students who were told they wouldn’t be able to refer to the trivia later did much better on recall assessments.\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\">“Participants apparently did not make the effort to remember when they thought they could later look up the trivia statements they had read,” the researchers wrote, and they believed that this is what was happening to the rest of us every day with Google. “Because search engines are continually available to us, we may often be in a state of not feeling we need to encode the information internally. When we need it, we will look it up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study made a huge splash in the journal \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">\u003cspan style=\"font-weight: 400\">Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, followed by popular articles about the “Google effect.” Would we all suffer from digital amnesia and cease to learn things that were readily available at our fingertips in seconds? People argued about how serious the problem was in a modern replay of the debate that captivated Socrates and Einstein. Is it better to not waste precious brain space on inane trivia and free the mind for more substantial thoughts? Others argued some things are worth remembering even if we can look them up, and worried that our brains would atrophy without the discipline of memorization.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But here the narrative goes sideways, as it often does in scientific exploration. Other researchers \u003c/span>\u003ca href=\"https://www.academia.edu/35122371/Agent_Technology_Interactions_Is_the_Computer_a_Transactive_Memory_Partner\">\u003cspan style=\"font-weight: 400\">couldn’t replicate the Google effect \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when they repeated similar memory experiments. In a \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41562-018-0399-z\">\u003cspan style=\"font-weight: 400\">2018 article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 24 researchers declared that the Google effect was one of many dubious claims in social sciences. That same year, the veracity of the Google effect was debated at the annual meeting of the Association for Psychological Science, where scholars described repeated failures. Many researchers said they didn’t find that people were able to remember deleted information better than saved information. That conference generated \u003c/span>\u003ca href=\"https://static1.squarespace.com/static/5c8baca1e5f7d136349ea789/t/5da47cfe46f2bb3100916f09/1571060990654/Cognition+in+the+internet+age.pdf\">\u003cspan style=\"font-weight: 400\">a flurry of essays and commentaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about the confusion over how the internet was changing human cognition and memory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The skepticism in the research community clashed with our gut feelings. So many of us, including this writer, have had the experience of quickly forgetting information that we have Googled. The debate generated yet more studies that are starting to refine our understanding of the Google effect and suggest ways to cope with it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Subsequent researchers have since been able to replicate the Google effect when they tweaked the trivia experiment. In a \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2021.1962356?journalCode=pmem20\">\u003cspan style=\"font-weight: 400\">paper published in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, University of California Santa Cruz researchers began by adding a confirmation step. Participants first took a practice quiz where they could refer to the trivia they had saved in a file. Later, when researchers intentionally crashed the save feature, those participants were terrible at remembering the facts. Participants who weren’t expecting to be able to refer to the information later recalled more trivia than those who were planning to refer to their notes, which had vanished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, no actual Googling took place in those adjusted experiments. More interesting are experiments that directly study internet search. Another 2021 paper, “\u003c/span>\u003ca href=\"https://bpb-us-w2.wpmucdn.com/campuspress.yale.edu/dist/c/259/files/2021/02/Fisher-Information-without-knowledge-the-effects-of-Internet-search-on-learning-copy.pdf\">\u003cspan style=\"font-weight: 400\">Information without knowledge: the effects of Internet search on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” directly compared internet searching to giving people the answers. One might imagine that the active quest of seeking answers should improve our absorption of information, but the opposite happened. Those who were simply given the information on computer screens and told to read it learned more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people see how to reliably access new information using Google, they become less likely to store that information in their own memory,” the authors concluded.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The problem was not that the Googlers had failed in their online research. Researchers confirmed that the Googlers had found the exact same information that other study participants had been given to read. For example, participants would receive the following instruction: “Topic: Autism Treatment Options. Please search online for the apa.org page with the text about this topic to confirm details about it.” They were reminded that the quiz questions would be based on the information from the website. Participants searched for the article and read it. To prove they had navigated to the correct place, participants had to copy and paste the URL from the website they accessed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also tested whether there was a difference between Googling and clicking on internet links. The links sent people directly to the web pages that had the correct information. Again, the Google searchers lost; they performed worse on an assessment than those who accessed the exact same information through a link.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across five different experiments, those who searched the internet not only scored lower in a quiz, but they were also just as confident that they had mastered the material. In some cases, the Google searchers were significantly more confident. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are two lessons from this study. The first is that the stuff we’re Googling isn’t sticking in our memories and is quickly forgotten. It’s far more direct proof of the Google effect than the earlier trivia studies. The second lesson is that we are also overestimating how much we’ve learned from Google searches. That overconfidence is bad for learning because if we think we already know something, we might study less. