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"content": "\u003cp>A prominent professor of special education is about to ignite a fierce debate over a tenet of his field, that students with disabilities should be educated as much as possible alongside their peers in general education classrooms, a strategy known as inclusion.\u003c/p>\n\u003cp>In a paper that reviews more than 50 years of research, Douglas Fuchs of Vanderbilt University and the American Institutes for Research along with two colleagues at both institutions, argues that the academic benefits of including students with disabilities in general education classrooms are not settled science despite the fact that numerous studies have found that children with disabilities learn more that way. Fuchs said the paper is slated to be published this spring in the Journal of Learning Disabilities and he expects it to be made public online sooner.\u003c/p>\n\u003cp>“We’re not saying that the evidence indicates full inclusion cannot work,” said Fuchs. “We’re saying that the evidence in terms of where to place these children is extremely weak, is fundamentally flawed, and no conclusions can be drawn from the evidence.”\u003c/p>\n\u003cp>Fuchs also notes that there is a growing body of high quality research on how to teach children with disabilities or who are at risk of being diagnosed with a disability. These studies are randomized control trials of interventions that require hours of intense, specialized instruction. For many, if not most students with disabilities, Fuchs argues, a separate setting, such as a separate classroom or even a separate school, might be the best way to get the instruction they need.\u003c/p>\n\u003cp>“Some number of kids with disabilities can and should be in general classrooms,” Fuchs said. “It’s manifestly obvious that they’re doing reasonably well. They should stay there. But for a majority, they need intensive instruction, and we know how to provide intensive instruction. The evidence is, I dare say, overwhelming.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fuchs’ view challenges \u003ca href=\"https://www.abtglobal.com/insights/publications/report/summary-of-the-evidence-on-inclusive-education\">hundreds of studies\u003c/a> that have consistently found that inclusive educational settings have substantial benefits for the cognitive and social development of children with disabilities. That research has been instrumental in persuading lawmakers to increase funding to help schools accommodate students with disabilities, in some cases hiring extra special education teachers for every class. Roughly \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\">15 percen\u003c/a>t of U.S. public school students have been diagnosed with a disability and receive services, according to the most recent data, so this debate over special education placement affects not only the academic prospects of students with disabilities but also the cost and structure of the whole educational system.\u003c/p>\n\u003cp>The paper, “Reframing the Most Important Special Education Policy Debate in Fifty Years: \u003cem>How\u003c/em> versus \u003cem>Where\u003c/em> to Educate Students with Disabilities in America’s Schools,” was co-authored by Allison Gilmour, a researcher of special education at the American Institutes for Research, and Jeanne Wanzek, a professor of special education at Vanderbilt. Fuchs provided me with a pre-publication draft and gave me permission to discuss it with other experts.\u003c/p>\n\u003cp>The core of Fuchs’ critique is that previous researchers failed to distinguish between students with disabilities who are sent to separate special education classrooms and students with disabilities who are included in general education classrooms. They are fundamentally different. Children who are placed in separate settings for a significant part or most of the day tend to have more severe disabilities and academic struggles. It should be no surprise to anyone that higher achieving students with milder disabilities end up with higher test scores than students who initially had lower test scores and more severe disabilities. That isn’t proof that a child with a disability learns more in a general education classroom. Ideally, from a research perspective, you’d want to randomly assign students with disabilities to both types of classrooms and see where they learn more. But that’s unethical, and impractical.\u003c/p>\n\u003cp>Researchers call this problem “selection bias” and they have tried to overcome it with statistical techniques. For example, they have compared students with disabilities who have similar demographic characteristics, such as the same race or ethnicity, similar family income and the same type of disability. Inclusion still comes out on top. However, Fuchs points out that many of these studies have still failed to account for the two most important factors: how the student was doing academically before the disability was diagnosed and the severity of the disability.\u003c/p>\n\u003cp>Beginning in the late 1980s, the federal government started to collect data on these two important, confounding factors – academic achievement before diagnosis and disability severity – so that policymakers could see how well students were faring under the 1975 federal law that mandates support for educating students with disabilities. Fuchs and his co-authors reviewed a \u003ca href=\"https://eric.ed.gov/?id=ED341228\">1991 analysis\u003c/a> of this data, called the \u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20154014\">National Longitudinal Transition Study\u003c/a>, and noted that it initially reported that high school students with disabilities learned more when they learned alongside their general education peers. But the appendix of \u003ca href=\"https://eric.ed.gov/?id=ED341228\">the report\u003c/a> disclosed that the advantage for special education inclusion disappeared when the academic gains were adjusted for prior academic achievement and measures of the students’ functional skills. Fuchs said there were no differences in outcomes between the two settings when researchers compared students who started with the same test scores and had the same disability severity.\u003c/p>\n\u003cp>Some recent studies with statistical sophistication still show that inclusion prevails. For example, in two studies of Indiana students with disabilities published in \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0022466920925033\">2021\u003c/a> and \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/00224669221097945\">2023\u003c/a>, researchers found that the more time that students spent in an inclusive setting, the better they did. However, Fuchs and his co-authors pointed out that more than half the students were thrown out of the 2021 study because of missing data and research design. They say the studies compared only the two extremes of students who spent 80 percent of the time or more in general education versus 80 percent of the time or more in separate classrooms, which was a very small group of students (only 75 in math and 63 in English language arts). Even with statistical adjustments for prior academic achievement, it’s hard to equate these two groups. Fuchs and his co-authors concluded that the validity of the two studies is “problematic.”\u003c/p>\n\u003cp>This is not the first time Fuchs has questioned the gospel that inclusion is best. In an \u003ca href=\"https://www.proquest.com/openview/268f2c637914690295517745d468e5f2/1?pq-origsite=gscholar&cbl=41842\">article published 30 years ago\u003c/a>, Fuchs criticized the wisdom of always educating children with disabilities in the general education classroom. In 2023, Fuchs published \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/10442073221097713\">a study\u003c/a> showing that even states with the highest rates of special education inclusion did not have consistently improving test scores for children with disabilities. Scores declined in some states.\u003c/p>\n\u003cp>Fuchs and his colleagues’ sharp critique of the strength of the evidence for inclusion is controversial, but they are not alone. In December 2022, the Campbell Collaboration, a widely respected international nonprofit organization that reviews research evidence for public policy purposes, also concluded that the benefits for inclusion were \u003ca href=\"https://www.campbellcollaboration.org/review/inclusion-children-with-special-educational-needs/\">inconsistent and inconclusive\u003c/a>. The Campbell reviewers threw out 99 percent of the 2,000 studies they found because of poor quality and research design, for reasons similar to those Fuchs describes. Only 15 studies survived. They found that math and reading scores, along with psychological, emotional and behavioral measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms. Advocates for children with disabilities disputed the findings.\u003c/p>\n\u003cp>Lynn Newman, a researcher at SRI, a California-based research organization, has worked on multi-year studies of students with disabilities for the federal government. She said Fuchs’ paper makes some good points, but she said his argument also has some “holes” because it excludes some well-designed studies of more recent data, in which inclusion appears to be beneficial, especially among high-school students with disabilities.\u003c/p>\n\u003cp>Newman explained to me that there was very little support for students with disabilities in general education classrooms in the 1980s and 1990s. Inclusion has since improved, she said. She cited four studies (\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654315583135\">one\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/2165143415588047\">two\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2165143420959793\">three\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0885728809346960\">four\u003c/a>), published between 2009 and 2021, showing that students fared better with inclusion.\u003c/p>\n\u003cp>I showed this research to Fuchs, who agreed that the methodology and quality were good, but he noted that these studies didn’t analyze whether students were learning more in one place than another. Instead, the studies focused on other outcomes like employment after high school. “The articles Newman identified are barking up a different tree,” he said by email.\u003c/p>\n\u003cp>Fuchs is concentrating on academic outcomes. He admits there may be other psychological or social benefits to learning alongside peers in general education classes. He did not study those. But those benefits could be even more important to parents, and to lifetime success. (Fuchs also did not review the evidence of how students without disabilities are affected by peers with disabilities in their classrooms. That is a different \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1747938X17300131\">body of research\u003c/a>.)\u003c/p>\n\u003cp>Measuring academic outcomes for students with disabilities is difficult. Students with disabilities are more likely to fail a general education class. Grades between the two settings – special education and general education – cannot be directly compared. Test scores are often lacking, especially before and after changes in special education placements.\u003c/p>\n\u003cp>Other scholars I talked to said Fuchs lumped all disabilities together. Two specialists in children with the most severe disabilities who need extensive support showed me recent \u003ca href=\"https://meridian.allenpress.com/ajidd/article-abstract/129/5/405/502855/Impact-of-Educational-Placement-on-the-Goal?redirectedFrom=fulltext\">studies\u003c/a> that point to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1540796920943469\">superior learning\u003c/a> when these students are included in the general classroom, even though they rarely are. However, those students represent only 1 percent of the student population with disabilities.\u003c/p>\n\u003cp>In many ways, this debate shows how science responds to changing conditions. Decades ago, there weren’t many ways to help children with disabilities. Today there is a growing body of research about the best ways to teach children, especially young elementary school children, who are having difficulties with reading and math. Some of these interventions require daily instruction away from the general education classroom.\u003c/p>\n\u003cp>Fuchs doesn’t think his argument will lead to segregating all children with disabilities in self-contained classrooms. He envisions schools where students would be pulled out of the general education classroom on a daily basis to receive the reading and math instruction they need in a separate classroom. Some children with mild dyslexia, he said, might need only an hour a day of intensive reading instruction. Meanwhile some high-functioning children with Down syndrome might be able to remain in the regular general education class during reading time.\u003c/p>\n\u003cp>And just as the quality of separate, special education may be evolving, so too is the quality of inclusion in a general education classroom. Schools are getting better at supporting and accommodating students with disabilities. Clearly, a good version of inclusion will outperform a bad version of a separate classroom. And a good version of intense, specialized instruction will outperform a bad version of an inclusive classroom where the general education teacher is \u003ca href=\"https://hechingerreport.org/teacher-preparation-failing-students-disabilities/\">overwhelmed and lacks training\u003c/a>. Too often, students aren’t getting the support they need.\u003c/p>\n\u003cp>School leaders are in a tough spot when they have to decide whether to invest in improving the general classroom to accommodate everyone or to create and refine interventions that happen outside of the classroom. And at the moment, research can’t really tell them what works best.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-special-education-inclusion-research-flawed/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fuchs’ view challenges \u003ca href=\"https://www.abtglobal.com/insights/publications/report/summary-of-the-evidence-on-inclusive-education\">hundreds of studies\u003c/a> that have consistently found that inclusive educational settings have substantial benefits for the cognitive and social development of children with disabilities. That research has been instrumental in persuading lawmakers to increase funding to help schools accommodate students with disabilities, in some cases hiring extra special education teachers for every class. Roughly \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\">15 percen\u003c/a>t of U.S. public school students have been diagnosed with a disability and receive services, according to the most recent data, so this debate over special education placement affects not only the academic prospects of students with disabilities but also the cost and structure of the whole educational system.\u003c/p>\n\u003cp>The paper, “Reframing the Most Important Special Education Policy Debate in Fifty Years: \u003cem>How\u003c/em> versus \u003cem>Where\u003c/em> to Educate Students with Disabilities in America’s Schools,” was co-authored by Allison Gilmour, a researcher of special education at the American Institutes for Research, and Jeanne Wanzek, a professor of special education at Vanderbilt. Fuchs provided me with a pre-publication draft and gave me permission to discuss it with other experts.\u003c/p>\n\u003cp>The core of Fuchs’ critique is that previous researchers failed to distinguish between students with disabilities who are sent to separate special education classrooms and students with disabilities who are included in general education classrooms. They are fundamentally different. Children who are placed in separate settings for a significant part or most of the day tend to have more severe disabilities and academic struggles. It should be no surprise to anyone that higher achieving students with milder disabilities end up with higher test scores than students who initially had lower test scores and more severe disabilities. That isn’t proof that a child with a disability learns more in a general education classroom. Ideally, from a research perspective, you’d want to randomly assign students with disabilities to both types of classrooms and see where they learn more. But that’s unethical, and impractical.\u003c/p>\n\u003cp>Researchers call this problem “selection bias” and they have tried to overcome it with statistical techniques. For example, they have compared students with disabilities who have similar demographic characteristics, such as the same race or ethnicity, similar family income and the same type of disability. Inclusion still comes out on top. However, Fuchs points out that many of these studies have still failed to account for the two most important factors: how the student was doing academically before the disability was diagnosed and the severity of the disability.\u003c/p>\n\u003cp>Beginning in the late 1980s, the federal government started to collect data on these two important, confounding factors – academic achievement before diagnosis and disability severity – so that policymakers could see how well students were faring under the 1975 federal law that mandates support for educating students with disabilities. Fuchs and his co-authors reviewed a \u003ca href=\"https://eric.ed.gov/?id=ED341228\">1991 analysis\u003c/a> of this data, called the \u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20154014\">National Longitudinal Transition Study\u003c/a>, and noted that it initially reported that high school students with disabilities learned more when they learned alongside their general education peers. But the appendix of \u003ca href=\"https://eric.ed.gov/?id=ED341228\">the report\u003c/a> disclosed that the advantage for special education inclusion disappeared when the academic gains were adjusted for prior academic achievement and measures of the students’ functional skills. Fuchs said there were no differences in outcomes between the two settings when researchers compared students who started with the same test scores and had the same disability severity.\u003c/p>\n\u003cp>Some recent studies with statistical sophistication still show that inclusion prevails. For example, in two studies of Indiana students with disabilities published in \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0022466920925033\">2021\u003c/a> and \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/00224669221097945\">2023\u003c/a>, researchers found that the more time that students spent in an inclusive setting, the better they did. However, Fuchs and his co-authors pointed out that more than half the students were thrown out of the 2021 study because of missing data and research design. They say the studies compared only the two extremes of students who spent 80 percent of the time or more in general education versus 80 percent of the time or more in separate classrooms, which was a very small group of students (only 75 in math and 63 in English language arts). Even with statistical adjustments for prior academic achievement, it’s hard to equate these two groups. Fuchs and his co-authors concluded that the validity of the two studies is “problematic.”\u003c/p>\n\u003cp>This is not the first time Fuchs has questioned the gospel that inclusion is best. In an \u003ca href=\"https://www.proquest.com/openview/268f2c637914690295517745d468e5f2/1?pq-origsite=gscholar&cbl=41842\">article published 30 years ago\u003c/a>, Fuchs criticized the wisdom of always educating children with disabilities in the general education classroom. In 2023, Fuchs published \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/10442073221097713\">a study\u003c/a> showing that even states with the highest rates of special education inclusion did not have consistently improving test scores for children with disabilities. Scores declined in some states.\u003c/p>\n\u003cp>Fuchs and his colleagues’ sharp critique of the strength of the evidence for inclusion is controversial, but they are not alone. In December 2022, the Campbell Collaboration, a widely respected international nonprofit organization that reviews research evidence for public policy purposes, also concluded that the benefits for inclusion were \u003ca href=\"https://www.campbellcollaboration.org/review/inclusion-children-with-special-educational-needs/\">inconsistent and inconclusive\u003c/a>. The Campbell reviewers threw out 99 percent of the 2,000 studies they found because of poor quality and research design, for reasons similar to those Fuchs describes. Only 15 studies survived. They found that math and reading scores, along with psychological, emotional and behavioral measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms. Advocates for children with disabilities disputed the findings.\u003c/p>\n\u003cp>Lynn Newman, a researcher at SRI, a California-based research organization, has worked on multi-year studies of students with disabilities for the federal government. She said Fuchs’ paper makes some good points, but she said his argument also has some “holes” because it excludes some well-designed studies of more recent data, in which inclusion appears to be beneficial, especially among high-school students with disabilities.\u003c/p>\n\u003cp>Newman explained to me that there was very little support for students with disabilities in general education classrooms in the 1980s and 1990s. Inclusion has since improved, she said. She cited four studies (\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654315583135\">one\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/2165143415588047\">two\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2165143420959793\">three\u003c/a>, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0885728809346960\">four\u003c/a>), published between 2009 and 2021, showing that students fared better with inclusion.\u003c/p>\n\u003cp>I showed this research to Fuchs, who agreed that the methodology and quality were good, but he noted that these studies didn’t analyze whether students were learning more in one place than another. Instead, the studies focused on other outcomes like employment after high school. “The articles Newman identified are barking up a different tree,” he said by email.\u003c/p>\n\u003cp>Fuchs is concentrating on academic outcomes. He admits there may be other psychological or social benefits to learning alongside peers in general education classes. He did not study those. But those benefits could be even more important to parents, and to lifetime success. (Fuchs also did not review the evidence of how students without disabilities are affected by peers with disabilities in their classrooms. That is a different \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1747938X17300131\">body of research\u003c/a>.)\u003c/p>\n\u003cp>Measuring academic outcomes for students with disabilities is difficult. Students with disabilities are more likely to fail a general education class. Grades between the two settings – special education and general education – cannot be directly compared. Test scores are often lacking, especially before and after changes in special education placements.\u003c/p>\n\u003cp>Other scholars I talked to said Fuchs lumped all disabilities together. Two specialists in children with the most severe disabilities who need extensive support showed me recent \u003ca href=\"https://meridian.allenpress.com/ajidd/article-abstract/129/5/405/502855/Impact-of-Educational-Placement-on-the-Goal?redirectedFrom=fulltext\">studies\u003c/a> that point to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1540796920943469\">superior learning\u003c/a> when these students are included in the general classroom, even though they rarely are. However, those students represent only 1 percent of the student population with disabilities.\u003c/p>\n\u003cp>In many ways, this debate shows how science responds to changing conditions. Decades ago, there weren’t many ways to help children with disabilities. Today there is a growing body of research about the best ways to teach children, especially young elementary school children, who are having difficulties with reading and math. Some of these interventions require daily instruction away from the general education classroom.\u003c/p>\n\u003cp>Fuchs doesn’t think his argument will lead to segregating all children with disabilities in self-contained classrooms. He envisions schools where students would be pulled out of the general education classroom on a daily basis to receive the reading and math instruction they need in a separate classroom. Some children with mild dyslexia, he said, might need only an hour a day of intensive reading instruction. Meanwhile some high-functioning children with Down syndrome might be able to remain in the regular general education class during reading time.\u003c/p>\n\u003cp>And just as the quality of separate, special education may be evolving, so too is the quality of inclusion in a general education classroom. Schools are getting better at supporting and accommodating students with disabilities. Clearly, a good version of inclusion will outperform a bad version of a separate classroom. And a good version of intense, specialized instruction will outperform a bad version of an inclusive classroom where the general education teacher is \u003ca href=\"https://hechingerreport.org/teacher-preparation-failing-students-disabilities/\">overwhelmed and lacks training\u003c/a>. Too often, students aren’t getting the support they need.\u003c/p>\n\u003cp>School leaders are in a tough spot when they have to decide whether to invest in improving the general classroom to accommodate everyone or to create and refine interventions that happen outside of the classroom. And at the moment, research can’t really tell them what works best.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-special-education-inclusion-research-flawed/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "gaps-worsen-but-hope-persists-6-takeaways-from-a-devastating-international-math-test",
"title": "Gaps Worsen, But Hope Persists: 6 Takeaways From a Devastating International Math Test",
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"headTitle": "Gaps Worsen, But Hope Persists: 6 Takeaways From a Devastating International Math Test | KQED",