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pepsmccrea.com/about/\">\u003cspan style=\"font-weight: 400\">Peps McCrea\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a U.K. educator and a writer, brought this Google search study to my attention in his newsletter, “\u003c/span>\u003ca href=\"https://snacks.pepsmccrea.com/\">\u003cspan style=\"font-weight: 400\">Evidence Snacks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” His advice to teachers: “Where possible, it’s probably best that we ‘just teach it’ rather than getting our students to ‘just Google it’.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That advice runs counter to the notion that students generally learn best when they discover answers for themselves. By no means does this study suggest that all inquiry learning is wrongheaded, but it certainly does suggest that there is a time and place for direct, explicit instruction – especially when the alternative is having students conduct research themselves over the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCrea also highlighted another 2021 paper, which suggests better ways to use Google. In “\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1475725720961593\">\u003cspan style=\"font-weight: 400\">Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One’s Subsequent Retention of Needed Information\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” study participants who attempted a computer programming task before consulting Google for help outperformed participants who were allowed to search Google right away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefit of attempting a problem before Googling was larger for people who already had computer programming experience. That’s consistent with a large body of cognitive science research that shows the importance of prior knowledge. Without it, it’s hard to absorb new information because we can’t connect it to what we already know. (Socrates had a point; knowing things matters for learning.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But human nature is to do the opposite and Google before trying. In a 2022 paper, “\u003c/span>\u003ca href=\"https://www.proquest.com/docview/2724278432\">\u003cspan style=\"font-weight: 400\">Thinking first versus googling first: Preferences and consequences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” the same authors confirmed that people have better recall when they think before they Google, but four out of five participants preferred to Google first. It might seem strange that thinking first helps even if you don’t know the answer. But that’s consistent with research dating back decades showing that even a \u003c/span>\u003ca href=\"https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/Bjork1988ReRetrieval.pdf\">\u003cspan style=\"font-weight: 400\">failed attempt to remember something\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can boost the learning of new information. An initial act of thought helps to facilitate the formation of memories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These studies don’t resolve the old debate of what we ought to memorize that engaged Socrates and Einstein. But it seems worthwhile to pause before Googling and take a guess. Even a wrong guess may help you remember the right information after you Google. And who knows, maybe the arcana will add to your reservoir of knowledge and will ultimately help you learn something far more worthwhile.\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 the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-a-spate-of-recent-studies-on-the-google-effect-adds-to-evidence-that-the-internet-is-making-us-dumber/\">\u003ci>\u003cspan style=\"font-weight: 400\">Google effect\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "As tuition discounts skyrocket, college aid is not equitably distributed",
"headTitle": "As tuition discounts skyrocket, college aid is not equitably distributed | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The bottom line on college tuition is that there is no bottom line. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At most four-year institutions, admitted students are quoted all sorts of different prices. Often masquerading as “merit aid” or “scholarships,” the discounts are aimed at persuading students to attend, much like online retailers dangle coupons to persuade you to purchase the items in your shopping cart. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The college coupons are a lot larger than what you might get at Target – sometimes knocking off $30,000 or more from the published “sticker” price. The discounts are tailored by commercial algorithms that use each prospective family’s circumstances to find the right number that will tempt a student to enroll. That’s why college students on today’s campuses are paying different prices for their degrees, just like we pay different prices for our airplane seats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tuition discounts have been escalating in recent years, according to Department of Education data released in July 2023. More students are getting even more money knocked off their college bills. At the same time, colleges are distributing these tuition discounts unequally. White and Asian students were much more likely to receive this institutional aid than Black and Hispanic students, the data shows.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At private, nonprofit colleges and universities, where discounting is most prevalent, a whopping 57% of undergraduates received institutional aid in 2019-20, unchanged from the previous financial aid survey data in 2015-16. But the average tuition discount that each student received grew to $20,800 from $16,200 during this time period. At public four-year institutions, more than a third of all undergraduate students received institutional aid in 2019, up 3 percentage points from 30% in 2015. And the average discount grew to $5,200 from $4,900.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1.png\" alt=\"\" width=\"1456\" height=\"1046\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1.png 1456w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-800x575.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-1020x733.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-768x552.png 768w\" sizes=\"(max-width: 1456px) 100vw, 1456px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The percentage of students who are getting discounts, grants or scholarship aid from institutions has skyrocketed,” said Robert Massa, a retired college admissions and enrollment director who is now a research associate at the Center for Enrollment Research, Policy and Practice at the University of Southern California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colleges need to fill seats and maximize revenue. And a college can increase revenue when it discounts tuition because an enrolled student is still paying the remainder of a sticker price that keeps rising. From a college’s perspective, collecting reduced tuition from an enrolled student is better than collecting nothing from an empty seat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Filling those seats is not a problem for the most selective institutions but those elite universities represent only a tiny portion of colleges. Many other schools struggle to reach their enrollment goals. That’s where the discounts come in. The less likely a student is to enroll in a college, the more discount the enrollment algorithm suggests to woo the student. “These are not-for-profit institutions, but like private businesses, they’re competing against each other on price,” Massa said. “If another college is giving $35,000 per student, I’m going to have to go there too to compete.