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"content": "\u003cp>An abysmal showing by U.S. students on a recent international math test flabbergasted typically restrained education researchers. “It looks like student achievement just fell off a cliff,” said Dan Goldhaber, an economist at the American Institutes for Research.\u003c/p>\n\u003cp>The 2023 results of the \u003ca href=\"https://www.iea.nl/studies/iea/timss/timss2023\">Trends in International Mathematics and Science Study (TIMSS)\u003c/a>, which were released earlier this month, show that the severe declines in student achievement, previously reported on the \u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">2022 National Assessment of Educational Progress (NAEP)\u003c/a> and the \u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">2022 Program of International Student Assessment (PISA)\u003c/a>, are stubbornly enduring and possibly becoming more severe.\u003c/p>\n\u003cp>Is it time to panic? Here are my six takeaways, based on interviews with testing experts:\u003c/p>\n\u003ch2>A “dwindling middle” reflects growing inequality\u003c/h2>\n\u003cp>The very top students, who tested better than 90 percent of the nation, have held steady since 2019. Down a notch, at the 75th percentile – I think of this as the top of the average range – students appeared to slide a bit. But their decline was not statistically significant, meaning that not enough students took the TIMSS test to tell if their deterioration was real or a statistical fluke.\u003c/p>\n\u003cp>Next in line, students at the 50th percentile – dead in the middle – fell by a whopping 18 points, the equivalent of losing many months of learning. From there, the deterioration worsens. Students at the 25 percentile – the bottom of the average range – fell 29 points. And the bottom 10th percentile fell by 37 points.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There’s a dwindling middle,” said Peggy Carr, commissioner of the National Center for Education Statistics, which is responsible for administering TIMSS in this country. Carr said that this group of students is being pulled down to the bottom – a pattern she is seeing across different tests and different subjects since the pandemic.\u003c/p>\n\u003ch4>\u003cstrong>U.S. 4th-grade students on the TIMSS, 1995–2023, by student percentiles \u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65050\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65050\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995%E2%80%932023-by-student-percentiles-.png\" alt=\"\" width=\"977\" height=\"595\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles-.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--800x487.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--768x468.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Both average and below-average students slid on the 2023 international math test. Source: Trends in International Mathematics and Science Study (TIMSS), 1995-2023. Retrieved from NCES.\u003c/figcaption>\u003c/figure>\n\u003cp>Another way of understanding the shrinking middle is to see how few American children met basic math benchmarks. The test found that 13 percent of fourth graders could not add and subtract numbers with up to three digits, multiply and divide single-digit numbers and solve simple word problems. In 2019, the last time the test was administered, only 7 percent of fourth graders couldn’t handle these basics. In 2023, 32 percent of American fourth graders could not reach the second of four levels, called “intermediate,” which means they could not multiply three-digit numbers, add decimals or measure straight distances. In other words, a third of the fourth graders are struggling with grade-level math.\u003c/p>\n\u003cp>England, Germany, and Portugal all had more students hitting and surpassing these bottom two levels. (Click \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/Percent-of-students-reaching-benchmarks-4th-TIMSS.pdf\">here\u003c/a> to see how many fourth graders in each country reached the four levels: low, intermediate, high and advanced.)\u003c/p>\n\u003cp>“The dwindling of the middle is something that distinguishes the United States,” Carr said. Although the dwindling middle was most pronounced in fourth grade math, Carr said she noticed a similar decline in the skills of average U.S. adults, ages 16-65, on \u003ca href=\"https://nces.ed.gov/surveys/piaac/2023/national_results.asp#a-first-look-at-2023-u-s-piaac-overall-results\">another 2023 international assessment\u003c/a>, also released in this month.\u003c/p>\n\u003cp>The growing bifurcation of math skills between a small cluster at the top and growing cluster at the bottom, with a hollowing out of the middle, reflects the income distribution among U.S. households. “It looks like society,” said Goldhaber, a labor economist who worries that the academic losses triggered by the pandemic will make it harder for many young Americans to earn a good living. “They predict greater inequality in the future,” he said.\u003c/p>\n\u003ch2>The math skills of even the highest scoring eighth graders have deteriorated\u003c/h2>\n\u003cfigure id=\"attachment_65049\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles.png\" alt=\"\" width=\"977\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-800x482.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-160x96.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-768x463.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade math achievement on the TIMSS test, 1995-2023, by student percentiles. Source: Trends in International Mathematics and Science Study (TIMSS), 1995-2023. (Retrieved from NCES.)\u003c/figcaption>\u003c/figure>\n\u003cp>The math story with eighth graders is different from that of fourth graders. Achievement gaps between the bottom and the top scoring eighth graders have not widened. But the math scores of top students fell dramatically, 50 percent more than those at the bottom.\u003c/p>\n\u003cp>It’s not clear what’s behind the decline.\u003c/p>\n\u003cp>These eighth graders were in fifth grade when the pandemic hit in the spring of 2020. Despite tutoring and extra help at home, many students at the top 90th percentile appear not to have mastered middle school math skills as well as previous high-scoring eighth graders.\u003c/p>\n\u003cp>These results show the importance of math instruction at school as children get older, and how hard it is for even affluent families to make up for missed classroom time.\u003c/p>\n\u003ch2>The gender gap re-emerges\u003c/h2>\n\u003cp>Historically, American boys test better than girls in math. That gender gap disappeared in 2015 among eighth graders. But as scores plummeted, the gender gap reappeared in 2023. The gender gap never disappeared in fourth grade math, but in 2023, boys outscored girls by the widest margin ever.\u003c/p>\n\u003ch4>\u003cstrong>Boys once again outpace girls in eighth grade math\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65046\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65046 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math.png\" alt=\"\" width=\"977\" height=\"441\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-800x361.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-768x347.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: National Center for Education Statistics, 2023 TIMSS\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>An historic boy-girl gap in fourth grade math\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65045\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65045\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math.png\" alt=\"\" width=\"977\" height=\"502\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-800x411.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-160x82.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-768x395.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: National Center for Education Statistics, 2023 TIMSS\u003c/figcaption>\u003c/figure>\n\u003ch2>‘Crazy’ patterns around the world\u003c/h2>\n\u003cp>William Schmidt, a professor at Michigan State University, has studied international assessments for decades and has analyzed \u003ca href=\"https://www.semanticscholar.org/paper/Why-Schools-Matter%3A-A-Cross-National-Comparison-of-Schmidt/6e7898e8a750c5761e7be87d7732a36cc4cc0034\">math curriculum around the world\u003c/a>. He called the 2023 TIMSS results the “craziest” he has ever seen and said it is difficult to make sense of the mixed results. Some high-performing nations fell considerably yet remained at the top. Meanwhile, students in Turkey, which had never been a high-performing nation, suddenly rose to the upper tier. It will take time to sort out what that means. (Here are the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/TIMSS-4th-grade-math.pdf\">international rankings for fourth grade\u003c/a> and \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/TIMSS-8th-grade-math-rankings.pdf\">eighth grade math\u003c/a>.)\u003c/p>\n\u003cp>Students in Sweden, which kept schools open during the pandemic, posted sharply higher math scores between 2019 and 2023. Their \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth graders hit a \u003c/a>record. Still, analysts were unable to tell if shorter school closures were consistently linked to greater math gains. Sometimes, scores moved in opposite directions within the same country. For example, English \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth graders slipped\u003c/a> while the country’s \u003ca href=\"https://timss2023.org/results/grade-8-math-achievement-trends/\">eighth graders improved\u003c/a>. Covid closures were similar for both groups of students. Schmidt says it will take more time for researchers to gather this data and analyze it. (Here are the historical math scores, from 1995 to 2023, for each nation among \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth\u003c/a> and \u003ca href=\"https://timss2023.org/results/grade-8-math-achievement-trends/\">eighth\u003c/a> graders.)\u003c/p>\n\u003ch2>Calculating the Covid effect\u003c/h2>\n\u003cp>Another puzzle is how much of the decline in U.S. math scores to attribute to Covid and how much to attribute to other problems in American math education. Notably, math scores for U.S. fourth graders have been declining since 2011. Eighth graders have been posting lower math scores since 2015. They might well have continued declining between 2019 and 2023 had the pandemic never happened.\u003c/p>\n\u003ch2>Reasons to hope\u003c/h2>\n\u003cp>It is discouraging that the United States consistently ranks far behind the top 10 nations in math. (On the 2023 TIMSS, U.S. eighth graders ranked 22nd out of 44 countries and sub-national regions.)\u003c/p>\n\u003cp>Still, there are 360,000 American eighth graders in the top 10 percent who score at the most advanced of four levels. Mere average students in top-performing Singapore do just as well, but there are only 33,000 eighth graders in total in the city-state, according to Tom Loveless, an independent researcher who studies international assessments. Some of these advanced U.S. students may eventually develop the skills to cure cancer or find a cost-effective alternative to fossil fuels. Some will start companies and propel the American economy.\u003c/p>\n\u003cp>“One lesson from this is the sheer size of the United States makes up for a lot,” said Loveless. “We are producing 360,000 kids every year going into high school, and they know a tremendous amount of math.”\u003c/p>\n\u003cp>Another potential bright spot is that this TIMSS test was administered in the spring of 2023, a year and a half ago. Since then, several 2024 state tests show that students are rebounding, even if only by a small amount. Scores from the spring of 2024 are up in \u003ca href=\"https://www.chalkbeat.org/newyork/2024/08/21/nyc-reads-2024-test-score-results-math-english/\">New York\u003c/a>, \u003ca href=\"https://www.fldoe.org/newsroom/latest-news/florida-students-demonstrate-success-in-second-year-of-first-in-the-nation-progress-monitoring-assessments.stml#:~:text=Scores%20over%20the%202023%2D2024,1%20on%20ELA%20since%202019.\">Florida\u003c/a> and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel46.asp\">California\u003c/a>. “Forty years from now, we might see these TIMSS scores as the bottom, representing the full impact of the pandemic,” said Loveless. “We might have progress from here on out.”\u003c/p>\n\u003cp>If there is a rebound, we should be able to detect it on the 2024 National Assessment of Educational Progress (NAEP) that was administered earlier this year. Those scores are expected to be released in early 2025. I’ll be watching for them.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595 or barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-2023-timss/\">\u003cem>TIMSS \u003c/em>\u003c/a>\u003cem>was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"headline": "Gaps Worsen, But Hope Persists: 6 Takeaways From a Devastating International Math Test",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>An abysmal showing by U.S. students on a recent international math test flabbergasted typically restrained education researchers. “It looks like student achievement just fell off a cliff,” said Dan Goldhaber, an economist at the American Institutes for Research.\u003c/p>\n\u003cp>The 2023 results of the \u003ca href=\"https://www.iea.nl/studies/iea/timss/timss2023\">Trends in International Mathematics and Science Study (TIMSS)\u003c/a>, which were released earlier this month, show that the severe declines in student achievement, previously reported on the \u003ca href=\"https://hechingerreport.org/proof-points-several-surprises-in-gloomy-naep-report/\">2022 National Assessment of Educational Progress (NAEP)\u003c/a> and the \u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">2022 Program of International Student Assessment (PISA)\u003c/a>, are stubbornly enduring and possibly becoming more severe.\u003c/p>\n\u003cp>Is it time to panic? Here are my six takeaways, based on interviews with testing experts:\u003c/p>\n\u003ch2>A “dwindling middle” reflects growing inequality\u003c/h2>\n\u003cp>The very top students, who tested better than 90 percent of the nation, have held steady since 2019. Down a notch, at the 75th percentile – I think of this as the top of the average range – students appeared to slide a bit. But their decline was not statistically significant, meaning that not enough students took the TIMSS test to tell if their deterioration was real or a statistical fluke.\u003c/p>\n\u003cp>Next in line, students at the 50th percentile – dead in the middle – fell by a whopping 18 points, the equivalent of losing many months of learning. From there, the deterioration worsens. Students at the 25 percentile – the bottom of the average range – fell 29 points. And the bottom 10th percentile fell by 37 points.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s a dwindling middle,” said Peggy Carr, commissioner of the National Center for Education Statistics, which is responsible for administering TIMSS in this country. Carr said that this group of students is being pulled down to the bottom – a pattern she is seeing across different tests and different subjects since the pandemic.\u003c/p>\n\u003ch4>\u003cstrong>U.S. 4th-grade students on the TIMSS, 1995–2023, by student percentiles \u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65050\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65050\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995%E2%80%932023-by-student-percentiles-.png\" alt=\"\" width=\"977\" height=\"595\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles-.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--800x487.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-U.S.-4th-grade-students-on-the-TIMSS-1995–2023-by-student-percentiles--768x468.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Both average and below-average students slid on the 2023 international math test. Source: Trends in International Mathematics and Science Study (TIMSS), 1995-2023. Retrieved from NCES.\u003c/figcaption>\u003c/figure>\n\u003cp>Another way of understanding the shrinking middle is to see how few American children met basic math benchmarks. The test found that 13 percent of fourth graders could not add and subtract numbers with up to three digits, multiply and divide single-digit numbers and solve simple word problems. In 2019, the last time the test was administered, only 7 percent of fourth graders couldn’t handle these basics. In 2023, 32 percent of American fourth graders could not reach the second of four levels, called “intermediate,” which means they could not multiply three-digit numbers, add decimals or measure straight distances. In other words, a third of the fourth graders are struggling with grade-level math.\u003c/p>\n\u003cp>England, Germany, and Portugal all had more students hitting and surpassing these bottom two levels. (Click \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/Percent-of-students-reaching-benchmarks-4th-TIMSS.pdf\">here\u003c/a> to see how many fourth graders in each country reached the four levels: low, intermediate, high and advanced.)\u003c/p>\n\u003cp>“The dwindling of the middle is something that distinguishes the United States,” Carr said. Although the dwindling middle was most pronounced in fourth grade math, Carr said she noticed a similar decline in the skills of average U.S. adults, ages 16-65, on \u003ca href=\"https://nces.ed.gov/surveys/piaac/2023/national_results.asp#a-first-look-at-2023-u-s-piaac-overall-results\">another 2023 international assessment\u003c/a>, also released in this month.\u003c/p>\n\u003cp>The growing bifurcation of math skills between a small cluster at the top and growing cluster at the bottom, with a hollowing out of the middle, reflects the income distribution among U.S. households. “It looks like society,” said Goldhaber, a labor economist who worries that the academic losses triggered by the pandemic will make it harder for many young Americans to earn a good living. “They predict greater inequality in the future,” he said.\u003c/p>\n\u003ch2>The math skills of even the highest scoring eighth graders have deteriorated\u003c/h2>\n\u003cfigure id=\"attachment_65049\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65049\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles.png\" alt=\"\" width=\"977\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-800x482.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-160x96.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Eighth-grade-math-achievement-on-the-TIMSS-test-1995-2023-by-student-percentiles-768x463.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade math achievement on the TIMSS test, 1995-2023, by student percentiles. Source: Trends in International Mathematics and Science Study (TIMSS), 1995-2023. (Retrieved from NCES.)\u003c/figcaption>\u003c/figure>\n\u003cp>The math story with eighth graders is different from that of fourth graders. Achievement gaps between the bottom and the top scoring eighth graders have not widened. But the math scores of top students fell dramatically, 50 percent more than those at the bottom.\u003c/p>\n\u003cp>It’s not clear what’s behind the decline.\u003c/p>\n\u003cp>These eighth graders were in fifth grade when the pandemic hit in the spring of 2020. Despite tutoring and extra help at home, many students at the top 90th percentile appear not to have mastered middle school math skills as well as previous high-scoring eighth graders.\u003c/p>\n\u003cp>These results show the importance of math instruction at school as children get older, and how hard it is for even affluent families to make up for missed classroom time.\u003c/p>\n\u003ch2>The gender gap re-emerges\u003c/h2>\n\u003cp>Historically, American boys test better than girls in math. That gender gap disappeared in 2015 among eighth graders. But as scores plummeted, the gender gap reappeared in 2023. The gender gap never disappeared in fourth grade math, but in 2023, boys outscored girls by the widest margin ever.\u003c/p>\n\u003ch4>\u003cstrong>Boys once again outpace girls in eighth grade math\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65046\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65046 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math.png\" alt=\"\" width=\"977\" height=\"441\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-800x361.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-Boys-once-again-outpace-girls-in-eighth-grade-math-768x347.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: National Center for Education Statistics, 2023 TIMSS\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>An historic boy-girl gap in fourth grade math\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_65045\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65045\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math.png\" alt=\"\" width=\"977\" height=\"502\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-800x411.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-160x82.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/12/TIMMS-An-historic-boy-girl-gap-in-fourth-grade-math-768x395.png 768w\" sizes=\"auto, (max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: National Center for Education Statistics, 2023 TIMSS\u003c/figcaption>\u003c/figure>\n\u003ch2>‘Crazy’ patterns around the world\u003c/h2>\n\u003cp>William Schmidt, a professor at Michigan State University, has studied international assessments for decades and has analyzed \u003ca href=\"https://www.semanticscholar.org/paper/Why-Schools-Matter%3A-A-Cross-National-Comparison-of-Schmidt/6e7898e8a750c5761e7be87d7732a36cc4cc0034\">math curriculum around the world\u003c/a>. He called the 2023 TIMSS results the “craziest” he has ever seen and said it is difficult to make sense of the mixed results. Some high-performing nations fell considerably yet remained at the top. Meanwhile, students in Turkey, which had never been a high-performing nation, suddenly rose to the upper tier. It will take time to sort out what that means. (Here are the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/TIMSS-4th-grade-math.pdf\">international rankings for fourth grade\u003c/a> and \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/12/TIMSS-8th-grade-math-rankings.pdf\">eighth grade math\u003c/a>.)\u003c/p>\n\u003cp>Students in Sweden, which kept schools open during the pandemic, posted sharply higher math scores between 2019 and 2023. Their \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth graders hit a \u003c/a>record. Still, analysts were unable to tell if shorter school closures were consistently linked to greater math gains. Sometimes, scores moved in opposite directions within the same country. For example, English \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth graders slipped\u003c/a> while the country’s \u003ca href=\"https://timss2023.org/results/grade-8-math-achievement-trends/\">eighth graders improved\u003c/a>. Covid closures were similar for both groups of students. Schmidt says it will take more time for researchers to gather this data and analyze it. (Here are the historical math scores, from 1995 to 2023, for each nation among \u003ca href=\"https://timss2023.org/results/grade-4-math-achievement-trends/\">fourth\u003c/a> and \u003ca href=\"https://timss2023.org/results/grade-8-math-achievement-trends/\">eighth\u003c/a> graders.)\u003c/p>\n\u003ch2>Calculating the Covid effect\u003c/h2>\n\u003cp>Another puzzle is how much of the decline in U.S. math scores to attribute to Covid and how much to attribute to other problems in American math education. Notably, math scores for U.S. fourth graders have been declining since 2011. Eighth graders have been posting lower math scores since 2015. They might well have continued declining between 2019 and 2023 had the pandemic never happened.\u003c/p>\n\u003ch2>Reasons to hope\u003c/h2>\n\u003cp>It is discouraging that the United States consistently ranks far behind the top 10 nations in math. (On the 2023 TIMSS, U.S. eighth graders ranked 22nd out of 44 countries and sub-national regions.)\u003c/p>\n\u003cp>Still, there are 360,000 American eighth graders in the top 10 percent who score at the most advanced of four levels. Mere average students in top-performing Singapore do just as well, but there are only 33,000 eighth graders in total in the city-state, according to Tom Loveless, an independent researcher who studies international assessments. Some of these advanced U.S. students may eventually develop the skills to cure cancer or find a cost-effective alternative to fossil fuels. Some will start companies and propel the American economy.\u003c/p>\n\u003cp>“One lesson from this is the sheer size of the United States makes up for a lot,” said Loveless. “We are producing 360,000 kids every year going into high school, and they know a tremendous amount of math.”\u003c/p>\n\u003cp>Another potential bright spot is that this TIMSS test was administered in the spring of 2023, a year and a half ago. Since then, several 2024 state tests show that students are rebounding, even if only by a small amount. Scores from the spring of 2024 are up in \u003ca href=\"https://www.chalkbeat.org/newyork/2024/08/21/nyc-reads-2024-test-score-results-math-english/\">New York\u003c/a>, \u003ca href=\"https://www.fldoe.org/newsroom/latest-news/florida-students-demonstrate-success-in-second-year-of-first-in-the-nation-progress-monitoring-assessments.stml#:~:text=Scores%20over%20the%202023%2D2024,1%20on%20ELA%20since%202019.\">Florida\u003c/a> and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr24/yr24rel46.asp\">California\u003c/a>. “Forty years from now, we might see these TIMSS scores as the bottom, representing the full impact of the pandemic,” said Loveless. “We might have progress from here on out.”\u003c/p>\n\u003cp>If there is a rebound, we should be able to detect it on the 2024 National Assessment of Educational Progress (NAEP) that was administered earlier this year. Those scores are expected to be released in early 2025. I’ll be watching for them.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at 212-678-3595 or barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-2023-timss/\">\u003cem>TIMSS \u003c/em>\u003c/a>\u003cem>was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Little kids are looking at a lot of dots these days.\u003c/p>\n\u003cp>The theory behind this increasingly popular practice is that an effective way to teach counting might be by … \u003cem>not\u003c/em> counting. That’s the contradiction at the heart of what education researchers call “subitizing,” from the Latin “subito” or suddenly, and it means to instantly see how many, much like the way we glance at a die and see four dots without counting, “one, two, three, four.”\u003c/p>\n\u003cp>Danielle Robinson, district math coach in Milwaukee, says subitizing has become a more common daily ritual in her city’s pre-K classrooms over the past two years. A teacher might flash a picture of three dots on a screen at the front of the classroom. Students are asked how many dots they see without actually counting them and then talk about how they reached their conclusions.\u003c/p>\n\u003cp>To an outsider, it almost seems absurdly anti-instructional to ask children to do math like this and indeed, there still isn’t a lot of evidence to prove how well it works. But this kind of giant flashcard activity is gaining traction across elementary schools around the country. (Side note: Subitize can be pronounced either “soob-itize” as in Subaru or “sub-itize” as in subway.)\u003c/p>\n\u003cp>For more than 25 years, prominent researchers in early childhood math education have been promoting subitizing as something that schools should be teaching to build number sense. According to their theory, subitizing complements explicit counting instruction to give meaning to the concept of quantity. Without subitizing skills, children may struggle to grasp what the numbers they are counting, or simply uttering, actually mean.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Although most kids learn to subitize up to three or four by the time they go to kindergarten, there are some kids who just don’t have the opportunities, and those children are in really big trouble in kindergarten,” said Art Baroody, professor emeritus at the University of Illinois at Urbana-Champaign, who spent his career studying the best ways to teach counting, numbers and arithmetic concepts to young children. “The reason for that is subitizing involves constructing an understanding of what one is, of what two is, of what three is, of what four is, which is the conceptual basis of number sense. There’s so much that builds on that understanding.”\u003c/p>\n\u003cp>As children grow older, subitizing can get more sophisticated and useful for understanding more advanced math concepts. Imagine a cluster of seven dots like this:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65006 alignnone\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-1.png\" alt=\"\" width=\"789\" height=\"643\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-1.png 789w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-1-160x130.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-1-768x626.png 768w\" sizes=\"(max-width: 789px) 100vw, 789px\">\u003c/p>\n\u003cp>Most people cannot subitize this many dots, especially when they’re not arranged in a familiar pattern, but they can detect subgroups. Some might see two groups of three plus an extra dot. Others might see a group of four and a group of three. There are many possibilities.\u003c/p>\n\u003cp>Doug Clements and Julie Sarama, a research team at the University of Denver, call this quick partitioning “\u003ca href=\"https://cpin.us/sites/default/files/fcab_resources/fcab_res_math/fcab_mat_bg/Subitizing.pdf\">conceptual subitizing\u003c/a>.” They say it helps children compose and decompose numbers, which is useful in learning addition and subtraction facts. For example, 7 + 5 can be a tricky sum to learn. But a child who can subitize may quickly see that the 7 can be split into 5 and 2. That makes it easier to put together the two 5’s to make 10 plus 2 more to arrive at 12. “That’s meaningful and you don’t forget it,” said Clements.\u003c/p>\n\u003cp>Counting from 7, of course, is another approach. But it can be mentally taxing to keep track of five more as a child counts up from 7 to 12. Children who know how to add only through counting soon realize that they do not have the time to count when presented with a long addition worksheet. These children often resort to memorizing a string of meaningless numbers (5, 7, 12) that they soon forget. “They skipped the step of making it meaningful,” Clements said. “In first grade teachers will say, ‘He knew it last week. Now he forgot it.’ Well, he never really knew it.”\u003c/p>\n\u003cp>Subitizing seems to help with all kinds of mathematical concepts, according to its proponents. In 2014, another group of researchers described how third graders who could quickly \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096514000630\">group together sets\u003c/a> of small numbers, such as three groups of two, had a more sophisticated understanding of multiplication and could multiply faster. Some say the ability to partition a number into smaller subitizable pieces builds an understanding of the relationship between a part and a whole and aids with fractions.\u003c/p>\n\u003cp>Clements and Sarama recommend using subitizing exercises through the end of elementary school. For example, an array of 24 dots can buttress a conceptual understanding of multiplication in grades three through five.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65007 alignnone\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-2.png\" alt=\"\" width=\"775\" height=\"539\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-2.png 775w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-2-160x111.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-2-768x534.png 768w\" sizes=\"(max-width: 775px) 100vw, 775px\">\u003c/p>\n\u003cp>“Subitizing is not baby stuff that you move on from,” said Clements. “You just keep developing it in parallel with all the other skills you’re developing.”\u003c/p>\n\u003cp>Well, sometimes it actually is baby stuff. Some researchers believe that infants as young as five or six months are subitizing small numbers, such as two and three. That belief is based on experiments in which \u003ca href=\"https://www.jstor.org/stable/1130057\">infants held their gaze longer in response to changes in quantities\u003c/a>. As children grow older, they begin to map number words to collections of objects, for example, “two socks,” and by age 2, many children can subitize up to \u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-835x.1995.tb00688.x\">three items\u003c/a>, and 4- and 5-year-old children might subitize as many \u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-835x.1995.tb00688.x\">as five items\u003c/a>.\u003c/p>\n\u003cp>Researchers theorized that fostering this innate ability might help children build number sense. A \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ883868.pdf\">case study of two students\u003c/a> who struggled in math, published in 2009, found that subitizing was helpful. University of Illinois’s Baroody promoted the teaching of subitizing in a \u003ca href=\"https://ies.ed.gov/ncee/wwc/practiceguide/18\">2013 practice guide\u003c/a> on “Teaching Math to Young Children,” for the Institute of Education Sciences, the research arm of the U.S. Department of Education.\u003c/p>\n\u003cp>Several studies have documented that children who have stronger subitizing abilities also tend to perform better in math. For example, a \u003ca href=\"https://link.springer.com/article/10.1007/s11858-020-01150-0\">2022 study of more than 3,600 kindergarteners\u003c/a> in one southwestern school district found that kids who were better subitizers also had much better arithmetic abilities in first grade. A \u003ca href=\"https://link.springer.com/article/10.1007/s11858-020-01150-0\">2020 study of 80 young children\u003c/a>, ages 2 to 5, found that the children who could subitize through the number four, and had been taught counting, could usually answer the question “How many?” But children who could subitize only to the number three demonstrated only a partial understanding of quantity.\u003c/p>\n\u003cp>Still, the strong correlation between subitizing and math ability isn’t proof that students will benefit from subitizing instruction. It’s possible that stronger subitizers come from wealthier families who play more board games. These higher income children also benefit from a range of other factors at home, from better nutrition to less stress, that could be driving their success in math.\u003c/p>\n\u003cp>The empirical evidence that it’s worthwhile to invest classroom time in subitizing is thin, at least so far. In a new, but tiny study, 14 preschoolers ages 3 to 5 were randomly assigned to two different math interventions. Those who were given more practice in subitizing performed better on a test of understanding quantity. This \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0732312324000555?via%3Dihub\">study\u003c/a>, available online, is slated to be published in the December 2024 issue of the Journal of Mathematical Behavior. More and larger studies are needed.\u003c/p>\n\u003cp>Even without that evidence, many elementary school teachers have been incorporating aspects of subitizing, sometimes called “quick images,” into their classrooms for decades. But a more systematic teaching of this practice appears to be gaining popularity, based on interviews I’ve had with teachers, researchers and the National Council of Teachers of Mathematics, a professional organization. One motivation is a desire to address the large achievement gaps between rich and poor kids by building stronger math foundations during the earliest years. Subitizing is explicitly included in \u003ca href=\"https://www.isbe.net/documents/early_learning_standards.pdf\">Illinois’s math standards\u003c/a> for kindergarteners, while many \u003ca href=\"https://www.doe.virginia.gov/home/showpublisheddocument/16362/638036744706030000\">other states suggest subitizing\u003c/a> as an example of one way to teach numbers. Curriculum publishers are increasingly printing dot images for subitizing in their materials.\u003c/p>\n\u003cp>Beth MacDonald, an associate professor of early childhood mathematics education at Illinois State University, said subitizing was a hot topic at the International Congress on Mathematical Education earlier this summer. “People are coming and saying, ‘Oh, we want to examine this,’ ” said MacDonald, who wrote her dissertation on subitizing over a decade ago and is an author of several subitizing articles and studies that I read to write this piece.\u003c/p>\n\u003cp>Despite the simplicity of subitizing, experts say they sometimes see it taught incorrectly. One common mistake is to ask students to count the dots. Researchers say that undermines a child’s confidence and ability to develop mental images of sets.\u003c/p>\n\u003cp>Speed is essential. Often the dots are displayed for too long, long enough for children to count them. “That’s the biggest mistake,” said Clement’s partner Sarama, who explained to me that the brevity triggers children to visualize the image on their own.\u003c/p>\n\u003cp>Sarama says each dot exercise can be completed in 10 seconds for a total of three minutes a day. Memory for the quantities is built, according to researchers, through brief but repeated exposures.\u003c/p>\n\u003cp>According to the Milwaukee math coach, Robinson, kids want to talk so much about all the different ways that they see the dots that it’s hard for teachers to move on to the next activity. Kids really enjoy subitizing.\u003c/p>\n\u003cp>And many children learn to subitize at home. Researchers say that the practice doesn’t require fancy materials and parents don’t need to create dot cards. They advise parents to talk about quantities during everyday activities. When you’re folding laundry, talk about matching pairs of socks. Or at the end of lunch, ask who is going to eat the three french fries left on the plate. Sometimes, you don’t have to count them!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-subitizing/\">\u003cem>subitizing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Little kids are looking at a lot of dots these days.\u003c/p>\n\u003cp>The theory behind this increasingly popular practice is that an effective way to teach counting might be by … \u003cem>not\u003c/em> counting. That’s the contradiction at the heart of what education researchers call “subitizing,” from the Latin “subito” or suddenly, and it means to instantly see how many, much like the way we glance at a die and see four dots without counting, “one, two, three, four.”\u003c/p>\n\u003cp>Danielle Robinson, district math coach in Milwaukee, says subitizing has become a more common daily ritual in her city’s pre-K classrooms over the past two years. A teacher might flash a picture of three dots on a screen at the front of the classroom. Students are asked how many dots they see without actually counting them and then talk about how they reached their conclusions.\u003c/p>\n\u003cp>To an outsider, it almost seems absurdly anti-instructional to ask children to do math like this and indeed, there still isn’t a lot of evidence to prove how well it works. But this kind of giant flashcard activity is gaining traction across elementary schools around the country. (Side note: Subitize can be pronounced either “soob-itize” as in Subaru or “sub-itize” as in subway.)\u003c/p>\n\u003cp>For more than 25 years, prominent researchers in early childhood math education have been promoting subitizing as something that schools should be teaching to build number sense. According to their theory, subitizing complements explicit counting instruction to give meaning to the concept of quantity. Without subitizing skills, children may struggle to grasp what the numbers they are counting, or simply uttering, actually mean.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Although most kids learn to subitize up to three or four by the time they go to kindergarten, there are some kids who just don’t have the opportunities, and those children are in really big trouble in kindergarten,” said Art Baroody, professor emeritus at the University of Illinois at Urbana-Champaign, who spent his career studying the best ways to teach counting, numbers and arithmetic concepts to young children. “The reason for that is subitizing involves constructing an understanding of what one is, of what two is, of what three is, of what four is, which is the conceptual basis of number sense. There’s so much that builds on that understanding.”\u003c/p>\n\u003cp>As children grow older, subitizing can get more sophisticated and useful for understanding more advanced math concepts. Imagine a cluster of seven dots like this:\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65006 alignnone\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-1.png\" alt=\"\" width=\"789\" height=\"643\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-1.png 789w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-1-160x130.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-1-768x626.png 768w\" sizes=\"(max-width: 789px) 100vw, 789px\">\u003c/p>\n\u003cp>Most people cannot subitize this many dots, especially when they’re not arranged in a familiar pattern, but they can detect subgroups. Some might see two groups of three plus an extra dot. Others might see a group of four and a group of three. There are many possibilities.\u003c/p>\n\u003cp>Doug Clements and Julie Sarama, a research team at the University of Denver, call this quick partitioning “\u003ca href=\"https://cpin.us/sites/default/files/fcab_resources/fcab_res_math/fcab_mat_bg/Subitizing.pdf\">conceptual subitizing\u003c/a>.” They say it helps children compose and decompose numbers, which is useful in learning addition and subtraction facts. For example, 7 + 5 can be a tricky sum to learn. But a child who can subitize may quickly see that the 7 can be split into 5 and 2. That makes it easier to put together the two 5’s to make 10 plus 2 more to arrive at 12. “That’s meaningful and you don’t forget it,” said Clements.\u003c/p>\n\u003cp>Counting from 7, of course, is another approach. But it can be mentally taxing to keep track of five more as a child counts up from 7 to 12. Children who know how to add only through counting soon realize that they do not have the time to count when presented with a long addition worksheet. These children often resort to memorizing a string of meaningless numbers (5, 7, 12) that they soon forget. “They skipped the step of making it meaningful,” Clements said. “In first grade teachers will say, ‘He knew it last week. Now he forgot it.’ Well, he never really knew it.”\u003c/p>\n\u003cp>Subitizing seems to help with all kinds of mathematical concepts, according to its proponents. In 2014, another group of researchers described how third graders who could quickly \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096514000630\">group together sets\u003c/a> of small numbers, such as three groups of two, had a more sophisticated understanding of multiplication and could multiply faster. Some say the ability to partition a number into smaller subitizable pieces builds an understanding of the relationship between a part and a whole and aids with fractions.\u003c/p>\n\u003cp>Clements and Sarama recommend using subitizing exercises through the end of elementary school. For example, an array of 24 dots can buttress a conceptual understanding of multiplication in grades three through five.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65007 alignnone\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-2.png\" alt=\"\" width=\"775\" height=\"539\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-2.png 775w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-2-160x111.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/11/Subitizing-2-768x534.png 768w\" sizes=\"(max-width: 775px) 100vw, 775px\">\u003c/p>\n\u003cp>“Subitizing is not baby stuff that you move on from,” said Clements. “You just keep developing it in parallel with all the other skills you’re developing.”\u003c/p>\n\u003cp>Well, sometimes it actually is baby stuff. Some researchers believe that infants as young as five or six months are subitizing small numbers, such as two and three. That belief is based on experiments in which \u003ca href=\"https://www.jstor.org/stable/1130057\">infants held their gaze longer in response to changes in quantities\u003c/a>. As children grow older, they begin to map number words to collections of objects, for example, “two socks,” and by age 2, many children can subitize up to \u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-835x.1995.tb00688.x\">three items\u003c/a>, and 4- and 5-year-old children might subitize as many \u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-835x.1995.tb00688.x\">as five items\u003c/a>.\u003c/p>\n\u003cp>Researchers theorized that fostering this innate ability might help children build number sense. A \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ883868.pdf\">case study of two students\u003c/a> who struggled in math, published in 2009, found that subitizing was helpful. University of Illinois’s Baroody promoted the teaching of subitizing in a \u003ca href=\"https://ies.ed.gov/ncee/wwc/practiceguide/18\">2013 practice guide\u003c/a> on “Teaching Math to Young Children,” for the Institute of Education Sciences, the research arm of the U.S. Department of Education.\u003c/p>\n\u003cp>Several studies have documented that children who have stronger subitizing abilities also tend to perform better in math. For example, a \u003ca href=\"https://link.springer.com/article/10.1007/s11858-020-01150-0\">2022 study of more than 3,600 kindergarteners\u003c/a> in one southwestern school district found that kids who were better subitizers also had much better arithmetic abilities in first grade. A \u003ca href=\"https://link.springer.com/article/10.1007/s11858-020-01150-0\">2020 study of 80 young children\u003c/a>, ages 2 to 5, found that the children who could subitize through the number four, and had been taught counting, could usually answer the question “How many?” But children who could subitize only to the number three demonstrated only a partial understanding of quantity.\u003c/p>\n\u003cp>Still, the strong correlation between subitizing and math ability isn’t proof that students will benefit from subitizing instruction. It’s possible that stronger subitizers come from wealthier families who play more board games. These higher income children also benefit from a range of other factors at home, from better nutrition to less stress, that could be driving their success in math.\u003c/p>\n\u003cp>The empirical evidence that it’s worthwhile to invest classroom time in subitizing is thin, at least so far. In a new, but tiny study, 14 preschoolers ages 3 to 5 were randomly assigned to two different math interventions. Those who were given more practice in subitizing performed better on a test of understanding quantity. This \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0732312324000555?via%3Dihub\">study\u003c/a>, available online, is slated to be published in the December 2024 issue of the Journal of Mathematical Behavior. More and larger studies are needed.\u003c/p>\n\u003cp>Even without that evidence, many elementary school teachers have been incorporating aspects of subitizing, sometimes called “quick images,” into their classrooms for decades. But a more systematic teaching of this practice appears to be gaining popularity, based on interviews I’ve had with teachers, researchers and the National Council of Teachers of Mathematics, a professional organization. One motivation is a desire to address the large achievement gaps between rich and poor kids by building stronger math foundations during the earliest years. Subitizing is explicitly included in \u003ca href=\"https://www.isbe.net/documents/early_learning_standards.pdf\">Illinois’s math standards\u003c/a> for kindergarteners, while many \u003ca href=\"https://www.doe.virginia.gov/home/showpublisheddocument/16362/638036744706030000\">other states suggest subitizing\u003c/a> as an example of one way to teach numbers. Curriculum publishers are increasingly printing dot images for subitizing in their materials.\u003c/p>\n\u003cp>Beth MacDonald, an associate professor of early childhood mathematics education at Illinois State University, said subitizing was a hot topic at the International Congress on Mathematical Education earlier this summer. “People are coming and saying, ‘Oh, we want to examine this,’ ” said MacDonald, who wrote her dissertation on subitizing over a decade ago and is an author of several subitizing articles and studies that I read to write this piece.\u003c/p>\n\u003cp>Despite the simplicity of subitizing, experts say they sometimes see it taught incorrectly. One common mistake is to ask students to count the dots. Researchers say that undermines a child’s confidence and ability to develop mental images of sets.\u003c/p>\n\u003cp>Speed is essential. Often the dots are displayed for too long, long enough for children to count them. “That’s the biggest mistake,” said Clement’s partner Sarama, who explained to me that the brevity triggers children to visualize the image on their own.\u003c/p>\n\u003cp>Sarama says each dot exercise can be completed in 10 seconds for a total of three minutes a day. Memory for the quantities is built, according to researchers, through brief but repeated exposures.\u003c/p>\n\u003cp>According to the Milwaukee math coach, Robinson, kids want to talk so much about all the different ways that they see the dots that it’s hard for teachers to move on to the next activity. Kids really enjoy subitizing.\u003c/p>\n\u003cp>And many children learn to subitize at home. Researchers say that the practice doesn’t require fancy materials and parents don’t need to create dot cards. They advise parents to talk about quantities during everyday activities. When you’re folding laundry, talk about matching pairs of socks. Or at the end of lunch, ask who is going to eat the three french fries left on the plate. Sometimes, you don’t have to count them!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-subitizing/\">\u003cem>subitizing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Taking Exams in Blue Books? They're Back to Help Curb AI Use and Rampant Cheating",
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"content": "\u003cp>\u003ca href=\"https://aysps.gsu.edu/profile/jason-coupet/\">Jason Coupet\u003c/a> used to administer blue book exams before the COVID-19 pandemic, but when distance learning went into effect, the associate professor of public management policy at Georgia State University said that all exams went digital. However, after in-person classes resumed, exams remained online.\u003c/p>\n\u003cp>Last year, Coupet started to feel the pressure of \u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">generative AI\u003c/a> permeating his students’ work, so as a faculty, Coupet and his colleagues started to think about ways to adjust to these changes. That’s when Coupet decided to go \u003ca href=\"https://x.com/ProfessaJay/status/1848796049982296559\">back to the paper blue book exams\u003c/a> – which can only be completed by hand-writing your answers in pen or pencil – for the 2024-25 school year.\u003c/p>\n\u003cp>The use of generative AI and other types of cheating during remotely administered exams wasn’t the only reason for Coupet to change his exam format. When students took his exams at home on a computer or laptop, Coupet was required to put parameters on the exam that he normally wouldn’t have to for an in-class test that everyone took during the same class period.\u003c/p>\n\u003cp>As recently as a \u003ca href=\"https://www.nytimes.com/2013/04/05/science/new-test-for-computers-grading-essays-at-college-level.html\">decade\u003c/a> ago, using tech to administer and grade exams seemed like the dream come true as a responsive, time-saving tool. But now, with AI tools and rampant \u003ca href=\"https://www.theatlantic.com/technology/archive/2024/08/another-year-ai-college-cheating/679502/\">cheating\u003c/a>, the protection of academic and intellectual integrity are being propped up by pen and paper.\u003c/p>\n\u003cp>Coupet teaches public policy, so he likes for his exam questions to reflect real world dilemmas. Answers are hard to assess when students take tests at home with access to the internet. When students typed their answers, Coupet was concerned that they spent more time worrying about spell-checking and looking up correct answers. Switching to hand written exams ensures that students are focused solely on the content of the questions and applying their own knowledge and reason to the answers.\u003c/p>\n\u003ch2>\u003cstrong>The Pen is Mightier Than the Keyboard\u003c/strong>\u003c/h2>\n\u003cp>Research suggests that writing by hand can be more beneficial for learning compared to typing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">writing by hand\u003c/a>, visual motor systems in the brain that support reading are more active, said Sophia Vinci-Booher, an assistant professor of educational neuroscience at Vanderbilt University. Vinci-Booher has also found that handwriting increases letter recognition more than typing does.\u003c/p>\n\u003cp>Generally, when note-taking and testing modes align, a student is more likely to perform better than when the modes don’t align, said Vinci-Booher. For example, if exam answers are required to be handwritten, a student who also writes their notes by hand will be more likely to do better on the exam than if that same student were to type their answers.\u003c/p>\n\u003cp>This school year, Coupet learned that the overwhelming majority of his students had never taken a hand written exam in college. When he brought out the blue books for the first exam of the 2024-25 school year, he had to give detailed instructions about blue book standards, like where to write your name.\u003c/p>\n\u003cp>Coupet noticed an immediate difference in test results.\u003c/p>\n\u003cp>The students who didn’t come to class often showed their lack of preparation in their exam answers, and Coupet noticed more variation in these students’ answers. Students who weren’t prepared for the exam also struggled to apply reason to their answers—an important skill to master for future policy makers, he said. Previously, these struggles were masked by use of tech and what students actually didn’t know was obscured.\u003c/p>\n\u003cp>For now, Coupet will stick with blue book exams because it fits within his pedagogical style.\u003c/p>\n\u003ch2>Grading in Blue Book\u003c/h2>\n\u003cp>\u003ca href=\"https://www.smcvt.edu/directories/employee-directory/alexandra-garrett/\">Alexandra Garrett\u003c/a>, an assistant professor of history at St Michael’s College, has never known anything different. She joined the faculty at St. Michael’s College during the 2022-2023 school year, and has only taught in-person classes. All three exams in her course on early American history are done in a blue book.\u003c/p>\n\u003cp>Although Garrett sees a lot of spelling errors in written exams, she doesn’t factor grammatical inconsistencies into a student’s final score. She does expect students to give thorough and content driven exam answers.\u003c/p>\n\u003cp>While some educators might wonder about reading handwriting, Garrett said that she’s only had to ask students to read their answers out loud, due to illegible handwriting, twice in her career.\u003c/p>\n\u003cp>Administering blue book exams doesn’t seem to be as popular of a choice these days though. According to Garrett, some more experienced professors at her university have expressed surprise when she says that she’s ditched digital exams. But persistent plagiarism and unauthorized use of ChatGPT in student essays, have deterred Garrett from digital exams, and she doesn’t see herself moving away from blue books any time soon.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’ve never not done blue books for exams and I have no incentive to change it,” said Garrett.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://aysps.gsu.edu/profile/jason-coupet/\">Jason Coupet\u003c/a> used to administer blue book exams before the COVID-19 pandemic, but when distance learning went into effect, the associate professor of public management policy at Georgia State University said that all exams went digital. However, after in-person classes resumed, exams remained online.\u003c/p>\n\u003cp>Last year, Coupet started to feel the pressure of \u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">generative AI\u003c/a> permeating his students’ work, so as a faculty, Coupet and his colleagues started to think about ways to adjust to these changes. That’s when Coupet decided to go \u003ca href=\"https://x.com/ProfessaJay/status/1848796049982296559\">back to the paper blue book exams\u003c/a> – which can only be completed by hand-writing your answers in pen or pencil – for the 2024-25 school year.\u003c/p>\n\u003cp>The use of generative AI and other types of cheating during remotely administered exams wasn’t the only reason for Coupet to change his exam format. When students took his exams at home on a computer or laptop, Coupet was required to put parameters on the exam that he normally wouldn’t have to for an in-class test that everyone took during the same class period.\u003c/p>\n\u003cp>As recently as a \u003ca href=\"https://www.nytimes.com/2013/04/05/science/new-test-for-computers-grading-essays-at-college-level.html\">decade\u003c/a> ago, using tech to administer and grade exams seemed like the dream come true as a responsive, time-saving tool. But now, with AI tools and rampant \u003ca href=\"https://www.theatlantic.com/technology/archive/2024/08/another-year-ai-college-cheating/679502/\">cheating\u003c/a>, the protection of academic and intellectual integrity are being propped up by pen and paper.\u003c/p>\n\u003cp>Coupet teaches public policy, so he likes for his exam questions to reflect real world dilemmas. Answers are hard to assess when students take tests at home with access to the internet. When students typed their answers, Coupet was concerned that they spent more time worrying about spell-checking and looking up correct answers. Switching to hand written exams ensures that students are focused solely on the content of the questions and applying their own knowledge and reason to the answers.\u003c/p>\n\u003ch2>\u003cstrong>The Pen is Mightier Than the Keyboard\u003c/strong>\u003c/h2>\n\u003cp>Research suggests that writing by hand can be more beneficial for learning compared to typing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">writing by hand\u003c/a>, visual motor systems in the brain that support reading are more active, said Sophia Vinci-Booher, an assistant professor of educational neuroscience at Vanderbilt University. Vinci-Booher has also found that handwriting increases letter recognition more than typing does.\u003c/p>\n\u003cp>Generally, when note-taking and testing modes align, a student is more likely to perform better than when the modes don’t align, said Vinci-Booher. For example, if exam answers are required to be handwritten, a student who also writes their notes by hand will be more likely to do better on the exam than if that same student were to type their answers.\u003c/p>\n\u003cp>This school year, Coupet learned that the overwhelming majority of his students had never taken a hand written exam in college. When he brought out the blue books for the first exam of the 2024-25 school year, he had to give detailed instructions about blue book standards, like where to write your name.\u003c/p>\n\u003cp>Coupet noticed an immediate difference in test results.\u003c/p>\n\u003cp>The students who didn’t come to class often showed their lack of preparation in their exam answers, and Coupet noticed more variation in these students’ answers. Students who weren’t prepared for the exam also struggled to apply reason to their answers—an important skill to master for future policy makers, he said. Previously, these struggles were masked by use of tech and what students actually didn’t know was obscured.\u003c/p>\n\u003cp>For now, Coupet will stick with blue book exams because it fits within his pedagogical style.\u003c/p>\n\u003ch2>Grading in Blue Book\u003c/h2>\n\u003cp>\u003ca href=\"https://www.smcvt.edu/directories/employee-directory/alexandra-garrett/\">Alexandra Garrett\u003c/a>, an assistant professor of history at St Michael’s College, has never known anything different. She joined the faculty at St. Michael’s College during the 2022-2023 school year, and has only taught in-person classes. All three exams in her course on early American history are done in a blue book.\u003c/p>\n\u003cp>Although Garrett sees a lot of spelling errors in written exams, she doesn’t factor grammatical inconsistencies into a student’s final score. She does expect students to give thorough and content driven exam answers.\u003c/p>\n\u003cp>While some educators might wonder about reading handwriting, Garrett said that she’s only had to ask students to read their answers out loud, due to illegible handwriting, twice in her career.\u003c/p>\n\u003cp>Administering blue book exams doesn’t seem to be as popular of a choice these days though. According to Garrett, some more experienced professors at her university have expressed surprise when she says that she’s ditched digital exams. But persistent plagiarism and unauthorized use of ChatGPT in student essays, have deterred Garrett from digital exams, and she doesn’t see herself moving away from blue books any time soon.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’ve never not done blue books for exams and I have no incentive to change it,” said Garrett.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\">ChatGPT\u003c/a> was released to the public in November of 2022, it didn’t take long for the technology to make its way into K-12 classrooms across the country. Now, two years later, schools are starting to develop guidance for teachers and students addressing the use of \u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">generative AI in the classroom\u003c/a>.