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Public universities have also been aggressively discounting since the 2008 recession, when states decreased public funding for higher education. To offset the shortfall, public universities looked to out-of-state students, who pay higher tuition. Tuition discounts help lure these students to attend. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fewer students received tuition discounts at for-profit schools, down from 25% in 2015-16 to 21% of undergraduates in 2019-20. But the size of the average discount has grown from $2,750 to over $3,300 among students who got them. Far less discounting occurs at two-year community colleges, where posted tuition prices are much lower.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This institutional aid data comes from the \u003c/span>\u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023466\">\u003cspan style=\"font-weight: 400\">2019-20 National Postsecondary Student Aid Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which the Department of Education conducts every three to four years. More than 80,000 undergraduates and 2,000 colleges and universities were surveyed. In addition to a published report of tables, additional data was released on the National Center for Education Statistics’s \u003c/span>\u003ca href=\"https://nces.ed.gov/datalab/\">\u003cspan style=\"font-weight: 400\">DataLab website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that is where I retrieved the institutional aid data for this story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The numbers combine both need-based and merit aid granted by colleges and universities. No one is actually transferring funds to students to pay their tuition bills, but the aid does reduce a student’s bill from the published sticker price. The final cost – after discounts – is often referred to as net tuition price.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian and white students were more likely to receive tuition discounts or be awarded larger amounts. At private non-profit four-year institutions, 62% of Asian, 59% of white, 53% of Hispanic and 51% of Black students received institutional aid. For those who received these discounts, the average amounts were $26,500 for Asian students, $20,900 for Hispanic students, $20,700 for Black students and $19,700 for white students. At public four-year institutions, 39% of Asian, 35% of white, 31% of Black and 30% of Hispanic undergraduates received institutional aid. The average amounts were about $5,400 for white students, $5,200 for Asian students, $5,000 for Black students and $4,800 for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at merit aid alone – subtracting out need-based aid – the sizes of the discounts rose sharply at private non-profit colleges, while the share of students getting them jumped at public colleges. “Put merit in quotation marks,” USC’s Massa said. “It’s really not about rewarding students for their wonderful performance in high school, as much as it is trying to change that student’s enrollment decision.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62102\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3.png\" alt=\"\" width=\"1392\" height=\"1036\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3.png 1392w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-800x595.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-1020x759.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-160x119.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-768x572.png 768w\" sizes=\"(max-width: 1392px) 100vw, 1392px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explaining why merit aid has been rising is easier than explaining why there are big racial and ethnic disparities. Massa’s hypothesis is that Black and Hispanic students are disproportionately lower income, while the algorithms target merit aid to students who aren’t needy but have the means to pay. From a business perspective, enrolling a low-income student is riskier because they are more likely to drop out of college, and then the college has to recruit a new student to replace his or her tuition revenue. A wealthier student is more likely to pay tuition for four to five years straight. Wooing students who are more likely to graduate also raises the possibility of more state funding for some public universities whose budget is partly based on student success metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The algorithms also target prestige, Massa explained. \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/sat-math-scores-mirror-and-maintain-racial-inequity/\">\u003cspan style=\"font-weight: 400\">White and Asian students have historically posted higher SAT and ACT scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which has been an important component of U.S. News & World Report’s influential college rankings. High rankings attract future applicants, which bodes well for future enrollment and revenue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Need-based aid has increased, too. This is the aid that colleges give to students whose families cannot reasonably be expected to afford tuition, even after federal and state subsidies. At private colleges, 31% of students received tuition discounts because of financial need and the average discount was over $17,200, sharply up from $12,500 in 2015-16. Asian students were more likely to receive it and to receive larger amounts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jill Desjean, a senior policy analyst at the National Association of Student Financial Aid Administrators, a Washington D.C.-based lobbying group, said need-based aid has climbed sharply because colleges keep hiking their sticker prices. “Say you get a $20,000 scholarship,” she said. “If the tuition goes up by $2,000 the next year, it’s not likely that the college is going to assume that the family can afford to spend $2,000 more. So they increase the scholarship to $22,000.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62101\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3.png\" alt=\"\" width=\"1406\" height=\"992\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3.png 1406w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-800x564.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-768x542.png 768w\" sizes=\"(max-width: 1406px) 100vw, 1406px\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Desjean couldn’t explain why there might be racial and ethnic differences in who gets need-based tuition discounts. Only a \u003c/span>\u003ca href=\"https://www.usnews.com/education/best-colleges/paying-for-college/articles/schools-that-meet-full-financial-need-with-no-loans\">\u003cspan style=\"font-weight: 400\">few dozen colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are able to provide enough need-based aid so that students don’t have to take out loans. Clearly, colleges have a lot of discretion on which needy students they want to support and by how much.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a widespread feeling that discounting has gotten out of control. But no single university can stop it without hemorrhaging students. And a collective compact to curtail discounts could run afoul of the Department of Justice’s antitrust rules, said Jerry Lucido, a professor of practice and executive director of the USC Center for Enrollment Research, Policy and Practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result, according to Lucido, is that giving discounts to students who could actually pay more often means a bigger debt burden for less wealthy students. The companies that create the sophisticated algorithms, he says, pitch “revenue enhancement” to colleges while the purported mission of educating students from all walks of life can seem like an afterthought. \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=\"http://https//hechingerreport.org/proof-points-surprising-patterns-in-who-gets-merit-and-need-based-aid-from-colleges/\">\u003ci>\u003cspan style=\"font-weight: 400\">tuition discounts\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"excerpt": "Colleges use commercial algorithms to determine what tuition discounts will entice students to enroll. The likelihood a student will enroll for four years can trump financial need in an institution's offer.",
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"title": "As tuition discounts skyrocket, college aid is not equitably distributed | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The bottom line on college tuition is that there is no bottom line. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At most four-year institutions, admitted students are quoted all sorts of different prices. Often masquerading as “merit aid” or “scholarships,” the discounts are aimed at persuading students to attend, much like online retailers dangle coupons to persuade you to purchase the items in your shopping cart. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The college coupons are a lot larger than what you might get at Target – sometimes knocking off $30,000 or more from the published “sticker” price. The discounts are tailored by commercial algorithms that use each prospective family’s circumstances to find the right number that will tempt a student to enroll. That’s why college students on today’s campuses are paying different prices for their degrees, just like we pay different prices for our airplane seats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tuition discounts have been escalating in recent years, according to Department of Education data released in July 2023. More students are getting even more money knocked off their college bills. At the same time, colleges are distributing these tuition discounts unequally. White and Asian students were much more likely to receive this institutional aid than Black and Hispanic students, the data shows.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At private, nonprofit colleges and universities, where discounting is most prevalent, a whopping 57% of undergraduates received institutional aid in 2019-20, unchanged from the previous financial aid survey data in 2015-16. But the average tuition discount that each student received grew to $20,800 from $16,200 during this time period. At public four-year institutions, more than a third of all undergraduate students received institutional aid in 2019, up 3 percentage points from 30% in 2015. And the average discount grew to $5,200 from $4,900.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1.png\" alt=\"\" width=\"1456\" height=\"1046\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1.png 1456w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-800x575.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-1020x733.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-768x552.png 768w\" sizes=\"(max-width: 1456px) 100vw, 1456px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The percentage of students who are getting discounts, grants or scholarship aid from institutions has skyrocketed,” said Robert Massa, a retired college admissions and enrollment director who is now a research associate at the Center for Enrollment Research, Policy and Practice at the University of Southern California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colleges need to fill seats and maximize revenue. And a college can increase revenue when it discounts tuition because an enrolled student is still paying the remainder of a sticker price that keeps rising. From a college’s perspective, collecting reduced tuition from an enrolled student is better than collecting nothing from an empty seat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Filling those seats is not a problem for the most selective institutions but those elite universities represent only a tiny portion of colleges. Many other schools struggle to reach their enrollment goals. That’s where the discounts come in. The less likely a student is to enroll in a college, the more discount the enrollment algorithm suggests to woo the student. “These are not-for-profit institutions, but like private businesses, they’re competing against each other on price,” Massa said. “If another college is giving $35,000 per student, I’m going to have to go there too to compete.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Public universities have also been aggressively discounting since the 2008 recession, when states decreased public funding for higher education. To offset the shortfall, public universities looked to out-of-state students, who pay higher tuition. Tuition discounts help lure these students to attend. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fewer students received tuition discounts at for-profit schools, down from 25% in 2015-16 to 21% of undergraduates in 2019-20. But the size of the average discount has grown from $2,750 to over $3,300 among students who got them. Far less discounting occurs at two-year community colleges, where posted tuition prices are much lower.