\u003c/p>\n\u003cp>Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways, according to Raphael Adamek, the director of technology and innovation for a school district in rural Vermont.\u003c/p>\n\u003cp>For the 2024-25 school year, Adamek’s school district developed clearly laid out guidelines for generative AI use both by students and teachers. Teacher professional development is also specifically designed to give educators a foundational understanding of how AI works. For now, Adamek and his district discourages teachers from using \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">generative AI for grading\u003c/a> purposes; if a teacher is interested in using those tools, they must get guidance from a school leader first. Teachers are also barred from using \u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">AI detection tools\u003c/a> on student work to detect authenticity or cheating, as well.\u003c/p>\n\u003cp>AI detection software is still in development and at best “all it can give you is a probability” of \u003ca href=\"https://open.spotify.com/episode/1NpZmVN1aeE7htILkbBOqk\">AI generated content use\u003c/a>, said Jesse Dukes, of MIT’s Teaching Systems Lab.\u003c/p>\n\u003cp>Adamek’s district has specified which generative AI platforms are approved for use by teachers – \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">Google Gemini, ChatGPT, Perplexity, and MagicSchool AI\u003c/a> made the list – but use is up to the teacher’s discretion. The educators are aware that their tools and policies may change due to the quick pace of evolving AI technologies, but it’s important to try. “We’re not going to get it right the first try,” said Adamek, but “we’re going to get feedback from experts,” and “we’re going to learn.”\u003c/p>\n\u003ch2>\u003cstrong>Deciding When to use AI in the Classroom and When to Leave it Behind\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/kevin-guidotti-162b0072/\">Kevin Guidotti\u003c/a> encourages teachers in his district to experiment with AI, but to do so “with a healthy dose of skepticism.” Guidotti is the director of technology and professional learning for a school district in New York.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His district offers Cyber Week, an optional week during the summer for teachers to explore innovative teaching practices. This past summer, Cyber Week’s topic was AI.\u003c/p>\n\u003cp>Additionally, the district has low stakes, monthly, hour-long meetings where teachers can explore generative AI without the expectation that they incorporate it immediately into their classroom or teaching. “I believe that the lack of that expectation of an outcome…breeds more innovation in our schools,” said Guidotti.\u003c/p>\n\u003ch2>\u003cstrong>AI’s Broader Implications\u003c/strong>\u003c/h2>\n\u003cp>Part of experimenting with AI is about helping teachers enhance instruction.\u003c/p>\n\u003cp>Although AI tools might seem helpful in day-to-day tasks, generative AI tools for instructional design must have a critical lens, according to \u003ca href=\"https://marcwatkins.org/home-3/about-me/\">Marc Watkins\u003c/a>, director of the Mississippi Institute for Teachers.\u003c/p>\n\u003cp>Watkins pointed to \u003ca href=\"https://aipedagogy.org/\">Harvard’s AI Pedagogy Project\u003c/a> as a resource for teachers looking to learn more about the ethical use of AI and practical tools. The Modern Language Association has also collaborated with Conference on College Composition and Communication to form a \u003ca href=\"https://aiandwriting.hcommons.org/\">task force on writing and AI\u003c/a> dedicated to developing guidelines and resources.\u003c/p>\n\u003cp>“When it comes down to creating content that’s for distribution for students, we ask the teachers to be transparent” about the use of AI generated activities or lesson plans, said Guidotti. When a teacher discloses their own use of AI to students, it creates an opportunity for a broader conversation about when it may or may not be appropriate to use AI in an education setting, he added.\u003c/p>\n\u003cp>According to Dukes, AI isn’t particularly good at creating curricula. Instead, he suggested using AI to generate creative word problems and activities that fit into an existing curriculum.\u003c/p>\n\u003cp>“Experimentation [with AI] can be useful and fun, particularly if the teacher is intellectually engaged in that process and is paying close attention because AI makes a lot of mistakes,” said Dukes.\u003c/p>\n\u003cp>Dukes also warned about \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">explicit and implicit biases\u003c/a> when it comes to using tools like AI detection software and AI grading especially if the output will be assessed for punishment or disciplinary actions. “[Teacher] biases are going to shape the decisions they make about who to investigate, and that has implications,” said Dukes.\u003c/p>\n\u003cp>Protecting student privacy and data, \u003ca href=\"https://www.kqed.org/mindshift/62986/demystifying-copyright-for-teachers-and-students\">copyright infringement\u003c/a>, and disclosure of use are also big ethical implications to consider when using AI as a teacher. For example, “you definitely don’t want to give ChatGPT your students’ names,” said Dukes.\u003c/p>\n\u003cp>According to Watkins, AI that provides feedback to students like OpenAI can prioritize white standardized vernacular in English, leaving out students who may speak and write from a different cultural framework. Students might also “have neurodiversity that requires a different level of nuance to be brought to the assessment process,” Watkins continued.\u003c/p>\n\u003cp>Even with an agreed upon set of policies and tools, change is inevitable. According to Dukes, the real challenge is that in a few years, once understanding of AI technologies is better, “then we might have a whole new generation of AI capabilities, and AI powered tools.”\u003c/p>\n\u003ch2>\u003cstrong>Teachers are Still Hesitant About Using AI\u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://x.com/MarcusLuther6\">Marcus Luther\u003c/a>, a high school English teacher in Oregon, AI’s implementation in the classroom and in K-12 teaching has moved too quickly. He doesn’t use AI in his lesson planning or classroom, and his current curriculum standards don’t require him to teach his students about AI use. He doesn’t feel confident enough with the ever-growing technology of generative AI to use it outside of curriculum standards in a thoughtful, ethical, and academically minded way.\u003c/p>\n\u003cp>He said he has had one professional development session to address AI tools for educators, but the approaches he’s seen haven’t made him feel supported in implementing AI in the classroom because of broader implications.\u003c/p>\n\u003cp>What he’s looking for is to deepen the process of learning and isn’t sure the tools he’s seen accomplish that, but may favor a “shortcut towards efficiency.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like we’re skipping past the conversations about what’s ethical,” he said. “I think we’re skipping right to the tools.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\">ChatGPT\u003c/a> was released to the public in November of 2022, it didn’t take long for the technology to make its way into K-12 classrooms across the country. Now, two years later, schools are starting to develop guidance for teachers and students addressing the use of \u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">generative AI in the classroom\u003c/a>.\u003c/p>\n\u003cp>Like all new tools, understanding and adopting AI comes with a learning curve. That means teaching the teachers to think about AI innovation in meaningful ways, according to Raphael Adamek, the director of technology and innovation for a school district in rural Vermont.\u003c/p>\n\u003cp>For the 2024-25 school year, Adamek’s school district developed clearly laid out guidelines for generative AI use both by students and teachers. Teacher professional development is also specifically designed to give educators a foundational understanding of how AI works. For now, Adamek and his district discourages teachers from using \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">generative AI for grading\u003c/a> purposes; if a teacher is interested in using those tools, they must get guidance from a school leader first. Teachers are also barred from using \u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">AI detection tools\u003c/a> on student work to detect authenticity or cheating, as well.\u003c/p>\n\u003cp>AI detection software is still in development and at best “all it can give you is a probability” of \u003ca href=\"https://open.spotify.com/episode/1NpZmVN1aeE7htILkbBOqk\">AI generated content use\u003c/a>, said Jesse Dukes, of MIT’s Teaching Systems Lab.\u003c/p>\n\u003cp>Adamek’s district has specified which generative AI platforms are approved for use by teachers – \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">Google Gemini, ChatGPT, Perplexity, and MagicSchool AI\u003c/a> made the list – but use is up to the teacher’s discretion. The educators are aware that their tools and policies may change due to the quick pace of evolving AI technologies, but it’s important to try. “We’re not going to get it right the first try,” said Adamek, but “we’re going to get feedback from experts,” and “we’re going to learn.”\u003c/p>\n\u003ch2>\u003cstrong>Deciding When to use AI in the Classroom and When to Leave it Behind\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.linkedin.com/in/kevin-guidotti-162b0072/\">Kevin Guidotti\u003c/a> encourages teachers in his district to experiment with AI, but to do so “with a healthy dose of skepticism.” Guidotti is the director of technology and professional learning for a school district in New York.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His district offers Cyber Week, an optional week during the summer for teachers to explore innovative teaching practices. This past summer, Cyber Week’s topic was AI.\u003c/p>\n\u003cp>Additionally, the district has low stakes, monthly, hour-long meetings where teachers can explore generative AI without the expectation that they incorporate it immediately into their classroom or teaching. “I believe that the lack of that expectation of an outcome…breeds more innovation in our schools,” said Guidotti.\u003c/p>\n\u003ch2>\u003cstrong>AI’s Broader Implications\u003c/strong>\u003c/h2>\n\u003cp>Part of experimenting with AI is about helping teachers enhance instruction.\u003c/p>\n\u003cp>Although AI tools might seem helpful in day-to-day tasks, generative AI tools for instructional design must have a critical lens, according to \u003ca href=\"https://marcwatkins.org/home-3/about-me/\">Marc Watkins\u003c/a>, director of the Mississippi Institute for Teachers.\u003c/p>\n\u003cp>Watkins pointed to \u003ca href=\"https://aipedagogy.org/\">Harvard’s AI Pedagogy Project\u003c/a> as a resource for teachers looking to learn more about the ethical use of AI and practical tools. The Modern Language Association has also collaborated with Conference on College Composition and Communication to form a \u003ca href=\"https://aiandwriting.hcommons.org/\">task force on writing and AI\u003c/a> dedicated to developing guidelines and resources.\u003c/p>\n\u003cp>“When it comes down to creating content that’s for distribution for students, we ask the teachers to be transparent” about the use of AI generated activities or lesson plans, said Guidotti. When a teacher discloses their own use of AI to students, it creates an opportunity for a broader conversation about when it may or may not be appropriate to use AI in an education setting, he added.\u003c/p>\n\u003cp>According to Dukes, AI isn’t particularly good at creating curricula. Instead, he suggested using AI to generate creative word problems and activities that fit into an existing curriculum.\u003c/p>\n\u003cp>“Experimentation [with AI] can be useful and fun, particularly if the teacher is intellectually engaged in that process and is paying close attention because AI makes a lot of mistakes,” said Dukes.\u003c/p>\n\u003cp>Dukes also warned about \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">explicit and implicit biases\u003c/a> when it comes to using tools like AI detection software and AI grading especially if the output will be assessed for punishment or disciplinary actions. “[Teacher] biases are going to shape the decisions they make about who to investigate, and that has implications,” said Dukes.\u003c/p>\n\u003cp>Protecting student privacy and data, \u003ca href=\"https://www.kqed.org/mindshift/62986/demystifying-copyright-for-teachers-and-students\">copyright infringement\u003c/a>, and disclosure of use are also big ethical implications to consider when using AI as a teacher. For example, “you definitely don’t want to give ChatGPT your students’ names,” said Dukes.\u003c/p>\n\u003cp>According to Watkins, AI that provides feedback to students like OpenAI can prioritize white standardized vernacular in English, leaving out students who may speak and write from a different cultural framework. Students might also “have neurodiversity that requires a different level of nuance to be brought to the assessment process,” Watkins continued.\u003c/p>\n\u003cp>Even with an agreed upon set of policies and tools, change is inevitable. According to Dukes, the real challenge is that in a few years, once understanding of AI technologies is better, “then we might have a whole new generation of AI capabilities, and AI powered tools.”\u003c/p>\n\u003ch2>\u003cstrong>Teachers are Still Hesitant About Using AI\u003c/strong>\u003c/h2>\n\u003cp>For \u003ca href=\"https://x.com/MarcusLuther6\">Marcus Luther\u003c/a>, a high school English teacher in Oregon, AI’s implementation in the classroom and in K-12 teaching has moved too quickly. He doesn’t use AI in his lesson planning or classroom, and his current curriculum standards don’t require him to teach his students about AI use. He doesn’t feel confident enough with the ever-growing technology of generative AI to use it outside of curriculum standards in a thoughtful, ethical, and academically minded way.\u003c/p>\n\u003cp>He said he has had one professional development session to address AI tools for educators, but the approaches he’s seen haven’t made him feel supported in implementing AI in the classroom because of broader implications.\u003c/p>\n\u003cp>What he’s looking for is to deepen the process of learning and isn’t sure the tools he’s seen accomplish that, but may favor a “shortcut towards efficiency.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When former educator \u003c/span>\u003ca href=\"https://www.daniellebayardjackson.com/home\">\u003cspan style=\"font-weight: 400\">Danielle Bayard Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/\">\u003cspan style=\"font-weight: 400\">may impact students’ reading endurance and comprehension\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to journalist Rose Horowitch in The Atlantic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Horowitch’s interviews with college professors reveal concerns about students’ reading skills, even at elite institutions. “Professors were clear-eyed about the fact that students have probably never done all of the reading,” she said. Yet today’s students struggle with vocabulary and understanding a book’s overarching structure, often losing track of plots and complex narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">well-documented benefits of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the focus on testing has pushed many to bypass the unique advantages of full-length books. However, reintroducing full-length texts may unlock the rewards of sustained reading.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making connections and Cultivating Empathy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Full books are particularly effective at fostering empathy in readers and students may miss out on developing these qualities when they only read shorter passages. Additionally, \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC3559433/\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that fiction elicits emotions from readers, who are likely to get “lost” in the narrative and identify with characters. “You could read about somebody and connect with them even if they lived a thousand years ago or far away or had such a different life,” Horowitch said. Discussions about characters and storylines, experts noted, can nurture these skills.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading also enables students to make broader connections to the world, whether it has to do with global events, personal conflicts, or societal dynamics. These connections to real life events are called \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/text-text-text-self-text-world-0\">\u003cspan style=\"font-weight: 400\">text-to-world connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to \u003c/span>\u003ca href=\"https://firstbook.org/solutions/diverse-books-study/\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students engage more deeply when books have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">diverse characters and relatable topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson recalled teaching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lord of the Flies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to her high schoolers. “It’s just such a cool and very important book about governing and groupthink,” she said. Through class discussions about personal experiences and acting out sections from the book, her students saw parallels between the characters’ experiences and situations they observe around them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also teach students to recognize how events unfold. “You’re noticing foreshadowing from chapter one, and then seeing it all come together in chapter 16,” Jackson noted as she recalled the excitement students will feel when they recognize a connection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emotional engagement helps students develop skills beyond reading, such as navigating nuanced arguments and reflecting on their own experiences, Horowitch said. \u003c/span>\u003ca href=\"https://virginialibrariesjournal.org/articles/10.21061/valib.v63i1.1474\">\u003cspan style=\"font-weight: 400\">Reading fiction is shown to make people more open to changing their minds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —a valuable trait, especially as empathy-related activities like volunteerism decline and issues such as bullying increase.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Endurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading entire books strengthens students’ endurance and focus, according to Horowitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really a skill to stay on one task for an extended period,” she said, sharing a professor’s observation that some students even struggle to focus on a 14-line sonnet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While technology’s role in diminishing attention spans isn’t definitive, studies suggest people \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study\">\u003cspan style=\"font-weight: 400\">read more deeply in physical books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than on digital devices, which can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400\">distract with notifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although students might \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">\u003cspan style=\"font-weight: 400\">read more than ever through social media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the fragmented format doesn’t build reading stamina. “I don’t think anybody’s deep-reading Twitter comments,” Horowitch said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re good at what you practice. And the more time you spend reading these really small snippets of little words, whether it’s an Instagram comment or watching a TikTok video, that’s just what you’re used to,” said Horowitch. She added that sometimes it can be hard to read something that isn’t immediately rewarding the way that social media is. Students also spend \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html\">\u003cspan style=\"font-weight: 400\">more time on social media than they ever have before\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving less time for reading for fun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is possible to gain that reading stamina back. Horowitch said that some people have experimented with committing to read a certain amount of pages and then steadily increasing the number of pages they read in one sitting. Danielle also said that it could be helpful for teachers to relate to students’ experiences when they struggle with a text. “When I read this in school, it kind of threw me off, too,” she would say, “But I’ve got you. I’m here with you.”\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=KQINC2189171731\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift. Where we discuss the future of learning and how we raise our kids. I’m Nimah Gobir. You might’ve heard about The Atlantic article making waves lately. The headline? Some students—even those at elite universities—are struggling to read entire books. Whether you’ve read it yourself or just caught bits of the buzz, we’re here to break it down and get to the core of what’s really going on. Is this a crisis we need to worry about? Or is it just headline hype? Rose Horowitch wrote the article.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> I write primarily about education with some politics and general interest stories mixed in. I kept hearing scattered reports from professors that they were really noticing a change in their students reading habits over the past decade. And I was curious to see, you know, whether this was something that just a few people were experiencing or whether it was a much broader phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Rose talked to professors and learned that it wasn’t that college students don’t know how to read.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Their students are literate, you know, they can decode words and read sentences, but they have much narrower vocabularies than they used to. They really struggle digging into a text, getting through a text that might, you know, be sort of challenging that they kind of reached their limit much earlier, that they struggle to and even deal sort of with the architecture of a book and focus on small details while keeping in mind the overall plot and how they fit together.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And surprisingly, it’s not just books that students are struggling with.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> One thing that was sort of jaw-dropping for me was speaking with the chair of Georgetown University’s English department, and he was saying that he really notices these changes even when students are reading a sonnet and that, you know, it can be you can be reading something that’s 14 lines and it’s still just can be really hard for them to focus on it and get through it and really wrestle with it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I asked Rose about the possible causes, and one was a usual suspect: digital media and technology.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> In speaking with experts, you know, they definitely did think that smartphones and social media played a role. You know, it seems that there was some disagreement over whether smartphones are really kind of rewiring people’s brains.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> There are so many things that affect a person’s attention span, that it’s hard to definitively say tech hurts learning. However, research by the National Library of Medicine shows that some tech is designed to draw people’s attention. These are known as persuasive technologies.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch: \u003c/strong> It’s always engaging, always fun. And so it’s very hard to to kind of read something that’s not immediately rewarding. And another aspect of that is just that it’s like being on your smartphone just takes up so much time that, you know, people also seem to be reading a lot less just for fun because, you know, they’re spending their time on social media instead.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But, on the other hand, some literacy experts say we’re reading more than ever.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Just in shorter bursts and, you know, with less kind of care. I mean, I don’t think anybody’s like deep reading their Twitter comments. Um There’s a lot of research that people sort of do tend to read more deeply when they’re reading on a print page instead of on a screen. Because it is really a skill to just stay on one task for an extended period of time.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> While it’s easy to blame technology, it’s not the only factor here.There’s also the role of schools and teaching. We’re going to take a quick break, and when we’re back, we’ll look at how education might be playing a part in this trend and what teachers can do to help. Stay with us.\u003c/p>\n\u003cp>Nimah Gobir: I thought we could just blame everything on tech and call it a day, but high schools and middle school play a role in students’ reading abilities too. The subtitle on Rose Horowitch’s article in the Atlantic says, “To read a book in college, it helps to have read a book in high school.” And when I saw that I got a little chill because It’s like when the character in a scary movie realizes the call is coming from inside the house… or should i say inside our grade school buildings?\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Professors that I spoke with also thought that the preparation that students were getting was, you know, an equally large, if not, you know, even more significant factor in it. There was a lot of emphasis, too, on, you know, preparing students for these standardized tests, you know, instead and just, you know, reading wasn’t something that was valued as much.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For decades, standardized testing has emphasized shorter passages, encouraging teachers to focus on excerpts rather than full texts. But while this may boost test scores, it may also erode the endurance students need for book-length reading.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong> It started because a teacher came to observe my classroom. She called me down the next day. She told me that she noticed I was reading full books with the students. She asked politely that I not do that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This is Danielle Bayard Jackson, talking about her experience as an English teacher.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong>She suggested, “How about you read a chapter with the students and just summarize the rest? Because we’ve really got to focus on that test.” I think what’s so disturbing is you have teachers who are oftentimes not being treated like the experts that they are. I went to school for that. My degree is in that I know best practices. I know about how to maximize and optimize things for students’ learning.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Danielle decided to push back.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> And it became a matter of personal integrity for me in that moment because I knew I was being asked to do something that would be that would be a disservice to my kids. I began to go to the library on campus and and ask the, you know, media center, you know, librarian, if I could get class sets of different books, one of them being \u003cem>Lord of the Flies\u003c/em>. I mean, that is a classic. And it’s so much fun to read. And so I did that a couple times for months. And she was in on it with me. And I’m pushing the cart to the room and pushing it back so they don’t see class sets in my classroom. And a couple of months later, they called me down and they let me know that my students scored the highest in the school on that assessment. And they asked me, “What did you do? What’s the secret?” And I have goosebumps now even recalling the moment because I told them, I said, “We’ve been reading.”\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This raises the question: what’s lost when students can’t engage with full books? Is it really such a big deal?\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> They don’t get a chance to develop a certain endurance, right, to stick with something over time. So that skill in and of itself is really important and is transferable to a lot of other spaces. It’s not about the book. It’s about all the things that come with journeying through a book. So the first is a certain mental endurance because it’s mentally laborious sometimes to read through a text. They also miss making exciting connections, you know, because maybe it takes us, you know, couple of weeks to read through a book, but it’s really settling in with you more deeply. You’re starting to make connections to it. To the outside world. You can think about things more deeply. You’re noticing foreshadowing from chapter one, something felt a little a little odd. And then we see it all come together in Chapter 16. Character development, right? So we’re watching this person, this character over time and how they change. And we can unpack that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s possible that the shift in reading habits has less to do with skills and more to do with values. Students today are more focused on getting ready to enter the workforce and may feel like they have less time for reading for reading sake. Danielle now has a job that is coveted by young people. She’s a TikTok influencer who makes videos about how women can develop better communication practices. I asked her if reading plays a role in her current work.