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This institutional aid data comes from the \u003c/span>\u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023466\">\u003cspan style=\"font-weight: 400\">2019-20 National Postsecondary Student Aid Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which the Department of Education conducts every three to four years. More than 80,000 undergraduates and 2,000 colleges and universities were surveyed. In addition to a published report of tables, additional data was released on the National Center for Education Statistics’s \u003c/span>\u003ca href=\"https://nces.ed.gov/datalab/\">\u003cspan style=\"font-weight: 400\">DataLab website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that is where I retrieved the institutional aid data for this story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The numbers combine both need-based and merit aid granted by colleges and universities. No one is actually transferring funds to students to pay their tuition bills, but the aid does reduce a student’s bill from the published sticker price. The final cost – after discounts – is often referred to as net tuition price.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian and white students were more likely to receive tuition discounts or be awarded larger amounts. At private non-profit four-year institutions, 62% of Asian, 59% of white, 53% of Hispanic and 51% of Black students received institutional aid. For those who received these discounts, the average amounts were $26,500 for Asian students, $20,900 for Hispanic students, $20,700 for Black students and $19,700 for white students. At public four-year institutions, 39% of Asian, 35% of white, 31% of Black and 30% of Hispanic undergraduates received institutional aid. The average amounts were about $5,400 for white students, $5,200 for Asian students, $5,000 for Black students and $4,800 for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at merit aid alone – subtracting out need-based aid – the sizes of the discounts rose sharply at private non-profit colleges, while the share of students getting them jumped at public colleges. “Put merit in quotation marks,” USC’s Massa said. “It’s really not about rewarding students for their wonderful performance in high school, as much as it is trying to change that student’s enrollment decision.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62102\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3.png\" alt=\"\" width=\"1392\" height=\"1036\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3.png 1392w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-800x595.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-1020x759.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-160x119.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-768x572.png 768w\" sizes=\"(max-width: 1392px) 100vw, 1392px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explaining why merit aid has been rising is easier than explaining why there are big racial and ethnic disparities. Massa’s hypothesis is that Black and Hispanic students are disproportionately lower income, while the algorithms target merit aid to students who aren’t needy but have the means to pay. From a business perspective, enrolling a low-income student is riskier because they are more likely to drop out of college, and then the college has to recruit a new student to replace his or her tuition revenue. A wealthier student is more likely to pay tuition for four to five years straight. Wooing students who are more likely to graduate also raises the possibility of more state funding for some public universities whose budget is partly based on student success metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The algorithms also target prestige, Massa explained. \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/sat-math-scores-mirror-and-maintain-racial-inequity/\">\u003cspan style=\"font-weight: 400\">White and Asian students have historically posted higher SAT and ACT scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which has been an important component of U.S. News & World Report’s influential college rankings. High rankings attract future applicants, which bodes well for future enrollment and revenue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Need-based aid has increased, too. This is the aid that colleges give to students whose families cannot reasonably be expected to afford tuition, even after federal and state subsidies. At private colleges, 31% of students received tuition discounts because of financial need and the average discount was over $17,200, sharply up from $12,500 in 2015-16. Asian students were more likely to receive it and to receive larger amounts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jill Desjean, a senior policy analyst at the National Association of Student Financial Aid Administrators, a Washington D.C.-based lobbying group, said need-based aid has climbed sharply because colleges keep hiking their sticker prices. “Say you get a $20,000 scholarship,” she said. “If the tuition goes up by $2,000 the next year, it’s not likely that the college is going to assume that the family can afford to spend $2,000 more. So they increase the scholarship to $22,000.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62101\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3.png\" alt=\"\" width=\"1406\" height=\"992\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3.png 1406w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-800x564.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-768x542.png 768w\" sizes=\"(max-width: 1406px) 100vw, 1406px\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Desjean couldn’t explain why there might be racial and ethnic differences in who gets need-based tuition discounts. Only a \u003c/span>\u003ca href=\"https://www.usnews.com/education/best-colleges/paying-for-college/articles/schools-that-meet-full-financial-need-with-no-loans\">\u003cspan style=\"font-weight: 400\">few dozen colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are able to provide enough need-based aid so that students don’t have to take out loans. Clearly, colleges have a lot of discretion on which needy students they want to support and by how much.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a widespread feeling that discounting has gotten out of control. But no single university can stop it without hemorrhaging students. And a collective compact to curtail discounts could run afoul of the Department of Justice’s antitrust rules, said Jerry Lucido, a professor of practice and executive director of the USC Center for Enrollment Research, Policy and Practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result, according to Lucido, is that giving discounts to students who could actually pay more often means a bigger debt burden for less wealthy students. The companies that create the sophisticated algorithms, he says, pitch “revenue enhancement” to colleges while the purported mission of educating students from all walks of life can seem like an afterthought. \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=\"http://https//hechingerreport.org/proof-points-surprising-patterns-in-who-gets-merit-and-need-based-aid-from-colleges/\">\u003ci>\u003cspan style=\"font-weight: 400\">tuition discounts\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "High schoolers account for nearly 1 in 5 community college students",
"headTitle": "High schoolers account for nearly 1 in 5 community college students | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When you think of a college student, you might imagine a young adult leaving home, moving into a dorm, navigating a campus and maybe attending a fraternity party. That’s an outdated image. We’ve written a lot about how older adults with jobs and children are a giant group on campus. But a more surprising species is spreading through the college registrar’s rolls: teenagers living at home, taking yellow buses to high school and maybe scrambling home before curfew.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of high schoolers taking college classes has been surging for more than two decades. In what is called dual enrollment, students simultaneously earn high school and college credits from a single class. These advanced college-level courses are no longer just for gifted students who have exhausted the high school course catalog. Now they’re a tool to encourage more Americans to enroll in college by giving them an early taste of post-secondary education and a head start with a few credits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dual enrollment students were estimated at more than 1.4 million in the fall of 2022, and account for almost one out of five community college students. That’s according to estimates from the National Student Clearinghouse Research Center. Some scholars believe the total number could be much higher, perhaps 2 million students, when spring 2023 course taking is included. Dual enrollees appear to far outnumber the \u003c/span>\u003ca href=\"https://reports.collegeboard.org/ap-program-results/class-of-2022\">\u003cspan style=\"font-weight: 400\">1.1 million high school graduates in the class of 2022 who took at least one Advanced Placement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> exam.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s meteoric,” said Brian An, a sociologist at the University of Iowa. “When I first started working in dual enrollment research in the mid 2000s, it was nowhere near these numbers. If you had told me 10 years ago that 20% of all community college students would be dual enrollment, I would have said that’s crazy talk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Community colleges oversee roughly 70% of dual enrollments with four-year colleges running the remaining 30%. Students often don’t pay any college tuition for dual enrollment classes. In \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2019/2019176.pdf\">\u003cspan style=\"font-weight: 400\">most cases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, high schoolers never step foot on a college campus; the class is taught in a high school classroom by a high school teacher. English composition and college algebra are popular.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62062\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62062\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment.jpg\" alt=\"\" width=\"780\" height=\"780\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment.jpg 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment-768x768.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students 17 years old and under enrolled in a community college course increased sharply in the past 10 years. \u003ccite>(Source: Community College Research Center, January 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are flocking to these courses because they perceive that it’s easier to earn college credits through dual enrollment than through Advanced Placement, said University of Iowa’s An. With Advanced Placement, students have to score high enough on an exam to earn college credit. With dual enrollment, a passing grade is sufficient.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sharp growth in dual enrollment has raised a lot of questions about course content and whether students are really producing college-level work. John Fink, an expert in dual enrollment at the Community College Research Center, acknowledged that quality is uneven. That’s not surprising when 80% of high schools are now offering these courses and there’s decentralized oversight among thousands of colleges around the country. But colleges that oversee these courses are trying to improve quality, Fink said. (The Community College Research Center is a unit of Teachers College, Columbia University. The Hechinger Report is also an independent news organization based at Teachers College, but the two entities are not affiliated.)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62064\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62064\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2.png\" alt=\"\" width=\"1600\" height=\"955\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-800x478.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-1020x609.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-160x96.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-768x458.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-1536x917.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">More high school students are taking dual enrollment classes, and fewer traditional students are attending community colleges. \u003ccite>(Source: Community College Research Center, January 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite concerns about course rigor, research points to better outcomes for students. Between similar students with comparable grades and family backgrounds, the student who takes a dual enrollment class is more likely to graduate high school, enroll in college and earn a college degree, many studies have found. In 2017, the What Works Clearinghouse, a unit of the Department of Education that reviews education research, gave dual enrollment its stamp of approval with a \u003c/span>\u003ca href=\"https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/671\">\u003cspan style=\"font-weight: 400\">strong level of evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In qualitative research interviews, students described how dual enrollment courses taught them how to take notes or study for a test, helping them feel more prepared for college. Much of the benefit may be in boosting a student’s confidence and soft skills, and not necessarily in teaching academic content, University of Iowa’s An explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A big downside to dual enrollment is that \u003c/span>\u003ca href=\"https://cherp.utah.edu/_resources/documents/publications/research_priorities_for_advancing_equitable_dual_enrollment_policy_and_practice.pdf\">\u003cspan style=\"font-weight: 400\">students of color are underrepresented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s an ironic outcome given that advocates, including the Bill & Melinda Gates Foundation, pushed the expansion of these programs to help promote college going and attainment among Black and Hispanic students. Only one fifth of high schools have managed to enroll Black and Hispanic students in dual enrollment classes at the same or higher rates as white students, Fink said. \u003c/span>\u003cspan style=\"font-weight: 400\">(The Gates Foundation is among the many funders of The Hechinger Report.