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> I’m surprised to see that, you know, a lot of my after coming out of the classroom to see the way that my personal career journey has developed, you know, coaching people through friendships, studying friendship research, I didn’t see that for myself. I’m traveling across the country speaking and getting paid for videos on TikTok. I mean, that’s a part of it as a content creator, I suppose. I have to read those contracts, which are lengthy. I have to, you know, read through the research papers that I’m then going and sharing with people. Reading is a part of everything that we do. And you have to have a certain stamina to get through hearty things. You have to have the skill of pausing and to go back and to review and to make sure you’ve got clarity. It’s great that some things are coming in a bite size way, but then other things are are are not going to come in that way. But we need the skill to do both. And a lot of times what we don’t realize is a lot of these things that are coming in these bite sized packages are excerpts from larger things. So even teaching young people about context. So maybe you saw this TikTok video or this little essay or this little article. But a lot of times it’s being pulled from larger texts.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It seems like reading can only benefit students when they enter the workforce, whether they are trying to be a content creator or an educator. Here’s Rose again\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Reading kind of trains you to deal with more nuanced arguments and also to reflect on yourself and and learn lessons about yourself through, you know, reading about someone else. What the professors that I spoke with were most worried about who was just what would what, if anything, would kind of take the place of reading in, in giving us these, you know, kind of, I guess, values or lessons that so far sort of reading has. And it’s not readily clear what what could be a substitute.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is worth remembering that people have been concerned about students’ academic skills for centuries. Even Socrates in 400 BC warned that writing would weaken memory.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> A lot of people brought up that that example of Socrates talking about how writing would destroy memory because people wouldn’t need to use it anymore. Socrates was right. Like I could never memorize \u003cem>The Iliad\u003c/em>, you know, in the way that people who were used to memorizing things all the time could. But at the same time, like, I think it shows that, you know, the way that we read or write, you know, and kind of interface with information really does change. But, you know, you can still find a way to pass those ideas down. No matter what, we’ll potentially adapt to something new but there maybe is room for hope in that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Rose Horowitch and Danielle Bayard Jackson. We’ll have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When former educator \u003c/span>\u003ca href=\"https://www.daniellebayardjackson.com/home\">\u003cspan style=\"font-weight: 400\">Danielle Bayard Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/\">\u003cspan style=\"font-weight: 400\">may impact students’ reading endurance and comprehension\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to journalist Rose Horowitch in The Atlantic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Horowitch’s interviews with college professors reveal concerns about students’ reading skills, even at elite institutions. “Professors were clear-eyed about the fact that students have probably never done all of the reading,” she said. Yet today’s students struggle with vocabulary and understanding a book’s overarching structure, often losing track of plots and complex narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">well-documented benefits of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the focus on testing has pushed many to bypass the unique advantages of full-length books. However, reintroducing full-length texts may unlock the rewards of sustained reading.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making connections and Cultivating Empathy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Full books are particularly effective at fostering empathy in readers and students may miss out on developing these qualities when they only read shorter passages. Additionally, \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC3559433/\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that fiction elicits emotions from readers, who are likely to get “lost” in the narrative and identify with characters. “You could read about somebody and connect with them even if they lived a thousand years ago or far away or had such a different life,” Horowitch said. Discussions about characters and storylines, experts noted, can nurture these skills.\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\">Reading also enables students to make broader connections to the world, whether it has to do with global events, personal conflicts, or societal dynamics. These connections to real life events are called \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/text-text-text-self-text-world-0\">\u003cspan style=\"font-weight: 400\">text-to-world connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to \u003c/span>\u003ca href=\"https://firstbook.org/solutions/diverse-books-study/\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students engage more deeply when books have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">diverse characters and relatable topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson recalled teaching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lord of the Flies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to her high schoolers. “It’s just such a cool and very important book about governing and groupthink,” she said. Through class discussions about personal experiences and acting out sections from the book, her students saw parallels between the characters’ experiences and situations they observe around them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also teach students to recognize how events unfold. “You’re noticing foreshadowing from chapter one, and then seeing it all come together in chapter 16,” Jackson noted as she recalled the excitement students will feel when they recognize a connection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emotional engagement helps students develop skills beyond reading, such as navigating nuanced arguments and reflecting on their own experiences, Horowitch said. \u003c/span>\u003ca href=\"https://virginialibrariesjournal.org/articles/10.21061/valib.v63i1.1474\">\u003cspan style=\"font-weight: 400\">Reading fiction is shown to make people more open to changing their minds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —a valuable trait, especially as empathy-related activities like volunteerism decline and issues such as bullying increase.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Endurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading entire books strengthens students’ endurance and focus, according to Horowitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really a skill to stay on one task for an extended period,” she said, sharing a professor’s observation that some students even struggle to focus on a 14-line sonnet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While technology’s role in diminishing attention spans isn’t definitive, studies suggest people \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study\">\u003cspan style=\"font-weight: 400\">read more deeply in physical books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than on digital devices, which can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400\">distract with notifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although students might \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">\u003cspan style=\"font-weight: 400\">read more than ever through social media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the fragmented format doesn’t build reading stamina. “I don’t think anybody’s deep-reading Twitter comments,” Horowitch said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re good at what you practice. And the more time you spend reading these really small snippets of little words, whether it’s an Instagram comment or watching a TikTok video, that’s just what you’re used to,” said Horowitch. She added that sometimes it can be hard to read something that isn’t immediately rewarding the way that social media is. Students also spend \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html\">\u003cspan style=\"font-weight: 400\">more time on social media than they ever have before\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving less time for reading for fun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is possible to gain that reading stamina back. Horowitch said that some people have experimented with committing to read a certain amount of pages and then steadily increasing the number of pages they read in one sitting. Danielle also said that it could be helpful for teachers to relate to students’ experiences when they struggle with a text. “When I read this in school, it kind of threw me off, too,” she would say, “But I’ve got you. I’m here with you.”\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=KQINC2189171731\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift. Where we discuss the future of learning and how we raise our kids. I’m Nimah Gobir. You might’ve heard about The Atlantic article making waves lately. The headline? Some students—even those at elite universities—are struggling to read entire books. Whether you’ve read it yourself or just caught bits of the buzz, we’re here to break it down and get to the core of what’s really going on. Is this a crisis we need to worry about? Or is it just headline hype? Rose Horowitch wrote the article.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> I write primarily about education with some politics and general interest stories mixed in. I kept hearing scattered reports from professors that they were really noticing a change in their students reading habits over the past decade. And I was curious to see, you know, whether this was something that just a few people were experiencing or whether it was a much broader phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Rose talked to professors and learned that it wasn’t that college students don’t know how to read.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Their students are literate, you know, they can decode words and read sentences, but they have much narrower vocabularies than they used to. They really struggle digging into a text, getting through a text that might, you know, be sort of challenging that they kind of reached their limit much earlier, that they struggle to and even deal sort of with the architecture of a book and focus on small details while keeping in mind the overall plot and how they fit together.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And surprisingly, it’s not just books that students are struggling with.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> One thing that was sort of jaw-dropping for me was speaking with the chair of Georgetown University’s English department, and he was saying that he really notices these changes even when students are reading a sonnet and that, you know, it can be you can be reading something that’s 14 lines and it’s still just can be really hard for them to focus on it and get through it and really wrestle with it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I asked Rose about the possible causes, and one was a usual suspect: digital media and technology.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> In speaking with experts, you know, they definitely did think that smartphones and social media played a role. You know, it seems that there was some disagreement over whether smartphones are really kind of rewiring people’s brains.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> There are so many things that affect a person’s attention span, that it’s hard to definitively say tech hurts learning. However, research by the National Library of Medicine shows that some tech is designed to draw people’s attention. These are known as persuasive technologies.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch: \u003c/strong> It’s always engaging, always fun. And so it’s very hard to to kind of read something that’s not immediately rewarding. And another aspect of that is just that it’s like being on your smartphone just takes up so much time that, you know, people also seem to be reading a lot less just for fun because, you know, they’re spending their time on social media instead.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But, on the other hand, some literacy experts say we’re reading more than ever.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Just in shorter bursts and, you know, with less kind of care. I mean, I don’t think anybody’s like deep reading their Twitter comments. Um There’s a lot of research that people sort of do tend to read more deeply when they’re reading on a print page instead of on a screen. Because it is really a skill to just stay on one task for an extended period of time.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> While it’s easy to blame technology, it’s not the only factor here.There’s also the role of schools and teaching. We’re going to take a quick break, and when we’re back, we’ll look at how education might be playing a part in this trend and what teachers can do to help. Stay with us.\u003c/p>\n\u003cp>Nimah Gobir: I thought we could just blame everything on tech and call it a day, but high schools and middle school play a role in students’ reading abilities too. The subtitle on Rose Horowitch’s article in the Atlantic says, “To read a book in college, it helps to have read a book in high school.” And when I saw that I got a little chill because It’s like when the character in a scary movie realizes the call is coming from inside the house… or should i say inside our grade school buildings?\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Professors that I spoke with also thought that the preparation that students were getting was, you know, an equally large, if not, you know, even more significant factor in it. There was a lot of emphasis, too, on, you know, preparing students for these standardized tests, you know, instead and just, you know, reading wasn’t something that was valued as much.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For decades, standardized testing has emphasized shorter passages, encouraging teachers to focus on excerpts rather than full texts. But while this may boost test scores, it may also erode the endurance students need for book-length reading.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong> It started because a teacher came to observe my classroom. She called me down the next day. She told me that she noticed I was reading full books with the students. She asked politely that I not do that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This is Danielle Bayard Jackson, talking about her experience as an English teacher.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong>She suggested, “How about you read a chapter with the students and just summarize the rest? Because we’ve really got to focus on that test.” I think what’s so disturbing is you have teachers who are oftentimes not being treated like the experts that they are. I went to school for that. My degree is in that I know best practices. I know about how to maximize and optimize things for students’ learning.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Danielle decided to push back.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> And it became a matter of personal integrity for me in that moment because I knew I was being asked to do something that would be that would be a disservice to my kids. I began to go to the library on campus and and ask the, you know, media center, you know, librarian, if I could get class sets of different books, one of them being \u003cem>Lord of the Flies\u003c/em>. I mean, that is a classic. And it’s so much fun to read. And so I did that a couple times for months. And she was in on it with me. And I’m pushing the cart to the room and pushing it back so they don’t see class sets in my classroom. And a couple of months later, they called me down and they let me know that my students scored the highest in the school on that assessment. And they asked me, “What did you do? What’s the secret?” And I have goosebumps now even recalling the moment because I told them, I said, “We’ve been reading.”\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This raises the question: what’s lost when students can’t engage with full books? Is it really such a big deal?\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> They don’t get a chance to develop a certain endurance, right, to stick with something over time. So that skill in and of itself is really important and is transferable to a lot of other spaces. It’s not about the book. It’s about all the things that come with journeying through a book. So the first is a certain mental endurance because it’s mentally laborious sometimes to read through a text. They also miss making exciting connections, you know, because maybe it takes us, you know, couple of weeks to read through a book, but it’s really settling in with you more deeply. You’re starting to make connections to it. To the outside world. You can think about things more deeply. You’re noticing foreshadowing from chapter one, something felt a little a little odd. And then we see it all come together in Chapter 16. Character development, right? So we’re watching this person, this character over time and how they change. And we can unpack that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s possible that the shift in reading habits has less to do with skills and more to do with values. Students today are more focused on getting ready to enter the workforce and may feel like they have less time for reading for reading sake. Danielle now has a job that is coveted by young people. She’s a TikTok influencer who makes videos about how women can develop better communication practices. I asked her if reading plays a role in her current work.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> I’m surprised to see that, you know, a lot of my after coming out of the classroom to see the way that my personal career journey has developed, you know, coaching people through friendships, studying friendship research, I didn’t see that for myself. I’m traveling across the country speaking and getting paid for videos on TikTok. I mean, that’s a part of it as a content creator, I suppose. I have to read those contracts, which are lengthy. I have to, you know, read through the research papers that I’m then going and sharing with people. Reading is a part of everything that we do. And you have to have a certain stamina to get through hearty things. You have to have the skill of pausing and to go back and to review and to make sure you’ve got clarity. It’s great that some things are coming in a bite size way, but then other things are are are not going to come in that way. But we need the skill to do both. And a lot of times what we don’t realize is a lot of these things that are coming in these bite sized packages are excerpts from larger things. So even teaching young people about context. So maybe you saw this TikTok video or this little essay or this little article. But a lot of times it’s being pulled from larger texts.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It seems like reading can only benefit students when they enter the workforce, whether they are trying to be a content creator or an educator. Here’s Rose again\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Reading kind of trains you to deal with more nuanced arguments and also to reflect on yourself and and learn lessons about yourself through, you know, reading about someone else. What the professors that I spoke with were most worried about who was just what would what, if anything, would kind of take the place of reading in, in giving us these, you know, kind of, I guess, values or lessons that so far sort of reading has. And it’s not readily clear what what could be a substitute.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is worth remembering that people have been concerned about students’ academic skills for centuries. Even Socrates in 400 BC warned that writing would weaken memory.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> A lot of people brought up that that example of Socrates talking about how writing would destroy memory because people wouldn’t need to use it anymore. Socrates was right. Like I could never memorize \u003cem>The Iliad\u003c/em>, you know, in the way that people who were used to memorizing things all the time could. But at the same time, like, I think it shows that, you know, the way that we read or write, you know, and kind of interface with information really does change. But, you know, you can still find a way to pass those ideas down. No matter what, we’ll potentially adapt to something new but there maybe is room for hope in that.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Rose Horowitch and Danielle Bayard Jackson. We’ll have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>In the fall of 2019, four high schools in a San Francisco Bay Area district shook up many of their ninth grade math classes. Students had traditionally been separated into more than five math courses by achievement level, from remedial to very advanced, and the district wanted to test what would happen if they combined their bottom three levels into one. Half of the students in those levels were randomly assigned to learn together, and half remained in their traditional tracks so that researchers could compare the difference.\u003c/p>\n\u003cp>Students in the lowest level who were part of the experiment skipped remedial math and were able to learn algebra with the majority of ninth graders. The experiment also meant that average, grade-level students were learning alongside peers who lacked foundational math skills.\u003c/p>\n\u003cp>It was risky. Students sometimes end up with \u003ca href=\"https://www.jstor.org/stable/43773511\">lower math scores\u003c/a> when they’re pushed to do work that is too advanced for them; that’s why California ended an eighth grade “algebra for all” initiative a decade ago. Grade-level students can also be harmed if teachers try to accommodate weaker students by making the material easier.\u003c/p>\n\u003cp>But if the heterogeneous class avoided those pitfalls, the new math placement would give hundreds of students with low test scores in seventh and eighth grades a better shot at progressing to advanced math courses and college. Too often, these students feel stigmatized and demoralized. “You’re giving students another ‘at bat’,” said Elizabeth Huffaker, a Stanford University researcher who studied this experiment for her doctoral dissertation.\u003c/p>\n\u003cp>The results were promising, according to \u003ca href=\"https://edworkingpapers.com/ai24-986\">a paper that was made public in October 2024\u003c/a>. Half of the remedial students in the mixed class passed the ninth grade algebra course and moved on to geometry with their classmates. The other half still had to retake algebra in 10th grade, which is when they would have taken it anyway, but their test scores in 11th grade were higher than similar students who had learned math in a separate remedial classroom in ninth grade. Eleventh grade math achievement for remedial students who had taken ninth grade algebra was so much higher that the difference was equivalent to an extra year’s worth of math, according to the researchers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Meanwhile, average students appeared to be unharmed. Those who had been randomly assigned to the new mixed level class had test scores in 11th grade that were no worse than those who had learned Algebra 1 separately.\u003c/p>\n\u003cp>Some detracking advocates argue that everyone benefits from mixed ability classes, but there was no increase in test scores for higher achieving students in this experiment. The vast majority of students in the mixed-ability classrooms would have been assigned to Algebra 1 anyway and relatively few were low achievers. It’s possible that there’s a point at which the concentration of low-scoring students becomes so high that it does negatively affect peers, the researchers said.\u003c/p>\n\u003cp>In between the bottom students and the regular Algebra 1 students, there was a middle group of students who scored just below the cutoff for placement in Algebra 1 and were traditionally assigned to a double dose of algebra in ninth grade. The results were more ambiguous for these students, whose instructional time was cut in half by giving them only a single dose of algebra in a mixed-level class. They were less likely to pass geometry in 10th grade, but they appeared not to be worse off later in 11th grade. “One interpretation is that this was a pretty successful experiment for most students, but if you paired it with more instructional time, it would be even more effective,” said Huffaker. It would be more costly, too, she said.\u003c/p>\n\u003cp>The Sequoia Union High School District, where this experiment took place, educates a wide range of students. It includes wealthy neighborhoods in Redwood City, Menlo Park and East Palo Alto, and low-income neighborhoods. Roughly a \u003ca href=\"https://www.ed-data.org/district/San-Mateo/Sequoia-Union-High/1000\">third of the students in the district are poor\u003c/a> enough to qualify for the federal subsidized lunch program, and \u003ca href=\"https://www.ed-data.org/district/San-Mateo/Sequoia-Union-High\">15 percent\u003c/a> are categorized as English learners. Almost half of the students are \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=District&year=2023-24&cds=4169062\">Hispanic\u003c/a>, 11 percent are \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=District&year=2023-24&cds=4169062\">Asian\u003c/a>, and a third are \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=District&year=2023-24&cds=4169062\">white\u003c/a>.\u003c/p>\n\u003cp>This experiment did not include more advanced students who had already taken algebra in eighth grade or earlier. More than a third of the 2,000 ninth graders continued to be taught in separate geometry or Algebra 2 classes. A handful of extremely accelerated freshmen were in precalculus.\u003c/p>\n\u003cp>That enabled this limited detracking experiment to avoid the \u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-algebra-math-wars-stanford-study-17851567.php\">community uproar\u003c/a> that had engulfed San Francisco, where advanced students had been prevented from taking algebra in eighth grade and \u003ca href=\"https://www.educationnext.org/san-franciscos-detracking-experiment/\">everyone was put into the same ninth-grade math class\u003c/a>.\u003c/p>\n\u003cp>Tom Dee, a Stanford education professor who conducted the math study along with his former graduate student Huffaker, said that this study shows that there are smaller things that schools can do between the two extremes of forcing all students into advanced coursework or barring any students from advanced coursework in the name of equity. “If we accelerate everyone,” Dee said, “it could be harmful to kids who aren’t fully prepared for that acceleration. And if we decelerate everyone, it can be potentially harmful to the achievement of higher performing kids and cap the kinds of things they might do.”\u003c/p>\n\u003cp>“But it’s not the only arrow in our quiver,” Dee said.\u003c/p>\n\u003cp>Dee emphasized that this was just one group of students in one school district and the results would need to be replicated in other places before he would recommend the elimination of high school remedial math as a national policy.\u003c/p>\n\u003ch2>\u003cstrong>Inside the classroom\u003c/strong>\u003c/h2>\n\u003cp>It’s hard to tell what might have been the key to success in this experiment. It’s possible that half of the remedial students never really needed remediation and they were incorrectly placed because of their middle school math scores. At the same time, the district changed the way it taught in these mixed-ability classes and it could be those changes that made the difference. Better teachers might have volunteered to teach them. These teachers had extra training, and were given an extra non-teaching period each day.\u003c/p>\n\u003cp>The school handled mixed abilities in an unusual way. Instead of differentiating instruction by giving different practice problems to different students, which is a common approach in U.S. classrooms, the teachers were trained to give the same problems to all students. Victoria Dye, Sequoia Union’s director of professional development and curriculum, told me that the district selected open-ended word problems that even a student with low skills could try, but that also provided a challenge to stronger students. (An analogy would be a game with simple rules, like Othello, which still provides a challenge to expert players.) Dye said that these “low-floor, high-ceiling” problems were selected to supplement the district’s curriculum, which emphasized procedural fluency and computations.\u003c/p>\n\u003cp>Classroom math discussions took center stage so that students could discuss each other’s analysis. In one exercise, students each wrote down their reasoning and revised it several times. “It’s great because any kid can begin that and improve,” said Dye.\u003c/p>\n\u003cp>To make time for problem solving and discussion, teachers streamlined the curriculum to emphasize key concepts. That meant cutting some algebra topics. Teachers made their own decisions on how to weave in a review of middle school concepts that students needed for algebra. Dye described this review as happening briefly on a “just-in-time” basis, not a reteaching of a full unit.\u003c/p>\n\u003cp>Today, remedial math has been eliminated in the district’s main high schools and nearly all students are in ninth grade algebra or a more advanced class, except for students with severe disabilities. The elimination of remedial math doesn’t fix everything. Many struggling students are still failing the subject and need more help. And it doesn’t reduce the huge disparities in math achievement inside school buildings. But it might help a large chunk of the most behind kids, and that’s particularly relevant after the pandemic when even more teens are woefully behind in math.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-ninth-grade-algebra/\">\u003cem>ninth grade algebra\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the fall of 2019, four high schools in a San Francisco Bay Area district shook up many of their ninth grade math classes. Students had traditionally been separated into more than five math courses by achievement level, from remedial to very advanced, and the district wanted to test what would happen if they combined their bottom three levels into one. Half of the students in those levels were randomly assigned to learn together, and half remained in their traditional tracks so that researchers could compare the difference.\u003c/p>\n\u003cp>Students in the lowest level who were part of the experiment skipped remedial math and were able to learn algebra with the majority of ninth graders. The experiment also meant that average, grade-level students were learning alongside peers who lacked foundational math skills.\u003c/p>\n\u003cp>It was risky. Students sometimes end up with \u003ca href=\"https://www.jstor.org/stable/43773511\">lower math scores\u003c/a> when they’re pushed to do work that is too advanced for them; that’s why California ended an eighth grade “algebra for all” initiative a decade ago. Grade-level students can also be harmed if teachers try to accommodate weaker students by making the material easier.\u003c/p>\n\u003cp>But if the heterogeneous class avoided those pitfalls, the new math placement would give hundreds of students with low test scores in seventh and eighth grades a better shot at progressing to advanced math courses and college. Too often, these students feel stigmatized and demoralized. “You’re giving students another ‘at bat’,” said Elizabeth Huffaker, a Stanford University researcher who studied this experiment for her doctoral dissertation.\u003c/p>\n\u003cp>The results were promising, according to \u003ca href=\"https://edworkingpapers.com/ai24-986\">a paper that was made public in October 2024\u003c/a>. Half of the remedial students in the mixed class passed the ninth grade algebra course and moved on to geometry with their classmates. The other half still had to retake algebra in 10th grade, which is when they would have taken it anyway, but their test scores in 11th grade were higher than similar students who had learned math in a separate remedial classroom in ninth grade. Eleventh grade math achievement for remedial students who had taken ninth grade algebra was so much higher that the difference was equivalent to an extra year’s worth of math, according to the researchers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Meanwhile, average students appeared to be unharmed. Those who had been randomly assigned to the new mixed level class had test scores in 11th grade that were no worse than those who had learned Algebra 1 separately.\u003c/p>\n\u003cp>Some detracking advocates argue that everyone benefits from mixed ability classes, but there was no increase in test scores for higher achieving students in this experiment. The vast majority of students in the mixed-ability classrooms would have been assigned to Algebra 1 anyway and relatively few were low achievers. It’s possible that there’s a point at which the concentration of low-scoring students becomes so high that it does negatively affect peers, the researchers said.\u003c/p>\n\u003cp>In between the bottom students and the regular Algebra 1 students, there was a middle group of students who scored just below the cutoff for placement in Algebra 1 and were traditionally assigned to a double dose of algebra in ninth grade. The results were more ambiguous for these students, whose instructional time was cut in half by giving them only a single dose of algebra in a mixed-level class. They were less likely to pass geometry in 10th grade, but they appeared not to be worse off later in 11th grade. “One interpretation is that this was a pretty successful experiment for most students, but if you paired it with more instructional time, it would be even more effective,” said Huffaker. It would be more costly, too, she said.\u003c/p>\n\u003cp>The Sequoia Union High School District, where this experiment took place, educates a wide range of students. It includes wealthy neighborhoods in Redwood City, Menlo Park and East Palo Alto, and low-income neighborhoods. Roughly a \u003ca href=\"https://www.ed-data.org/district/San-Mateo/Sequoia-Union-High/1000\">third of the students in the district are poor\u003c/a> enough to qualify for the federal subsidized lunch program, and \u003ca href=\"https://www.ed-data.org/district/San-Mateo/Sequoia-Union-High\">15 percent\u003c/a> are categorized as English learners. Almost half of the students are \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=District&year=2023-24&cds=4169062\">Hispanic\u003c/a>, 11 percent are \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=District&year=2023-24&cds=4169062\">Asian\u003c/a>, and a third are \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=District&year=2023-24&cds=4169062\">white\u003c/a>.\u003c/p>\n\u003cp>This experiment did not include more advanced students who had already taken algebra in eighth grade or earlier. More than a third of the 2,000 ninth graders continued to be taught in separate geometry or Algebra 2 classes. A handful of extremely accelerated freshmen were in precalculus.\u003c/p>\n\u003cp>That enabled this limited detracking experiment to avoid the \u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-algebra-math-wars-stanford-study-17851567.php\">community uproar\u003c/a> that had engulfed San Francisco, where advanced students had been prevented from taking algebra in eighth grade and \u003ca href=\"https://www.educationnext.org/san-franciscos-detracking-experiment/\">everyone was put into the same ninth-grade math class\u003c/a>.\u003c/p>\n\u003cp>Tom Dee, a Stanford education professor who conducted the math study along with his former graduate student Huffaker, said that this study shows that there are smaller things that schools can do between the two extremes of forcing all students into advanced coursework or barring any students from advanced coursework in the name of equity. “If we accelerate everyone,” Dee said, “it could be harmful to kids who aren’t fully prepared for that acceleration. And if we decelerate everyone, it can be potentially harmful to the achievement of higher performing kids and cap the kinds of things they might do.”\u003c/p>\n\u003cp>“But it’s not the only arrow in our quiver,” Dee said.\u003c/p>\n\u003cp>Dee emphasized that this was just one group of students in one school district and the results would need to be replicated in other places before he would recommend the elimination of high school remedial math as a national policy.\u003c/p>\n\u003ch2>\u003cstrong>Inside the classroom\u003c/strong>\u003c/h2>\n\u003cp>It’s hard to tell what might have been the key to success in this experiment. It’s possible that half of the remedial students never really needed remediation and they were incorrectly placed because of their middle school math scores. At the same time, the district changed the way it taught in these mixed-ability classes and it could be those changes that made the difference. Better teachers might have volunteered to teach them. These teachers had extra training, and were given an extra non-teaching period each day.\u003c/p>\n\u003cp>The school handled mixed abilities in an unusual way. Instead of differentiating instruction by giving different practice problems to different students, which is a common approach in U.S. classrooms, the teachers were trained to give the same problems to all students. Victoria Dye, Sequoia Union’s director of professional development and curriculum, told me that the district selected open-ended word problems that even a student with low skills could try, but that also provided a challenge to stronger students. (An analogy would be a game with simple rules, like Othello, which still provides a challenge to expert players.) Dye said that these “low-floor, high-ceiling” problems were selected to supplement the district’s curriculum, which emphasized procedural fluency and computations.\u003c/p>\n\u003cp>Classroom math discussions took center stage so that students could discuss each other’s analysis. In one exercise, students each wrote down their reasoning and revised it several times. “It’s great because any kid can begin that and improve,” said Dye.\u003c/p>\n\u003cp>To make time for problem solving and discussion, teachers streamlined the curriculum to emphasize key concepts. That meant cutting some algebra topics. Teachers made their own decisions on how to weave in a review of middle school concepts that students needed for algebra. Dye described this review as happening briefly on a “just-in-time” basis, not a reteaching of a full unit.\u003c/p>\n\u003cp>Today, remedial math has been eliminated in the district’s main high schools and nearly all students are in ninth grade algebra or a more advanced class, except for students with severe disabilities. The elimination of remedial math doesn’t fix everything. Many struggling students are still failing the subject and need more help. And it doesn’t reduce the huge disparities in math achievement inside school buildings. But it might help a large chunk of the most behind kids, and that’s particularly relevant after the pandemic when even more teens are woefully behind in math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-ninth-grade-algebra/\">\u003cem>ninth grade algebra\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, Virginia Clinton-Lisell, a professor of educational psychology at the University of North Dakota, decided to use a commercial textbook for her class along with an online homework platform. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said the publishing company rep told her that if she used their homework platform in her course, students would benefit from adaptive learning technology. If students got the questions wrong, they would be given questions more suited for them — “so it was ‘scaffolded,’” Clinton-Lisell said. She was also told this homework was “free.” What she didn’t learn until later was that the homework platform was free \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the purchase of the hard copy of the book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a lot of education buzzwords that, being an educational psychologist, I was very interested in,” she said. When class started, a student approached her wanting to use the hard copy from a friend who took the class the previous term. But the student wondered how to access the homework. Clinton-Lisell realized students would need to pay for a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">new \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">copy of the book before they could do the exercises she was so excited about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had all these students who had to purchase access,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, use of online homework systems that students gain access to by buying a code has become more widespread. \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">A recent survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by Clinton-Lisell and her colleague Alison Kelly, found that nearly 80% of students say they have been required to purchase an access code to an online homework system. A 2022 study found most faculty in the United States, \u003c/span>\u003ca href=\"https://www.bayviewanalytics.com/reports/turningpointdigitalcurricula_infographic.pdf\">\u003cspan style=\"font-weight: 400\">72%, have required or recommended use of online homework systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their students to complete coursework in at least one of their classes. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. \u003c/span>\u003cspan style=\"font-weight: 400\">And they come with a price tag — an \u003c/span>\u003cspan style=\"font-weight: 400\">average of $90 per course, according to the survey findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students think the price of doing homework is “unreasonable”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lisell, citing a lack of alignment sometimes between the homework and the class content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What historically underrepresented students say about homework platforms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">according to the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The benefits to online homework systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a \u003ca href=\"https://www.mheducation.com/highered/blog/2024/06/dfc-spotlight-kyle-goodin-secrets-to-increasing-2024-accounting-enrollments-at-missouri-state.html\">consultant\u003c/a>. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the value that students get for what they pay for these is astronomical,” Goodin said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Goodin’s \u003c/span>\u003cspan style=\"font-weight: 400\">financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. \u003c/span>\u003cspan style=\"font-weight: 400\">Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I remember paying much more than this, for much less when I was a student,” Goodin said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving toward open education resources\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But professors like Goodin are skeptical about widespread use of open education resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really think that’s the future of education,” said Xie. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, Virginia Clinton-Lisell, a professor of educational psychology at the University of North Dakota, decided to use a commercial textbook for her class along with an online homework platform. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said the publishing company rep told her that if she used their homework platform in her course, students would benefit from adaptive learning technology. If students got the questions wrong, they would be given questions more suited for them — “so it was ‘scaffolded,’” Clinton-Lisell said. She was also told this homework was “free.” What she didn’t learn until later was that the homework platform was free \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the purchase of the hard copy of the book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a lot of education buzzwords that, being an educational psychologist, I was very interested in,” she said. When class started, a student approached her wanting to use the hard copy from a friend who took the class the previous term. But the student wondered how to access the homework. Clinton-Lisell realized students would need to pay for a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">new \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">copy of the book before they could do the exercises she was so excited about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had all these students who had to purchase access,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, use of online homework systems that students gain access to by buying a code has become more widespread. \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">A recent survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by Clinton-Lisell and her colleague Alison Kelly, found that nearly 80% of students say they have been required to purchase an access code to an online homework system. A 2022 study found most faculty in the United States, \u003c/span>\u003ca href=\"https://www.bayviewanalytics.com/reports/turningpointdigitalcurricula_infographic.pdf\">\u003cspan style=\"font-weight: 400\">72%, have required or recommended use of online homework systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their students to complete coursework in at least one of their classes. \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\">Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. \u003c/span>\u003cspan style=\"font-weight: 400\">And they come with a price tag — an \u003c/span>\u003cspan style=\"font-weight: 400\">average of $90 per course, according to the survey findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students think the price of doing homework is “unreasonable”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lisell, citing a lack of alignment sometimes between the homework and the class content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What historically underrepresented students say about homework platforms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">according to the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The benefits to online homework systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a \u003ca href=\"https://www.mheducation.com/highered/blog/2024/06/dfc-spotlight-kyle-goodin-secrets-to-increasing-2024-accounting-enrollments-at-missouri-state.html\">consultant\u003c/a>. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the value that students get for what they pay for these is astronomical,” Goodin said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Goodin’s \u003c/span>\u003cspan style=\"font-weight: 400\">financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. \u003c/span>\u003cspan style=\"font-weight: 400\">Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I remember paying much more than this, for much less when I was a student,” Goodin said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving toward open education resources\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But professors like Goodin are skeptical about widespread use of open education resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really think that’s the future of education,” said Xie. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "what-does-the-first-letter-of-your-last-name-say-about-your-grades-a-lot-according-to-a-study",
"title": "How the First Letter of Your Last Name Can Affect Your Grades in College",
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"headTitle": "How the First Letter of Your Last Name Can Affect Your Grades in College | KQED",
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"content": "\u003cp>If your last name starts with an A, that could mean that you’re also more likely to score an A on a test. But if you’re a Wilson or a Ziegler, you may be suffering from a new slight of the modern age: lower college grades.\u003c/p>\n\u003cp>Grading processes have profoundly changed at colleges and universities in the past decade. Instead of placing assignments on a table in the front of the classroom, students today upload their work to a website, called a Learning Management System or LMS, where course documents, assignments and communications are all housed. Students can even take their exams directly within the LMS.\u003c/p>\n\u003cp>Course instructors mark assignments, papers and exams within the LMS, which also functions as a computerized grade book. The default setting is to sort student submissions in alphabetical order by surname. The computer system automatically guides the instructor to grade Adams before Baker all the way down to Zimmerman.\u003c/p>\n\u003cp>A trio of researchers at the University of Michigan, including one whose surname begins with W, documented an unintended consequence of grading in alphabetical order. “There is such a tendency of graders to give lower grades as they grade more,” said Helen Wang, lead author of the study and a doctoral student at the University of Michigan’s business school.\u003c/p>\n\u003cp>Wang and her two co-authors analyzed over 30 million grades at a large university that uses the most popular LMS, which is called Canvas. They calculated that surnames starting with U to Z were docked a little more than half a point (0.6 points) on a 100-point scale compared with A-to-E surnames. That’s a rather small penalty. But cumulatively, these small dings can add up and eventually translate into the difference between an A-minus and a B-plus on a final grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The study is described in a \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4603146\">2024 draft paper\u003c/a> posted on the website of SSRN, formerly known as the Social Science Research Network. It is currently undergoing revisions with the academic journal Management Science.\u003c/p>\n\u003cp>The researchers detected grading bias against the end of the alphabet in a wide range of subjects. However, the grading penalty was more pronounced in the social sciences and the humanities compared to engineering, science and medicine.\u003c/p>\n\u003cp>In addition to lower grades, the researchers also found that students at the bottom of the alphabet received more negative and impolite comments. For example, “why no answers to Q 2 and 3? You are setting yourself up for a failing grade,” and “NEVER DO THAT AGAIN.” Top-of-the-alphabet students were more likely to receive, “Much better work on this draft, [Student First Name]! Thank you!”\u003c/p>\n\u003cp>The researchers cannot prove precisely why extra points are deducted for the Wilsons of the world, but they suspect it’s because instructors – mostly graduate students at the unnamed university in this study – have heavy grading loads and they get tired and cranky, especially after grading the 50th student in a row. Even before the era of electronic grading, it’s quite likely the instructors were not as fair to students at the bottom of the paper pile. But in the paper world, a student’s position in the stack was always changing, depending on when the papers were turned in and how the instructors picked them up. No student was likely to be in the bottom of the pile every time. In the LMS world, the U’s, V’s, W’s, X’s, Y’s and Z’s almost always are.\u003c/p>\n\u003cp>Another theory mentioned by the authors in the paper is that instructors may feel the need to be stricter if they’ve already given out a string of A’s, so as not to be too generous with high marks. Students at the bottom of the alphabet may be the victims of a well-intentioned effort to restrain grade inflation. It’s also possible that instructors are too generous with students at the top of the alphabet, but grade more accurately as they proceed. Either way, students at the bottom are being graded differently.\u003c/p>\n\u003cp>Some college instructors seem to be aware of their human frailty. In 2018, one posted \u003ca href=\"https://community.canvaslms.com/t5/Canvas-Ideas/Speedgrader-Randomize-submissions/idi-p/345482\">on a message board\u003c/a> at Canvas, asking the company to randomize the grade book. “For me, bias starts to creep in with fatigue,” the instructor wrote. “I grade a few, go away from it, grade a few more, take a break. Or that’s the goal when I’m not up against a deadline.”\u003c/p>\n\u003cp>If you’ve read this far, perhaps you are wondering how the researchers know that the grades for the U-to-Z students were unfair. Maybe they’re comparatively worse students? But the researchers matched the grades in Canvas with the student records in the registrar’s office and they were able to control for a host of student characteristics, from high school grades and college GPA to race, ethnicity, gender, family background and income. End-of-the alphabet surnames consistently received lower marks even among similar students who were graded by the same instructor.\u003c/p>\n\u003cp>The researchers also found that a tiny fraction of instructors tinkered with the default settings and graded in reverse alphabetical order, from Z to A. That led to the exact opposite results; students with end-of-the alphabet names earned higher grades, while the grades for A, B and C surnames were lower.\u003c/p>\n\u003cp>The bias against end-of-alphabet surnames is probably not unique to students who use the Canvas LMS. All four major LMS companies, which collectively control 90 percent of the U.S. and Canadian market with more than 48 million students, order submissions alphabetically for grading, according to the researchers. Even Coursera, a separate online learning platform, does it this way.\u003c/p>\n\u003cp>Wang’s solution is to shake things up and have the LMS present student work for grading in random order. Indeed, Canvas added a \u003ca href=\"https://community.canvaslms.com/t5/Canvas-Releases/Canvas-Deploy-Notes-2024-05-22/ta-p/603158#toc-hId--865365132\">randomize option for instructors in May 2024\u003c/a>, after the company saw a draft of this University of Michigan study. “It was something that we had on our radar and that we’d heard from some users, but had not completed it yet,” a company spokesman said. “The report from the University of Michigan definitely pushed that work to top priority.”\u003c/p>\n\u003cp>However, the default remains alphabetical order and instructors need to navigate to the settings to change it. (Changing this default, according to the study authors, has “low visibility” within system settings on the site.) I hope this story helps to get the word out.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-last-name-skew-grades/\">\u003cem>learning management systems\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\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>If your last name starts with an A, that could mean that you’re also more likely to score an A on a test. But if you’re a Wilson or a Ziegler, you may be suffering from a new slight of the modern age: lower college grades.\u003c/p>\n\u003cp>Grading processes have profoundly changed at colleges and universities in the past decade. Instead of placing assignments on a table in the front of the classroom, students today upload their work to a website, called a Learning Management System or LMS, where course documents, assignments and communications are all housed. Students can even take their exams directly within the LMS.\u003c/p>\n\u003cp>Course instructors mark assignments, papers and exams within the LMS, which also functions as a computerized grade book. The default setting is to sort student submissions in alphabetical order by surname. The computer system automatically guides the instructor to grade Adams before Baker all the way down to Zimmerman.\u003c/p>\n\u003cp>A trio of researchers at the University of Michigan, including one whose surname begins with W, documented an unintended consequence of grading in alphabetical order. “There is such a tendency of graders to give lower grades as they grade more,” said Helen Wang, lead author of the study and a doctoral student at the University of Michigan’s business school.\u003c/p>\n\u003cp>Wang and her two co-authors analyzed over 30 million grades at a large university that uses the most popular LMS, which is called Canvas. They calculated that surnames starting with U to Z were docked a little more than half a point (0.6 points) on a 100-point scale compared with A-to-E surnames. That’s a rather small penalty. But cumulatively, these small dings can add up and eventually translate into the difference between an A-minus and a B-plus on a final grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The study is described in a \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4603146\">2024 draft paper\u003c/a> posted on the website of SSRN, formerly known as the Social Science Research Network. It is currently undergoing revisions with the academic journal Management Science.\u003c/p>\n\u003cp>The researchers detected grading bias against the end of the alphabet in a wide range of subjects. However, the grading penalty was more pronounced in the social sciences and the humanities compared to engineering, science and medicine.\u003c/p>\n\u003cp>In addition to lower grades, the researchers also found that students at the bottom of the alphabet received more negative and impolite comments. For example, “why no answers to Q 2 and 3? You are setting yourself up for a failing grade,” and “NEVER DO THAT AGAIN.” Top-of-the-alphabet students were more likely to receive, “Much better work on this draft, [Student First Name]! Thank you!”