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason for the rapid expansion of dual enrollment may be financial. Dual enrollment courses are money losers for many community colleges, according to Fink at the Community College Research Center. That’s because colleges receive a discounted per-pupil allotment for each high schooler who signs up. Each state funds dual enrollment differently, often through a combination of state and school district budgets. Sometimes families need to contribute too, but it tends to be a lot cheaper than a usual college course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But colleges can turn dual enrollment programs into a modest money maker when they serve more students, according to a \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/media/k2/attachments/community-colleges-afford-dual-enrollment-discount.pdf\">\u003cspan style=\"font-weight: 400\">February 2023 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Community College Research Center. Once fixed costs are covered, each additional student means an increase in revenues. For example, adding an additional high school teacher to an existing instructor training program isn’t very costly and could open up dozens more student slots, each generating income that flows to the college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason that dual enrollments have become such a big slice of community colleges’ offerings is not only because more high school students are taking these courses, but also because fewer traditional students want to attend community colleges. When the pandemic hit in 2020, there were shocking double digit drops in enrollment at community colleges. Dual enrollment classes at many high schools temporarily shut down too, but they dramatically rebounded in 2022-23. Meanwhile, traditional students haven’t been returning to community colleges in large numbers, thanks to a strong job market. High school students even make up the \u003c/span>\u003ca href=\"https://hechingerreport.org/the-reckoning-is-here-more-than-a-third-of-community-college-students-have-vanished/\">\u003cspan style=\"font-weight: 400\">majority of students at 31 community colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my colleague Jon Marcus found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Precise numbers on exactly how many high schoolers are taking dual enrollment classes are hard to come by. The best data is from the National Student Clearinghouse, which receives enrollment data from most colleges in the country. But colleges report only the ages of their students and not whether they have finished high school. The estimates for dual enrollees are based on students 17 years and under and cross-checked against high school records available to the National Student Clearinghouse. We should get a clearer picture next year when the Department of Education is expected to release a more accurate report on the numbers, broken down by race and ethnicity.\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-high-schoolers-account-for-nearly-1-out-of-every-5-community-college-students/\">\u003ci>\u003cspan style=\"font-weight: 400\">dual enrollment classes\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When you think of a college student, you might imagine a young adult leaving home, moving into a dorm, navigating a campus and maybe attending a fraternity party. That’s an outdated image. We’ve written a lot about how older adults with jobs and children are a giant group on campus. But a more surprising species is spreading through the college registrar’s rolls: teenagers living at home, taking yellow buses to high school and maybe scrambling home before curfew.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of high schoolers taking college classes has been surging for more than two decades. In what is called dual enrollment, students simultaneously earn high school and college credits from a single class. These advanced college-level courses are no longer just for gifted students who have exhausted the high school course catalog. Now they’re a tool to encourage more Americans to enroll in college by giving them an early taste of post-secondary education and a head start with a few credits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dual enrollment students were estimated at more than 1.4 million in the fall of 2022, and account for almost one out of five community college students. That’s according to estimates from the National Student Clearinghouse Research Center. Some scholars believe the total number could be much higher, perhaps 2 million students, when spring 2023 course taking is included. Dual enrollees appear to far outnumber the \u003c/span>\u003ca href=\"https://reports.collegeboard.org/ap-program-results/class-of-2022\">\u003cspan style=\"font-weight: 400\">1.1 million high school graduates in the class of 2022 who took at least one Advanced Placement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> exam.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s meteoric,” said Brian An, a sociologist at the University of Iowa. “When I first started working in dual enrollment research in the mid 2000s, it was nowhere near these numbers. If you had told me 10 years ago that 20% of all community college students would be dual enrollment, I would have said that’s crazy talk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Community colleges oversee roughly 70% of dual enrollments with four-year colleges running the remaining 30%. Students often don’t pay any college tuition for dual enrollment classes. In \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2019/2019176.pdf\">\u003cspan style=\"font-weight: 400\">most cases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, high schoolers never step foot on a college campus; the class is taught in a high school classroom by a high school teacher. English composition and college algebra are popular.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62062\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62062\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment.jpg\" alt=\"\" width=\"780\" height=\"780\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment.jpg 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment-768x768.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students 17 years old and under enrolled in a community college course increased sharply in the past 10 years. \u003ccite>(Source: Community College Research Center, January 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are flocking to these courses because they perceive that it’s easier to earn college credits through dual enrollment than through Advanced Placement, said University of Iowa’s An. With Advanced Placement, students have to score high enough on an exam to earn college credit. With dual enrollment, a passing grade is sufficient.\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 sharp growth in dual enrollment has raised a lot of questions about course content and whether students are really producing college-level work. John Fink, an expert in dual enrollment at the Community College Research Center, acknowledged that quality is uneven. That’s not surprising when 80% of high schools are now offering these courses and there’s decentralized oversight among thousands of colleges around the country. But colleges that oversee these courses are trying to improve quality, Fink said. (The Community College Research Center is a unit of Teachers College, Columbia University. The Hechinger Report is also an independent news organization based at Teachers College, but the two entities are not affiliated.)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62064\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62064\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2.png\" alt=\"\" width=\"1600\" height=\"955\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-800x478.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-1020x609.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-160x96.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-768x458.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-1536x917.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">More high school students are taking dual enrollment classes, and fewer traditional students are attending community colleges. \u003ccite>(Source: Community College Research Center, January 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite concerns about course rigor, research points to better outcomes for students. Between similar students with comparable grades and family backgrounds, the student who takes a dual enrollment class is more likely to graduate high school, enroll in college and earn a college degree, many studies have found. In 2017, the What Works Clearinghouse, a unit of the Department of Education that reviews education research, gave dual enrollment its stamp of approval with a \u003c/span>\u003ca href=\"https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/671\">\u003cspan style=\"font-weight: 400\">strong level of evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In qualitative research interviews, students described how dual enrollment courses taught them how to take notes or study for a test, helping them feel more prepared for college. Much of the benefit may be in boosting a student’s confidence and soft skills, and not necessarily in teaching academic content, University of Iowa’s An explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A big downside to dual enrollment is that \u003c/span>\u003ca href=\"https://cherp.utah.edu/_resources/documents/publications/research_priorities_for_advancing_equitable_dual_enrollment_policy_and_practice.pdf\">\u003cspan style=\"font-weight: 400\">students of color are underrepresented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s an ironic outcome given that advocates, including the Bill & Melinda Gates Foundation, pushed the expansion of these programs to help promote college going and attainment among Black and Hispanic students. Only one fifth of high schools have managed to enroll Black and Hispanic students in dual enrollment classes at the same or higher rates as white students, Fink said. \u003c/span>\u003cspan style=\"font-weight: 400\">(The Gates Foundation is among the many funders of The Hechinger Report.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason for the rapid expansion of dual enrollment may be financial. Dual enrollment courses are money losers for many community colleges, according to Fink at the Community College Research Center. That’s because colleges receive a discounted per-pupil allotment for each high schooler who signs up. Each state funds dual enrollment differently, often through a combination of state and school district budgets. Sometimes families need to contribute too, but it tends to be a lot cheaper than a usual college course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But colleges can turn dual enrollment programs into a modest money maker when they serve more students, according to a \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/media/k2/attachments/community-colleges-afford-dual-enrollment-discount.pdf\">\u003cspan style=\"font-weight: 400\">February 2023 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Community College Research Center. Once fixed costs are covered, each additional student means an increase in revenues. For example, adding an additional high school teacher to an existing instructor training program isn’t very costly and could open up dozens more student slots, each generating income that flows to the college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason that dual enrollments have become such a big slice of community colleges’ offerings is not only because more high school students are taking these courses, but also because fewer traditional students want to attend community colleges. When the pandemic hit in 2020, there were shocking double digit drops in enrollment at community colleges. Dual enrollment classes at many high schools temporarily shut down too, but they dramatically rebounded in 2022-23. Meanwhile, traditional students haven’t been returning to community colleges in large numbers, thanks to a strong job market. High school students even make up the \u003c/span>\u003ca href=\"https://hechingerreport.org/the-reckoning-is-here-more-than-a-third-of-community-college-students-have-vanished/\">\u003cspan style=\"font-weight: 400\">majority of students at 31 community colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my colleague Jon Marcus found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Precise numbers on exactly how many high schoolers are taking dual enrollment classes are hard to come by. The best data is from the National Student Clearinghouse, which receives enrollment data from most colleges in the country. But colleges report only the ages of their students and not whether they have finished high school. The estimates for dual enrollees are based on students 17 years and under and cross-checked against high school records available to the National Student Clearinghouse. We should get a clearer picture next year when the Department of Education is expected to release a more accurate report on the numbers, broken down by race and ethnicity.\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-high-schoolers-account-for-nearly-1-out-of-every-5-community-college-students/\">\u003ci>\u003cspan style=\"font-weight: 400\">dual enrollment classes\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\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\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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