\u003c/p>\n\u003cp>The researchers cannot prove precisely why extra points are deducted for the Wilsons of the world, but they suspect it’s because instructors – mostly graduate students at the unnamed university in this study – have heavy grading loads and they get tired and cranky, especially after grading the 50th student in a row. Even before the era of electronic grading, it’s quite likely the instructors were not as fair to students at the bottom of the paper pile. But in the paper world, a student’s position in the stack was always changing, depending on when the papers were turned in and how the instructors picked them up. No student was likely to be in the bottom of the pile every time. In the LMS world, the U’s, V’s, W’s, X’s, Y’s and Z’s almost always are.\u003c/p>\n\u003cp>Another theory mentioned by the authors in the paper is that instructors may feel the need to be stricter if they’ve already given out a string of A’s, so as not to be too generous with high marks. Students at the bottom of the alphabet may be the victims of a well-intentioned effort to restrain grade inflation. It’s also possible that instructors are too generous with students at the top of the alphabet, but grade more accurately as they proceed. Either way, students at the bottom are being graded differently.\u003c/p>\n\u003cp>Some college instructors seem to be aware of their human frailty. In 2018, one posted \u003ca href=\"https://community.canvaslms.com/t5/Canvas-Ideas/Speedgrader-Randomize-submissions/idi-p/345482\">on a message board\u003c/a> at Canvas, asking the company to randomize the grade book. “For me, bias starts to creep in with fatigue,” the instructor wrote. “I grade a few, go away from it, grade a few more, take a break. Or that’s the goal when I’m not up against a deadline.”\u003c/p>\n\u003cp>If you’ve read this far, perhaps you are wondering how the researchers know that the grades for the U-to-Z students were unfair. Maybe they’re comparatively worse students? But the researchers matched the grades in Canvas with the student records in the registrar’s office and they were able to control for a host of student characteristics, from high school grades and college GPA to race, ethnicity, gender, family background and income. End-of-the alphabet surnames consistently received lower marks even among similar students who were graded by the same instructor.\u003c/p>\n\u003cp>The researchers also found that a tiny fraction of instructors tinkered with the default settings and graded in reverse alphabetical order, from Z to A. That led to the exact opposite results; students with end-of-the alphabet names earned higher grades, while the grades for A, B and C surnames were lower.\u003c/p>\n\u003cp>The bias against end-of-alphabet surnames is probably not unique to students who use the Canvas LMS. All four major LMS companies, which collectively control 90 percent of the U.S. and Canadian market with more than 48 million students, order submissions alphabetically for grading, according to the researchers. Even Coursera, a separate online learning platform, does it this way.\u003c/p>\n\u003cp>Wang’s solution is to shake things up and have the LMS present student work for grading in random order. Indeed, Canvas added a \u003ca href=\"https://community.canvaslms.com/t5/Canvas-Releases/Canvas-Deploy-Notes-2024-05-22/ta-p/603158#toc-hId--865365132\">randomize option for instructors in May 2024\u003c/a>, after the company saw a draft of this University of Michigan study. “It was something that we had on our radar and that we’d heard from some users, but had not completed it yet,” a company spokesman said. “The report from the University of Michigan definitely pushed that work to top priority.”\u003c/p>\n\u003cp>However, the default remains alphabetical order and instructors need to navigate to the settings to change it. (Changing this default, according to the study authors, has “low visibility” within system settings on the site.) I hope this story helps to get the word out.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-last-name-skew-grades/\">\u003cem>learning management systems\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Everybody is trying to find ways to help students catch up after the pandemic. One \u003ca href=\"https://tntp.org/publication/the-opportunity-makers/\">new data analysis\u003c/a> suggests some promising ideas.\u003c/p>\n\u003cp>\u003ca href=\"https://tntp.org/\">TNTP\u003c/a>, a nonprofit based in New York that advocates for improving K-12 education, wanted to identify schools that are the most effective at helping kids recover academically and understand what those schools are doing differently. These are not schools where students post the highest test scores, but schools where kids learn more each school year than students typically do.\u003c/p>\n\u003cp>TNTP researchers plunged into a giant pool of data housed at \u003ca href=\"https://edopportunity.org/\">Stanford University \u003c/a> that tracked hundreds of millions of students’ scores on state tests at more than half the elementary and middle schools in the nation from 2009 to 2018. The researchers found that at 28,000 of the 51,000 elementary and middle schools in the database, students entered third grade or middle school below grade level. TNTP calculated that the top 5 percent of these start-behind schools – 1,345 of them – were helping students learn at least 1.3 year’s worth of material every year, based on how test scores improved as students progressed from grade to grade. In other words, the students at the top 5 percent of the start-behind schools learned the equivalent of an extra full year or more of math and reading every three years.\u003c/p>\n\u003cp>“Growing at this rate allows most students to catch up to grade level during their time in school,” concluded the \u003ca href=\"https://tntp.org/publication/the-opportunity-makers/\">report\u003c/a>, which was released in September 2024.\u003c/p>\n\u003cp>Previous researchers conducted a similar analysis in \u003ca href=\"https://cepa.stanford.edu/content/educational-opportunity-early-and-middle-childhood-using-full-population-administrative-data-study-variation-place-and-age\">2017 with whole school districts\u003c/a> instead of individual schools. In that study, \u003ca href=\"https://www.nytimes.com/interactive/2017/12/05/upshot/a-better-way-to-compare-public-schools.html\">Chicago emerged as\u003c/a> the nation’s most effective school district. Like the schools in the 2024 analysis, Chicago didn’t post the highest test scores, but its students were progressing the most each year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There are many schools that are effective at helping students learn, even in high-poverty communities,” said Sean Reardon, a Stanford sociologist who was part of the team that developed the Stanford Education Data Archive. “The TNTP report uses our data to identify some of them and then digs in to understand what makes them particularly effective. This is exactly what we hoped people would do with the data.”\u003c/p>\n\u003cp>TNTP did identify seven of the 1,345 highly effective schools that it selected to study in depth. Only one of the seven schools had a majority Black population, reflecting the fact that Black students are underrepresented at the most effective schools.\u003c/p>\n\u003cp>The seven schools ranged widely. Some were large. Some were small. Some were city schools with many Hispanic students. Others were mostly white, rural schools. They used different instructional materials and did a lot of things differently, but TNTP teased out three traits that it thought these schools had in common.\u003c/p>\n\u003ch2>\u003cstrong>Seven of the 1,345 schools where students started behind but made large learning gains over a decade from 2009 to 2018\u003c/strong>\u003c/h2>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_64791\" class=\"wp-caption aligncenter\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64791 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map.png\" alt=\"\" width=\"977\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-800x334.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-768x321.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Red dots represent the seven schools that TNTP named and studied in depth. Green dots represent all 1,345 schools that TNTP identified as producing large annual gains in learning for students who entered school behind grade level. Source: TNTP Opportunity Makers report 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>“What we found was not a silver-bullet solution, a perfect curriculum, or a rockstar principal,” the report said. “Instead, these schools shared a commitment to doing three core things well: they create a culture of belonging, deliver consistent grade-level instruction, and build a coherent instructional program.\u003c/p>\n\u003cp>According to TNTP’s classroom observations, students received good or strong instruction in nine out of 10 classrooms. “Across all classrooms, the steady accumulation of good lessons—not unattainably perfect ones—sets trajectory-changing schools apart,” the report said, contrasting this consistent level of “good” with \u003ca href=\"https://opportunitymyth.tntp.org/\">its earlier observation\u003c/a> that most U.S. schools have some good teaching, but there is a lot of variation from one classroom to the next.\u003c/p>\n\u003cp>In addition to good instruction, TNTP said that students in these seven schools were receiving grade-level content in their English and math classes although most students were behind. Teachers in each school used the same shared curriculum. According to the TNTP report, only about a third of elementary school teachers nationwide say they “mostly use” the curriculum adopted by their school. At Trousdale County Elementary in Tennessee, one of the exemplar schools, 80 percent of teachers said they did.\u003c/p>\n\u003cp>While many education advocates are pushing for the \u003ca href=\"https://www.aei.org/events/the-case-for-curriculum-reform/\">adoption of better curriculum as a lever to improve schools\u003c/a>, “It’s possible to get trajectory-changing results without a perfect curriculum,” TNTP wrote in its report.\u003c/p>\n\u003cp>Teachers also had regular, scheduled sessions to collaborate, discuss their instruction, and note what did and did not work. “Everyone holds the same high expectations and works together to improve,” the report said.\u003c/p>\n\u003cp>The schools also gave students extra instruction to fill knowledge gaps and extra practice to solidify their skills. These extra support classes, called “intervention blocks,” are now commonplace at many low-income schools, but TNTP noted one major difference at the seven schools they studied. The intervention blocks were connected to what students were learning in their main classrooms. That requires school leaders to make sure that interventionists, classroom aides and the main classroom teachers have time to talk and collaborate during the school day.\u003c/p>\n\u003cp>These seven schools all had strong principals. Although many of the principals came and left during the decade that TNTP studied, the schools maintained strong results.\u003c/p>\n\u003cp>The seven schools also emphasized student-teacher relationships and built a caring community. At Brightwood, a small charter school in Washington, D.C., that serves an immigrant population, staff members try to learn the names of every student and to be collectively responsible for both their academics and well-being. During one staff meeting, teachers wrote more than 250 student names on giant pads of paper. Teachers put check marks by each child they felt like they had a genuine relationship with and then brainstormed ways to reach the students without checks.\u003c/p>\n\u003cp>At New Heights Academy Charter School in New York City, each teacher contacts 10 parents a week—by text, email, or phone—and logs the calls in a journal. Teachers don’t just call when something goes wrong. They also reach out to parents to talk about an “A” on a test, academic improvement, or good attendance, the report said.\u003c/p>\n\u003cp>It’s always risky to highlight what successful schools are doing because other educators might be tempted to just copy ideas. But TNTP warns that every school is different. What works in one place might not in another. The organization’s advice for schools is to change one practice at a time, perhaps starting with a category that the school is already pretty good at, and improve it. TNTP warns against trying to change too many things at once.\u003c/p>\n\u003cp>TNTP’s view is that any school can become a highly effective school, and that there aren’t particular educational philosophies or materials that a school must use to accomplish this rare feat. A lot of it is simply about increasing communication among teachers, between teachers and students, and with families. It’s a bit like weight-loss diets that don’t dictate which foods you can and cannot eat, as long as you eat less and exercise more. It’s the basic principles that matter most.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at (212) 678-3595 or barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-tntp-effective-schools/\">\u003cem>how to catch up at school\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Everybody is trying to find ways to help students catch up after the pandemic. One \u003ca href=\"https://tntp.org/publication/the-opportunity-makers/\">new data analysis\u003c/a> suggests some promising ideas.\u003c/p>\n\u003cp>\u003ca href=\"https://tntp.org/\">TNTP\u003c/a>, a nonprofit based in New York that advocates for improving K-12 education, wanted to identify schools that are the most effective at helping kids recover academically and understand what those schools are doing differently. These are not schools where students post the highest test scores, but schools where kids learn more each school year than students typically do.\u003c/p>\n\u003cp>TNTP researchers plunged into a giant pool of data housed at \u003ca href=\"https://edopportunity.org/\">Stanford University \u003c/a> that tracked hundreds of millions of students’ scores on state tests at more than half the elementary and middle schools in the nation from 2009 to 2018. The researchers found that at 28,000 of the 51,000 elementary and middle schools in the database, students entered third grade or middle school below grade level. TNTP calculated that the top 5 percent of these start-behind schools – 1,345 of them – were helping students learn at least 1.3 year’s worth of material every year, based on how test scores improved as students progressed from grade to grade. In other words, the students at the top 5 percent of the start-behind schools learned the equivalent of an extra full year or more of math and reading every three years.\u003c/p>\n\u003cp>“Growing at this rate allows most students to catch up to grade level during their time in school,” concluded the \u003ca href=\"https://tntp.org/publication/the-opportunity-makers/\">report\u003c/a>, which was released in September 2024.\u003c/p>\n\u003cp>Previous researchers conducted a similar analysis in \u003ca href=\"https://cepa.stanford.edu/content/educational-opportunity-early-and-middle-childhood-using-full-population-administrative-data-study-variation-place-and-age\">2017 with whole school districts\u003c/a> instead of individual schools. In that study, \u003ca href=\"https://www.nytimes.com/interactive/2017/12/05/upshot/a-better-way-to-compare-public-schools.html\">Chicago emerged as\u003c/a> the nation’s most effective school district. Like the schools in the 2024 analysis, Chicago didn’t post the highest test scores, but its students were progressing the most each year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There are many schools that are effective at helping students learn, even in high-poverty communities,” said Sean Reardon, a Stanford sociologist who was part of the team that developed the Stanford Education Data Archive. “The TNTP report uses our data to identify some of them and then digs in to understand what makes them particularly effective. This is exactly what we hoped people would do with the data.”\u003c/p>\n\u003cp>TNTP did identify seven of the 1,345 highly effective schools that it selected to study in depth. Only one of the seven schools had a majority Black population, reflecting the fact that Black students are underrepresented at the most effective schools.\u003c/p>\n\u003cp>The seven schools ranged widely. Some were large. Some were small. Some were city schools with many Hispanic students. Others were mostly white, rural schools. They used different instructional materials and did a lot of things differently, but TNTP teased out three traits that it thought these schools had in common.\u003c/p>\n\u003ch2>\u003cstrong>Seven of the 1,345 schools where students started behind but made large learning gains over a decade from 2009 to 2018\u003c/strong>\u003c/h2>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_64791\" class=\"wp-caption aligncenter\" style=\"max-width: 977px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64791 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map.png\" alt=\"\" width=\"977\" height=\"408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map.png 977w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-800x334.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/TNTP-Map-768x321.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Red dots represent the seven schools that TNTP named and studied in depth. Green dots represent all 1,345 schools that TNTP identified as producing large annual gains in learning for students who entered school behind grade level. Source: TNTP Opportunity Makers report 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>“What we found was not a silver-bullet solution, a perfect curriculum, or a rockstar principal,” the report said. “Instead, these schools shared a commitment to doing three core things well: they create a culture of belonging, deliver consistent grade-level instruction, and build a coherent instructional program.\u003c/p>\n\u003cp>According to TNTP’s classroom observations, students received good or strong instruction in nine out of 10 classrooms. “Across all classrooms, the steady accumulation of good lessons—not unattainably perfect ones—sets trajectory-changing schools apart,” the report said, contrasting this consistent level of “good” with \u003ca href=\"https://opportunitymyth.tntp.org/\">its earlier observation\u003c/a> that most U.S. schools have some good teaching, but there is a lot of variation from one classroom to the next.\u003c/p>\n\u003cp>In addition to good instruction, TNTP said that students in these seven schools were receiving grade-level content in their English and math classes although most students were behind. Teachers in each school used the same shared curriculum. According to the TNTP report, only about a third of elementary school teachers nationwide say they “mostly use” the curriculum adopted by their school. At Trousdale County Elementary in Tennessee, one of the exemplar schools, 80 percent of teachers said they did.\u003c/p>\n\u003cp>While many education advocates are pushing for the \u003ca href=\"https://www.aei.org/events/the-case-for-curriculum-reform/\">adoption of better curriculum as a lever to improve schools\u003c/a>, “It’s possible to get trajectory-changing results without a perfect curriculum,” TNTP wrote in its report.\u003c/p>\n\u003cp>Teachers also had regular, scheduled sessions to collaborate, discuss their instruction, and note what did and did not work. “Everyone holds the same high expectations and works together to improve,” the report said.\u003c/p>\n\u003cp>The schools also gave students extra instruction to fill knowledge gaps and extra practice to solidify their skills. These extra support classes, called “intervention blocks,” are now commonplace at many low-income schools, but TNTP noted one major difference at the seven schools they studied. The intervention blocks were connected to what students were learning in their main classrooms. That requires school leaders to make sure that interventionists, classroom aides and the main classroom teachers have time to talk and collaborate during the school day.\u003c/p>\n\u003cp>These seven schools all had strong principals. Although many of the principals came and left during the decade that TNTP studied, the schools maintained strong results.\u003c/p>\n\u003cp>The seven schools also emphasized student-teacher relationships and built a caring community. At Brightwood, a small charter school in Washington, D.C., that serves an immigrant population, staff members try to learn the names of every student and to be collectively responsible for both their academics and well-being. During one staff meeting, teachers wrote more than 250 student names on giant pads of paper. Teachers put check marks by each child they felt like they had a genuine relationship with and then brainstormed ways to reach the students without checks.\u003c/p>\n\u003cp>At New Heights Academy Charter School in New York City, each teacher contacts 10 parents a week—by text, email, or phone—and logs the calls in a journal. Teachers don’t just call when something goes wrong. They also reach out to parents to talk about an “A” on a test, academic improvement, or good attendance, the report said.\u003c/p>\n\u003cp>It’s always risky to highlight what successful schools are doing because other educators might be tempted to just copy ideas. But TNTP warns that every school is different. What works in one place might not in another. The organization’s advice for schools is to change one practice at a time, perhaps starting with a category that the school is already pretty good at, and improve it. TNTP warns against trying to change too many things at once.\u003c/p>\n\u003cp>TNTP’s view is that any school can become a highly effective school, and that there aren’t particular educational philosophies or materials that a school must use to accomplish this rare feat. A lot of it is simply about increasing communication among teachers, between teachers and students, and with families. It’s a bit like weight-loss diets that don’t dictate which foods you can and cannot eat, as long as you eat less and exercise more. It’s the basic principles that matter most.\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jill-barshay/\">\u003cem>Jill Barshay\u003c/em>\u003c/a>\u003cem> at (212) 678-3595 or barshay@hechingerreport.org\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-tntp-effective-schools/\">\u003cem>how to catch up at school\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A Decade of Data in Tennessee Shows an Unexpected Result When Colleges Drop Remedial Courses",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Fifteen years ago, the \u003c/span>\u003ca href=\"https://www.pewresearch.org/short-reads/2017/01/18/u-s-still-has-a-ways-to-go-in-meeting-obamas-goal-of-producing-more-college-grads/\">\u003cspan style=\"font-weight: 400\">Obama administration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=ED513340\">\u003cspan style=\"font-weight: 400\">philanthropic foundations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encouraged more Americans to get a college degree. Remedial classes were a big barrier. \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/research/developmental-education.html#:~:text=In%20recent%20years%2C%20as%20many,traditional%20developmental%20education%20is%20ineffective.\">\u003cspan style=\"font-weight: 400\">Two-thirds of community college students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 40% of four-year college students weren’t academically prepared for college-level work and were forced to take prerequisite “developmental” courses that didn’t earn them college credits. Many of these college students never progressed to college-level courses. They racked up student loan debts and dropped out. Press reports, including \u003c/span>\u003ca href=\"https://hechingerreport.org/help-students-avoid-remedial-ed-trap/\">\u003cspan style=\"font-weight: 400\">my own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, called it a “\u003c/span>\u003ca href=\"https://www.apmreports.org/episode/2016/08/18/remedial-education-trap\">\u003cspan style=\"font-weight: 400\">remedial ed trap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One controversial but popular solution was to eliminate these prerequisite classes and let weaker students proceed straight to college-level courses, called “corequisite courses,” because they are combined with some remedial support at the same time. In recent years, \u003c/span>\u003ca href=\"https://reports.ecs.org/comparisons/developmental-education-policies-05\">\u003cspan style=\"font-weight: 400\">more than 20 states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, from California to Florida, have either replaced remedial classes at their public colleges with corequisites or given students a choice between the two. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, Tennessee’s public colleges were some of the first higher education institutions to eliminate stand-alone remedial courses. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-928\">\u003cspan style=\"font-weight: 400\">10-year analysis of how almost 100,000 students \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">fared before and after the new policy was conducted by researchers at the University of Delaware, and their draft paper was made public earlier this year. It has not yet been published in a peer-reviewed journal and may still be revised, but it is the first longer term study to look at college degree completion for tens of thousands of students who have taken corequisites, and it found that the new supports haven’t worked as well as many hoped, especially for lower achieving students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First the good news. Like earlier research, this study of Tennessee’s two-year community colleges found that after the elimination of remedial classes, students passed more college courses, both introductory courses in English and math, and also more advanced courses in those subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the extra credit accumulation effect quickly faded. Researchers tracked each student for three years, and by the end of their third year, students had racked up about the same number of total credits as earlier students had under the old remedial education regime. The proportion of students earning either two-year associate degrees or four-year bachelor’s degrees did not increase after the corequisite reform. Lower achieving college students, defined as those with very low ACT exam scores in high school, were more likely to drop out of college and less likely to earn a short-term certificate degree after the switch to corequisites.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The evidence is showing that these reforms are not increasing graduation rates,” said Alex Goudas, a higher education researcher and a community college professor at Delta College in Michigan, who was not involved in this study. “Some students are benefiting a little bit — only temporarily — and other students are harmed permanently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It seems like a paradox. Students are initially passing more courses, but are also more likely to drop out and less likely to earn credentials. Florence Xiaotao Ran, an assistant professor at the University of Delaware and the lead researcher on the Tennessee study, explained to me that the dropouts appear to be different types of students than the ones earning more credits. Students with somewhat higher ACT test scores in high school, who were close to the old remedial ed cutoff of 19 points (out of 36) and scoring near the 50th percentile nationally, were more likely to succeed in passing the new corequisite courses straight away. Some students who were far below this threshold also passed the corequisite courses, but many more failed. Students below the 10th percentile (13 and below on the ACT) dropped out in greater numbers and were less likely to earn a short-term certificate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Data from other states shows a similar pattern. In California, which largely eliminated remedial education in 2019, failure rates in introductory college-level math courses soared, even as more students also succeeded in passing these courses, according to a \u003c/span>\u003ca href=\"https://drive.google.com/file/d/13Vl1IR7QbCjSHEim1THo6rlnshNH-wsx/view\">\u003cspan style=\"font-weight: 400\">study of an Hispanic-serving two-year college in southern California\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ran’s Tennessee analysis has two important implications. The new corequisite courses – as they currently operate – aren’t working well for the lowest achieving students. And the change isn’t even helping students who are now able to earn more college credits during the first year or two of college. They’re still struggling to graduate and are not earning a college degree any faster.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some critics of corequisite reforms, such as Delta College’s Goudas, argue that some form of remedial education needs to be reintroduced for students who lack basic math, reading and writing skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, supporters of the reforms believe that corequisite courses need to be improved. Thomas Brock, director of the Community College Research Center (CCRC) at Teachers College, Columbia University, described the higher dropout rates and falling number of credentials in the Tennessee study as “troubling.” But he says that the old remedial ed system failed too many students. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization, also based at Teachers College but is unaffiliated with CCRC\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The answer is not to go back,” said Brock, “but to double down on corequisites and offer students more support,” acknowledging that some students need more time to build the skills they lack. Brock believes this skill-building can happen simultaneously as students earn college credits and not as a preliminary stepping stone. “No student comes to college to take remedial courses,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One confounding issue is that corequisite classes come in so many different forms. In some cases, students get a double dose of math or English with three credit hours of a remedial class taken concurrently with three credit hours of a college-level course. A more common approach is to tack on an extra hour or so to the college class. In her analysis, Ran discovered that instructional time was cut in half for the weakest students, who received many more hours of math or writing instruction under the old remedial system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the new scenario, everyone gets the same amount of instruction or developmental material, regardless if you are just one point below the cutoff or 10 points below the cutoff,” said Ran.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also big differences in what takes place during the extra support time that’s built into a corequisite course. Some colleges offer tutoring centers to help students fill in their knowledge gaps. Others schedule computer lab time where students practice math problems on educational software. Another option is extended class time, where the main professor teaches the same material that’s in the college level course only more slowly, spread across four hours a week instead of the usual three.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overcoming weak foundational skills is not the only obstacle that community college students face. The researchers I interviewed emphasized that these students are struggling to juggle work and family responsibilities along with their classes, and they need more support – academic advising, career counseling and sometimes therapy and financial help. Without additional support, students get derailed. This may explain why the benefits of early credit accumulation fade out and are not yet translating into higher graduation rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even before the pandemic, the vast majority of community college students arrived on campus without a strong enough foundation for regular college-credit bearing classes and were steered to either remedial or new corequisite classes. High school achievement levels have \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=897\">\u003cspan style=\"font-weight: 400\">deteriorated further since 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when the data in Ran’s study ended. “It’s not their fault,” said Ran. “It’s the K-12 system that failed them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why it’s more important now than ever to figure out how to help under-prepared college students if we want to improve post-secondary education. \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-tenn-study-corequisite-courses/\">\u003ci>\u003cspan style=\"font-weight: 400\">corequisite\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> courses 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\">Fifteen years ago, the \u003c/span>\u003ca href=\"https://www.pewresearch.org/short-reads/2017/01/18/u-s-still-has-a-ways-to-go-in-meeting-obamas-goal-of-producing-more-college-grads/\">\u003cspan style=\"font-weight: 400\">Obama administration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=ED513340\">\u003cspan style=\"font-weight: 400\">philanthropic foundations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encouraged more Americans to get a college degree. Remedial classes were a big barrier. \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/research/developmental-education.html#:~:text=In%20recent%20years%2C%20as%20many,traditional%20developmental%20education%20is%20ineffective.\">\u003cspan style=\"font-weight: 400\">Two-thirds of community college students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 40% of four-year college students weren’t academically prepared for college-level work and were forced to take prerequisite “developmental” courses that didn’t earn them college credits. Many of these college students never progressed to college-level courses. They racked up student loan debts and dropped out. Press reports, including \u003c/span>\u003ca href=\"https://hechingerreport.org/help-students-avoid-remedial-ed-trap/\">\u003cspan style=\"font-weight: 400\">my own\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, called it a “\u003c/span>\u003ca href=\"https://www.apmreports.org/episode/2016/08/18/remedial-education-trap\">\u003cspan style=\"font-weight: 400\">remedial ed trap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One controversial but popular solution was to eliminate these prerequisite classes and let weaker students proceed straight to college-level courses, called “corequisite courses,” because they are combined with some remedial support at the same time. In recent years, \u003c/span>\u003ca href=\"https://reports.ecs.org/comparisons/developmental-education-policies-05\">\u003cspan style=\"font-weight: 400\">more than 20 states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, from California to Florida, have either replaced remedial classes at their public colleges with corequisites or given students a choice between the two. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, Tennessee’s public colleges were some of the first higher education institutions to eliminate stand-alone remedial courses. A \u003c/span>\u003ca href=\"https://edworkingpapers.com/ai24-928\">\u003cspan style=\"font-weight: 400\">10-year analysis of how almost 100,000 students \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">fared before and after the new policy was conducted by researchers at the University of Delaware, and their draft paper was made public earlier this year. It has not yet been published in a peer-reviewed journal and may still be revised, but it is the first longer term study to look at college degree completion for tens of thousands of students who have taken corequisites, and it found that the new supports haven’t worked as well as many hoped, especially for lower achieving students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First the good news. Like earlier research, this study of Tennessee’s two-year community colleges found that after the elimination of remedial classes, students passed more college courses, both introductory courses in English and math, and also more advanced courses in those subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the extra credit accumulation effect quickly faded. Researchers tracked each student for three years, and by the end of their third year, students had racked up about the same number of total credits as earlier students had under the old remedial education regime. The proportion of students earning either two-year associate degrees or four-year bachelor’s degrees did not increase after the corequisite reform. Lower achieving college students, defined as those with very low ACT exam scores in high school, were more likely to drop out of college and less likely to earn a short-term certificate degree after the switch to corequisites.\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 evidence is showing that these reforms are not increasing graduation rates,” said Alex Goudas, a higher education researcher and a community college professor at Delta College in Michigan, who was not involved in this study. “Some students are benefiting a little bit — only temporarily — and other students are harmed permanently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It seems like a paradox. Students are initially passing more courses, but are also more likely to drop out and less likely to earn credentials. Florence Xiaotao Ran, an assistant professor at the University of Delaware and the lead researcher on the Tennessee study, explained to me that the dropouts appear to be different types of students than the ones earning more credits. Students with somewhat higher ACT test scores in high school, who were close to the old remedial ed cutoff of 19 points (out of 36) and scoring near the 50th percentile nationally, were more likely to succeed in passing the new corequisite courses straight away. Some students who were far below this threshold also passed the corequisite courses, but many more failed. Students below the 10th percentile (13 and below on the ACT) dropped out in greater numbers and were less likely to earn a short-term certificate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Data from other states shows a similar pattern. In California, which largely eliminated remedial education in 2019, failure rates in introductory college-level math courses soared, even as more students also succeeded in passing these courses, according to a \u003c/span>\u003ca href=\"https://drive.google.com/file/d/13Vl1IR7QbCjSHEim1THo6rlnshNH-wsx/view\">\u003cspan style=\"font-weight: 400\">study of an Hispanic-serving two-year college in southern California\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ran’s Tennessee analysis has two important implications. The new corequisite courses – as they currently operate – aren’t working well for the lowest achieving students. And the change isn’t even helping students who are now able to earn more college credits during the first year or two of college. They’re still struggling to graduate and are not earning a college degree any faster.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some critics of corequisite reforms, such as Delta College’s Goudas, argue that some form of remedial education needs to be reintroduced for students who lack basic math, reading and writing skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, supporters of the reforms believe that corequisite courses need to be improved. Thomas Brock, director of the Community College Research Center (CCRC) at Teachers College, Columbia University, described the higher dropout rates and falling number of credentials in the Tennessee study as “troubling.” But he says that the old remedial ed system failed too many students. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report is an independent news organization, also based at Teachers College but is unaffiliated with CCRC\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The answer is not to go back,” said Brock, “but to double down on corequisites and offer students more support,” acknowledging that some students need more time to build the skills they lack. Brock believes this skill-building can happen simultaneously as students earn college credits and not as a preliminary stepping stone. “No student comes to college to take remedial courses,” he added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One confounding issue is that corequisite classes come in so many different forms. In some cases, students get a double dose of math or English with three credit hours of a remedial class taken concurrently with three credit hours of a college-level course. A more common approach is to tack on an extra hour or so to the college class. In her analysis, Ran discovered that instructional time was cut in half for the weakest students, who received many more hours of math or writing instruction under the old remedial system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the new scenario, everyone gets the same amount of instruction or developmental material, regardless if you are just one point below the cutoff or 10 points below the cutoff,” said Ran.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also big differences in what takes place during the extra support time that’s built into a corequisite course. Some colleges offer tutoring centers to help students fill in their knowledge gaps. Others schedule computer lab time where students practice math problems on educational software. Another option is extended class time, where the main professor teaches the same material that’s in the college level course only more slowly, spread across four hours a week instead of the usual three.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overcoming weak foundational skills is not the only obstacle that community college students face. The researchers I interviewed emphasized that these students are struggling to juggle work and family responsibilities along with their classes, and they need more support – academic advising, career counseling and sometimes therapy and financial help. Without additional support, students get derailed. This may explain why the benefits of early credit accumulation fade out and are not yet translating into higher graduation rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even before the pandemic, the vast majority of community college students arrived on campus without a strong enough foundation for regular college-credit bearing classes and were steered to either remedial or new corequisite classes. High school achievement levels have \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=897\">\u003cspan style=\"font-weight: 400\">deteriorated further since 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, when the data in Ran’s study ended. “It’s not their fault,” said Ran. “It’s the K-12 system that failed them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why it’s more important now than ever to figure out how to help under-prepared college students if we want to improve post-secondary education. \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-tenn-study-corequisite-courses/\">\u003ci>\u003cspan style=\"font-weight: 400\">corequisite\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> courses was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We are still in the early days of understanding the promise and peril of using generative AI in education. Very few researchers have evaluated whether students are benefiting, and one well-designed study showed that using ChatGPT for math actually \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">\u003cspan style=\"font-weight: 400\">harmed student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first scientific proof I’ve seen that ChatGPT can actually help students learn more was posted online earlier this year. It’s a small experiment, involving fewer than 200 undergraduates. All were Harvard students taking an introductory physics class in the fall of 2023, so the findings may not be widely applicable. But students learned more than twice as much in less time when they used an AI tutor in their dorm compared with attending their usual physics class in person. Students also reported that they felt more engaged and motivated. They learned more and they liked it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchsquare.com/article/rs-4243877/v1\">\u003cspan style=\"font-weight: 400\">paper about the experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has not yet been published in a peer-reviewed journal, but other physicists at Harvard University praised it as a well-designed experiment. Students were randomly assigned to learn a topic as usual in class, or stay “home” in their dorm and learn it through an AI tutor powered by ChatGPT. Students took brief tests at the beginning and the end of class, or their AI sessions, to measure how much they learned. The following week, the in-class students learned the next topic through the AI tutor in their dorms, and the AI-tutored students went back to class. Each student learned both ways, and for both lessons – one on surface tension and one on fluid flow – the AI-tutored students learned a lot more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To avoid AI “hallucinations,” the tendency of chatbots to \u003ca href=\"https://www.kqed.org/mindshift/64532/researchers-combat-ai-hallucinations-in-math\">make up stuff that isn’t true\u003c/a>, the AI tutor was given all the correct solutions. But other developers of AI tutors have also supplied their bots with answer keys. Gregory Kestin, a physics lecturer at Harvard and developer of the AI tutor used in this study, argues that his effort succeeded while others have failed because he and his colleagues fine-tuned it with pedagogical best practices. For example, the Harvard scientists instructed this AI tutor to be brief, using no more than a few sentences, to avoid cognitive overload. Otherwise, he explained, ChatGPT has a tendency to be “long-winded.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The tutor, which Kestin calls “PS2 Pal,” after the Physical Sciences 2 class he teaches, was told to only give away one step at a time and not to divulge the full solution in a single message. PS2 Pal was also instructed to encourage students to think and give it a try themselves before revealing the answer. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unguided use of ChatGPT, the Harvard scientists argue, lets students complete assignments without engaging in critical thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin doesn’t deliver traditional lectures. Like many physicists at Harvard, he teaches through a method called “\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-college-students-often-dont-know-when-theyre-learning/\">\u003cspan style=\"font-weight: 400\">active learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” where students first work with peers on in-class problem sets as the lecturer gives feedback. Direct explanations or mini-lectures come after a bit of trial, error and struggle. Kestin sought to reproduce aspects of this teaching style with the AI tutor. Students toiled on the same set of activities and Kestin fed the AI tutor the same feedback notes that he planned to deliver in class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64698\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1.png\" alt=\"\" width=\"780\" height=\"638\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1-160x131.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1-768x628.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin provocatively titled his paper about the experiment, “\u003c/span>\u003cspan style=\"font-weight: 400\">AI Tutoring Outperforms Active Learning\u003c/span>\u003cspan style=\"font-weight: 400\">,” but in an interview he told me that he doesn’t mean to suggest that AI should replace professors or traditional in-person classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t think that this is an argument for replacing any human interaction,” said Kestin. “This allows for the human interaction to be much richer.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin says he intends to continue teaching through in-person classes, and he remains convinced that students learn a lot from each other by discussing how to solve problems in groups. He believes the best use of this AI tutor would be to introduce a new topic ahead of class – much like professors assign reading in advance. That way students with less background knowledge won’t be as behind and can participate more fully in class activities. Kestin hopes his AI tutor will allow him to spend less time on vocabulary and basics and devote more time to creative activities and advanced problems during class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, the benefits of an AI tutor depend on students actually using it. In other efforts, students often didn’t want to use earlier versions of education technology and computerized tutors. In this experiment, the “at-home” sessions with PS2 Pal were scheduled and proctored over Zoom. It’s not clear that even highly motivated Harvard students will find it engaging enough to use regularly on their own initiative. Cute emojis – another element that the Harvard scientists prompted their AI tutor to use – may not be enough to sustain long-term interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin’s next step is to test the tutor bot for an entire semester. He’s also been testing PS2 Pal as a study assistant with homework. Kestin said he’s seeing promising signs that it’s helpful for basic but not advanced problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The irony is that AI tutors may not be that effective at what we generally think of as tutoring. Kestin doesn’t think that current AI technology is good at anything that requires knowing a lot about a person, such as what the student already learned in class or what kind of explanatory metaphor might work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Humans have a lot of context that you can use along with your judgment in order to guide a student better than an AI can,” he said. In contrast, AI is good at introducing students to new material because you only need “limited context” about someone and “minimal judgment” for how best to teach it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about an \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-ai-tutor-harvard-physics/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI tutor\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/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">We are still in the early days of understanding the promise and peril of using generative AI in education. Very few researchers have evaluated whether students are benefiting, and one well-designed study showed that using ChatGPT for math actually \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64575/kids-who-use-chatgpt-as-a-study-assistant-do-worse-on-tests\">\u003cspan style=\"font-weight: 400\">harmed student achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first scientific proof I’ve seen that ChatGPT can actually help students learn more was posted online earlier this year. It’s a small experiment, involving fewer than 200 undergraduates. All were Harvard students taking an introductory physics class in the fall of 2023, so the findings may not be widely applicable. But students learned more than twice as much in less time when they used an AI tutor in their dorm compared with attending their usual physics class in person. Students also reported that they felt more engaged and motivated. They learned more and they liked it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchsquare.com/article/rs-4243877/v1\">\u003cspan style=\"font-weight: 400\">paper about the experiment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has not yet been published in a peer-reviewed journal, but other physicists at Harvard University praised it as a well-designed experiment. Students were randomly assigned to learn a topic as usual in class, or stay “home” in their dorm and learn it through an AI tutor powered by ChatGPT. Students took brief tests at the beginning and the end of class, or their AI sessions, to measure how much they learned. The following week, the in-class students learned the next topic through the AI tutor in their dorms, and the AI-tutored students went back to class. Each student learned both ways, and for both lessons – one on surface tension and one on fluid flow – the AI-tutored students learned a lot more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To avoid AI “hallucinations,” the tendency of chatbots to \u003ca href=\"https://www.kqed.org/mindshift/64532/researchers-combat-ai-hallucinations-in-math\">make up stuff that isn’t true\u003c/a>, the AI tutor was given all the correct solutions. But other developers of AI tutors have also supplied their bots with answer keys. Gregory Kestin, a physics lecturer at Harvard and developer of the AI tutor used in this study, argues that his effort succeeded while others have failed because he and his colleagues fine-tuned it with pedagogical best practices. For example, the Harvard scientists instructed this AI tutor to be brief, using no more than a few sentences, to avoid cognitive overload. Otherwise, he explained, ChatGPT has a tendency to be “long-winded.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The tutor, which Kestin calls “PS2 Pal,” after the Physical Sciences 2 class he teaches, was told to only give away one step at a time and not to divulge the full solution in a single message. PS2 Pal was also instructed to encourage students to think and give it a try themselves before revealing the answer. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unguided use of ChatGPT, the Harvard scientists argue, lets students complete assignments without engaging in critical thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin doesn’t deliver traditional lectures. Like many physicists at Harvard, he teaches through a method called “\u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-college-students-often-dont-know-when-theyre-learning/\">\u003cspan style=\"font-weight: 400\">active learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” where students first work with peers on in-class problem sets as the lecturer gives feedback. Direct explanations or mini-lectures come after a bit of trial, error and struggle. Kestin sought to reproduce aspects of this teaching style with the AI tutor. Students toiled on the same set of activities and Kestin fed the AI tutor the same feedback notes that he planned to deliver in class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64698\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1.png\" alt=\"\" width=\"780\" height=\"638\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1-160x131.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/image1-1-768x628.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin provocatively titled his paper about the experiment, “\u003c/span>\u003cspan style=\"font-weight: 400\">AI Tutoring Outperforms Active Learning\u003c/span>\u003cspan style=\"font-weight: 400\">,” but in an interview he told me that he doesn’t mean to suggest that AI should replace professors or traditional in-person classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t think that this is an argument for replacing any human interaction,” said Kestin. “This allows for the human interaction to be much richer.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin says he intends to continue teaching through in-person classes, and he remains convinced that students learn a lot from each other by discussing how to solve problems in groups. He believes the best use of this AI tutor would be to introduce a new topic ahead of class – much like professors assign reading in advance. That way students with less background knowledge won’t be as behind and can participate more fully in class activities. Kestin hopes his AI tutor will allow him to spend less time on vocabulary and basics and devote more time to creative activities and advanced problems during class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, the benefits of an AI tutor depend on students actually using it. In other efforts, students often didn’t want to use earlier versions of education technology and computerized tutors. In this experiment, the “at-home” sessions with PS2 Pal were scheduled and proctored over Zoom. It’s not clear that even highly motivated Harvard students will find it engaging enough to use regularly on their own initiative. Cute emojis – another element that the Harvard scientists prompted their AI tutor to use – may not be enough to sustain long-term interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kestin’s next step is to test the tutor bot for an entire semester. He’s also been testing PS2 Pal as a study assistant with homework. Kestin said he’s seeing promising signs that it’s helpful for basic but not advanced problems. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The irony is that AI tutors may not be that effective at what we generally think of as tutoring. Kestin doesn’t think that current AI technology is good at anything that requires knowing a lot about a person, such as what the student already learned in class or what kind of explanatory metaphor might work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Humans have a lot of context that you can use along with your judgment in order to guide a student better than an AI can,” he said. In contrast, AI is good at introducing students to new material because you only need “limited context” about someone and “minimal judgment” for how best to teach it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about an \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-ai-tutor-harvard-physics/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI tutor\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/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\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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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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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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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"science-friday": {
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